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Title: Novice Science Teachers' Thinking About the Purpose of Teachers' Questions.
Creator: Crittenden, Gwyndolyn, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: Effective teacher questioning during whole group instruction remains an important pedagogy in science education, especially the importance of helping novice teachers to guide student thinking using effective questions. This study examined how novice secondary science teachers' understand the relationship between student thinking and teacher questioning. The sample was seven novice secondary science teachers' enrolled in the University of Central Florida's job embedded Resident Teacher...
Show moreEffective teacher questioning during whole group instruction remains an important pedagogy in science education, especially the importance of helping novice teachers to guide student thinking using effective questions. This study examined how novice secondary science teachers' understand the relationship between student thinking and teacher questioning. The sample was seven novice secondary science teachers' enrolled in the University of Central Florida's job embedded Resident Teacher Professional Preparation Program (RTP3). All participants received instruction and guided practice with the use of questions to elicit, probe, and challenge student ideas in the secondary science pedagogy class. Participants completed a questionnaire describing their teaching experience and science content knowledge. The primary data were think aloud interviews describing their thinking while observing two science instruction videos. Protocols, critical incident interviews, and field notes were transcribed and coded for analysis. Descriptive codes identified properly classified question types and the purpose or value of questions, student thinking, and student reaction to teacher questions. Pattern codes identified student engagement, feedback, wait time, and communication patterns. The think aloud used in this study provided insight into what the participants were thinking about the purposes of questions to elicit, probe, and challenge student ideas and gave insight into the decision process. Evidence from the protocol analysis provided insight about what the participants were thinking about the decisions made when attending to teacher questions and student thinking. All seven participants identified question types using language suggesting they understood the differences, but at a na(&)#239;ve level. Although participants used the correct language to show understanding of the question types, they had a fairly na(&)#239;ve understanding of the pedagogical purpose of the questions. This was especially true of the questions to elicit student ideas, but perhaps less true of the probing and challenging questions. The participants had more of a ritualistic understanding of the questions to elicit student ideas; they noticed them but perhaps did not have a deep understanding of this question type. Analyses of this study also revealed novice teachers learning is framed by the priorities of the public school system. All participants attended to teacher instruction, especially wait time and student engagement, while a few participants focused on feedback, praise, and higher- and lower-order questions. This study suggested school culture and the way teachers are now assessed may scaffold and support these teachers to have a more nuanced and sophisticated understanding of questioning and student thinking than has previously been reported for novice/beginning teachers. While some aspects of school culture and assessment may be problematic- i.e. wait time, feedback, praise, higher-order questions, etc.-on the whole it seems to be leading them in the right direction.
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Date Issued: 2014
Identifier: CFE0005153, ucf:50690
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005153

Title: EXPLORING THE RELATIONSHIPS AMONG PERSONALITY TRAITS AND NONTECHNICAL SKILLS IN COLLEGE STUDENTS.
Creator: Doyle, John, Whitten, Shannon, University of Central Florida
Abstract / Description: Previous research established that traditional indicators of academic achievement, such as GPA, serve as insufficient predictors of success outside the academic environment. Employers find many graduates ill-prepared for the expectations of the corporate world because they lack skills such as creativity and critical thinking. The present study explores the relationship among personality, creativity, and critical thinking. Identifying personality traits that correlate with the presence of...
Show morePrevious research established that traditional indicators of academic achievement, such as GPA, serve as insufficient predictors of success outside the academic environment. Employers find many graduates ill-prepared for the expectations of the corporate world because they lack skills such as creativity and critical thinking. The present study explores the relationship among personality, creativity, and critical thinking. Identifying personality traits that correlate with the presence of creativity and critical thinking may help employers identify job candidates who possess these much desired skills. In this study, 97 participants completed the NEO PI-R as a measure of personality, the Cornel Critical Thinking Test, and the Torrance Test of Creative Thinking. Like previous research findings openness to experience was significantly related to creativity, including a majority of its facets as well. Facets of agreeableness also had significant relationships to creativity.
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Date Issued: 2014
Identifier: CFH0004651, ucf:45298
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004651

Title: An Experimental Investigation of the State of Creativity, Critical Thinking and Creativity Training in Undergraduate Engineering Students.
Creator: Sola, Eric, Hoekstra, Robert, Kotnour, Timothy, McCauley, Pamela, Fiore, Stephen, University of Central Florida
Abstract / Description: This research explores creativity and critical thinking skills in undergraduate engineering students. The study undertook two experiments in order to gather a better understanding of several factors regarding the interactions between students' creative abilities and the effects of the undergraduate engineering curriculum. Experiment 1 focused on the differences in creative and critical thinking skills in freshman versus senior undergraduate engineering students. Experiment 2 centered on the...
Show moreThis research explores creativity and critical thinking skills in undergraduate engineering students. The study undertook two experiments in order to gather a better understanding of several factors regarding the interactions between students' creative abilities and the effects of the undergraduate engineering curriculum. Experiment 1 focused on the differences in creative and critical thinking skills in freshman versus senior undergraduate engineering students. Experiment 2 centered on the variation in the effects of long-term versus short-term creativity training on senior engineering students. Creative skill was measured using the Test for Creative Thinking (-) Drawing Production (TCT-DP) developed by Urban and Jellen (2010). Measurements for critical thinking utilized the Watson-Glaser Critical Thinking Assessment (WGCTA) (Watson (&) Glaser, 2008).Experiment 1 found evidence suggesting the freshman engineers within the study were more creative than senior engineers (F = 3.159, P-Value = 0.078). Surprisingly, there was no evidence suggesting the senior engineers had superior critical thinking skills over the freshman engineers (F = 1.054, P-Value = 0.306). The study groups' data was also compared to the normative data provided by the WGCTA test, in order to determine the standing of the two engineering sample groups against the general population. The study's freshman group average ranked in the 70th percentile (freshman engineers' average) when compared to the normative general population's average (50th percentile). The senior participants, on the other hand, scored significantly lower than their corresponding normative group, moving from the 50th percentile (normative average) to slightly above the 35th percentile (senior engineers' average). Based on this evidence, current engineering education methods are detrimental not only to the creative skills of engineering students, but their critical thinking capabilities as well.Experiment 2 results suggested that long-term creativity training provides statistically significant improvements over short-term creativity training (F = 40.381, P-Value = 0.000). This significance was established even though the long-term group was found to have been trained inadvertently before the start of their official training, simply by their knowledge of the course's requirements to provide creative solutions. As such, these results suggest both that continuous creativity training benefits the recipient individuals, and that beginning a more creative approach to collegiate engineering curricula may start as easily as initiating courses with the known expectation that students use creativity in their problem solving whenever feasible. This study provides new insights into the state of creativity and critical thinking in undergraduate engineers. Based on the resulting data, engineering education must be examined and restructured to provide students with the necessary tools to improve their creative and critical thinking skills. Through the use of creativity and critical thinking training and instruction methods, educators can effectively address these observed deficiencies, resulting in engineering students being better prepared for their professional lives within the 21st century workplace.
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Date Issued: 2016
Identifier: CFE0006183, ucf:51134
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006183

Title: ART IN THE LIGHT OF KNOWING: A COGNITIVE APPROACH TO THE CREATIVE PROCESS.
Creator: Knoe, Victor, Francis, Madison, University of Central Florida
Abstract / Description: Art can be an elusive concept. Neither an outsider nor a professional artist is immune to abstractions in the attempt to describe it. Every individual must necessarily come from their own, unique perspective. The obstacles that we experience in defining the essence of art can be better understood if we see them as a gauge for our historical period. Given the limits of our contemporary conditions, it seems impossible that we may ever overcome the vast chasms that imprison us. We are...
Show moreArt can be an elusive concept. Neither an outsider nor a professional artist is immune to abstractions in the attempt to describe it. Every individual must necessarily come from their own, unique perspective. The obstacles that we experience in defining the essence of art can be better understood if we see them as a gauge for our historical period. Given the limits of our contemporary conditions, it seems impossible that we may ever overcome the vast chasms that imprison us. We are discouraged to build bridges, at almost every turn, by the suggestive hopelessness of the abysmal distances between us. The series of work that I have developed for this thesis is a reflection on limitations. Whether we find them in the creative process or within the simple contemplations of our life experiences, thinking on our limits can lead us to a heightened cognition where we may find a lofty expression of human freedom. If art is to have a proper role in human culture, human individuals must begin to solve the problems of our limitations through the freedom that cognition affords us. We can begin by thinking imaginatively. Although difficult, it is quite possible to imagine reality. Beyond the mere production of beautiful objects, art is the very current that warms human beings to the reality that surrounds us. Artists can become involved by attempting to immerse their life in a new light of knowledge. With this sentiment, inspiration can begin offering us flight towards unreachable heights. The path that leads us, then, to an authentic concept of art will also take us into the world of another just as elusive: spirit.
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Date Issued: 2011
Identifier: CFH0003799, ucf:44760
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0003799

Title: 'I AM A CRITICAL THINKER': EXPLORING THE RELATIONSHIP BETWEEN SELF-CONCEPT AND CRITICAL THINKING ABILITY.
Creator: Antler, Melissa, Whitten, Shannon, University of Central Florida
Abstract / Description: Critical thinking is an academically coveted skill important to all areas of education (Halpern, 1998). The ability to think critically requires an individual to question and possibly reject accepted ideals and authorities. A strong self-concept may play an important role in this process. The present study hypothesized a positive relationship between total self-concept and critical thinking ability. An additional purpose of this study was to explore whether self-concept accounted for more of...
Show moreCritical thinking is an academically coveted skill important to all areas of education (Halpern, 1998). The ability to think critically requires an individual to question and possibly reject accepted ideals and authorities. A strong self-concept may play an important role in this process. The present study hypothesized a positive relationship between total self-concept and critical thinking ability. An additional purpose of this study was to explore whether self-concept accounted for more of the variance in critical thinking than other correlates of the ability, such as metacognition (Halpern, 1998; Magno, 2010) and openness to experience (Clifford, Boufal, & Kurtz, 2004). The hypothesis was supported; total self-concept significantly and positively correlated with the total score of critical thinking. Regression analyses revealed self-concept was a better predictor of critical thinking, accounting for 19.2% more variance in critical thinking than metacognition and openness to experience. Overall, the results suggest that nourishing students' self-concept may support their ability to think critically.
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Date Issued: 2013
Identifier: CFH0004378, ucf:45027
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004378

Title: THE EFFECTS OF A RATIO-BASED TEACHING SEQUENCE ON PERFORMANCE IN FRACTION EQUIVALENCY FOR STUDENTS WITH MATHEMATICS DISABILITIES.
Creator: Hunt, Jessica, Dieker, Lisa, University of Central Florida
Abstract / Description: This study examined the effects of a ratio-based supplemental teaching sequence on third grade students' equivalent fraction performance as measured by a curriculum-based measure and a standardized test. Participants included students identified as being learning disabled in mathematics (MLD), struggling (SS), or typically achieving (TA). Nineteen students were assigned to the experimental group and 19 additional students formed the control group. The difference between the two groups was...
Show moreThis study examined the effects of a ratio-based supplemental teaching sequence on third grade students' equivalent fraction performance as measured by a curriculum-based measure and a standardized test. Participants included students identified as being learning disabled in mathematics (MLD), struggling (SS), or typically achieving (TA). Nineteen students were assigned to the experimental group and 19 additional students formed the control group. The difference between the two groups was that the experimental group received the ratio-based teaching sequence. Both groups continued to receive textbook based instruction in fraction equivalency concepts in their regular mathematics classroom. Qualitative interviews were employed to further investigate the thinking of each of the three types of students in the study. Analysis of the data indicated that students in the experimental group outperformed the control group on both the curriculum-based measure and the standardized measure of fraction equivalency All students who participated in ratio-based instruction had a higher performance in fraction equivalency than those who did not. Performance on the CBM and the standardized measure of fraction equivalency improved significantly from pre to post test for students who struggled; their performance also transferred to standardized measures. Qualitative analysis revealed that a focal student with MLD, while improving his ability to think multiplicatively, had misconceptions about fractions as ratios that persisted even after the intervention was completed. Implications for instruction, teacher preparation, and future research are provided.
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Date Issued: 2011
Identifier: CFE0004003, ucf:49170
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004003

Title: An Examination of Administrators' Knowledge of the Standards for Mathematical Practice - A Think Aloud.
Creator: Glenn-White, Vernita, Dixon, Juli, Ortiz, Enrique, Haciomeroglu, Erhan, Boote, David, Taylor, Rosemarye, University of Central Florida
Abstract / Description: Administrators who observe mathematics teachers need to have knowledge and an understanding of mathematics teaching and learning to effectively evaluate teachers and how their instructional practices relate to student thinking. This research study was conducted to illustrate the importance of understanding the thought process of administrators as they make decisions about teacher effectiveness based on what they notice during observations of mathematics classrooms.The purpose of this study...
Show moreAdministrators who observe mathematics teachers need to have knowledge and an understanding of mathematics teaching and learning to effectively evaluate teachers and how their instructional practices relate to student thinking. This research study was conducted to illustrate the importance of understanding the thought process of administrators as they make decisions about teacher effectiveness based on what they notice during observations of mathematics classrooms.The purpose of this study was to examine what administrators attend to in the instructional environment and how what they notice influences their ability to identify the Common Core State Standards, Standards for Mathematical Practice. A purposive sample of six administrators engaged in cognitive interviews, known as think alouds, while observing two mathematics classroom videos. This study was designed to explore how administrators' instructional leadership knowledge or skills influence what they notice during mathematics instruction.There was evidence that administrators did notice aspects of the instructional environment pertaining to teachers, students, and, content. However, in this study it was found that administrators with an understanding of mathematics teaching and learning attended more to student's mathematical thinking during instruction. It was also found that there was an increase of the administrators' mathematical language and attention to student interactions with mathematics content when the administrators were presented with a tool describing the elements of a classroom engaged in the Standards for Mathematical Practice.
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Date Issued: 2015
Identifier: CFE0005797, ucf:50034
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005797

Title: INTEGRATING STUDENT-CENTERED LEARNING TO PROMOTE CRITICAL THINKING IN HIGH SCHOOL SOCIAL STUDIES CLASSROOMS.
Creator: Sayre, Elaine, Russell, William, University of Central Florida
Abstract / Description: Traditional teacher-centered methods of lectures and PowerPoint presentations are commonly used when teaching secondary social studies, yet these methods continually prove to be boring for most high school students and neglect to teach critical thinking skills. Student-centered methods are different than teacher-centered methods because these methods incorporate several learning styles, cooperative activities, and even technology in order to engage the student and promote critical thinking...
Show moreTraditional teacher-centered methods of lectures and PowerPoint presentations are commonly used when teaching secondary social studies, yet these methods continually prove to be boring for most high school students and neglect to teach critical thinking skills. Student-centered methods are different than teacher-centered methods because these methods incorporate several learning styles, cooperative activities, and even technology in order to engage the student and promote critical thinking skills. Critical thinking is important for students to master because it gives them the skills to move past the obvious and make individual connections with the text. The intent of this thesis was to explore the effectiveness of integrating student-centered methods in high school social studies classrooms as a means of promoting critical thinking skills. All students were given the same pretest and posttests. Students were divided into three groups: one was taught using student-centered methods, one was taught using teacher-centered methods, and one was the control group and was not directly taught by anyone. Based on analyzing students' posttest scores compared to their pre-test scores, student-centered teaching produced a higher average score increase, though all methods had students who scored higher, and students whose scores remained constant. Evidence and student feedback showed that continued future research should be conducted to see if student-centered methods should be used throughout all secondary social studies classrooms to promote critical thinking.
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Date Issued: 2013
Identifier: CFH0004486, ucf:45078
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004486

Title: A DESCRIPTIVE FRAMEWORK FOR THE PROBLEM-SOLVING EXPERIENCES OF PHYSICS STUDENTS.
Creator: Savrda, Sherry, Boote, David, University of Central Florida
Abstract / Description: This study investigated the applicability of a general model of physics students' problem-solving experiences that suggests there are four dynamic factors affecting the problem-solving process: categorization, goal interpretation, resource relevance, and complexity. Furthermore, it suggests an overarching control factor called stabilization, which describes the inter-relatedness of the other factors over the problem-solving process. Think-aloud protocols of problem-solving experiences...
Show moreThis study investigated the applicability of a general model of physics students' problem-solving experiences that suggests there are four dynamic factors affecting the problem-solving process: categorization, goal interpretation, resource relevance, and complexity. Furthermore, it suggests an overarching control factor called stabilization, which describes the inter-relatedness of the other factors over the problem-solving process. Think-aloud protocols of problem-solving experiences were used to investigate the model. Results of the study showed that conceptual resources had a significant impact on the success of problem-solving attempts. Participants who exhibited a lack of understanding of physics concepts were less likely to check their work, use diagrams effectively, set subgoals, or to use geometric or trigonometric resources, and were more likely to use a formula-driven search for a solution than those who exhibited evidence of conceptual understanding. However, conceptual understanding did guarantee problem-solving success. Mathematical and procedural knowledge was also seen as important. While many of the specific observations were consistent with the existing literature, the model provides an alternative framework with which to understand and synthesize those observations. The model was shown to be partially successful in describing participants' problem-solving experiences. Categorization, resource relevance and goal interpretation were supported to varying degrees; however, there was less evidence to support the construct of complexity. Determination of evidence for stabilization was guided by a working definition based on the participants' search for a stable understanding of the problem. Implications of these results for research and practice were noted.
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Date Issued: 2007
Identifier: CFE0001619, ucf:47170
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001619

Title: AN INVESTIGATION OF HIGH SCHOOL GEOMETRY STUDENTS' PROVING AND LOGICAL THINKING ABILITIES AND THE IMPACT OF DYNAMIC GEOMETRY SOFTWARE ON STUDENT PERFORMANCE.
Creator: Subramanian, Lalitha, Hynes, Michael, University of Central Florida
Abstract / Description: The purpose of this study was to investigate (a) the role of a yearlong geometry course on high school geometry students' logical thinking and proof construction abilities, (b) the linkage between students' logical thinking and proof construction abilities, and (c) the impact of dynamic geometry software on students' performance. In addition, this study also ventured to determine if the type of geometry course had any impact on students' logical thinking and proof construction achievement....
Show moreThe purpose of this study was to investigate (a) the role of a yearlong geometry course on high school geometry students' logical thinking and proof construction abilities, (b) the linkage between students' logical thinking and proof construction abilities, and (c) the impact of dynamic geometry software on students' performance. In addition, this study also ventured to determine if the type of geometry course had any impact on students' logical thinking and proof construction achievement. The sample for the study consisted of 1,325 high school geometry students enrolled in regular, honors, and mastery courses in four high schools from the school district affiliated with the Local Education Agency (LEA) during the academic year 2004-2005. Geometer's Sketchpadä (GSP) was assumed to represent the dynamic geometry software. Responses of students on two pre-tests and two post-tests, each with one on logical thinking and one on proof, were analyzed to address the research questions. Results of the analyses indicated no significant effect of the yearlong geometry course on the performance of students on proof tests but a fairly significant effect on the tests of logical thinking. Use of GSP was found to have some impact on honors and mastery students' performance on proof post-tests. Honors students showed a higher logical thinking level than their regular and mastery counterparts in both GSP and non-GSP groups. There was a significant positive correlation between students' performance on the tests of logical thinking and proof.
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Date Issued: 2005
Identifier: CFE0000616, ucf:46546
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000616

Title: DEFINING WORKPLACE INFORMATION FLUENCY SKILLS FOR TECHNICAL COMMUNICATION STUDENTS.
Creator: Zhang, Yuejiao, Dombrowski, Paul, University of Central Florida
Abstract / Description: Information fluency refers to the ability to recognize information needs and to gather, evaluate, and communicate information appropriately. In this study, I treat "information fluency" as both an overall competency and as a collection of knowledge and skills. The purpose of this study is to explore the specific workplace information fluency skills valued by employers of technical communicators, to find out how instructors perceive and teach these skills, and to suggest how these findings can...
Show moreInformation fluency refers to the ability to recognize information needs and to gather, evaluate, and communicate information appropriately. In this study, I treat "information fluency" as both an overall competency and as a collection of knowledge and skills. The purpose of this study is to explore the specific workplace information fluency skills valued by employers of technical communicators, to find out how instructors perceive and teach these skills, and to suggest how these findings can inform our teaching practices. Within the framework of qualitative methodology, this study employs two data-collection instruments, including a content analysis of online job recruitment postings and a survey of technical communication instructors across the United States. The study discovers that when hiring technical communicators, employers require candidates to have skills in information processing, information technology, and critical thinking. Candidates must be able to identify their information needs, and must know how to use specified tools to gather, evaluate, and communicate information. It also reveals that although "information fluency" is a new terminology to a majority of instructors, the skill sets that constitute information fluency already existed in their knowledge. The study's last finding suggests that the opportunity for an internship is perceived as the most helpful in students' acquisition of information fluency skills. This dissertation concludes with a list of specific employer-valued information fluency skills, recommendations for program administrators and instructors for implementing information fluency, as well as recommendations for future researches on this subject.
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Date Issued: 2010
Identifier: CFE0003170, ucf:48604
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003170

Title: Gifted Students' Engagement in a Middle School Research and Critical Thinking Course.
Creator: Crupi, Samuel, Jeanpierre, Bobby, Gresham, Regina, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: This action research was an analysis of a group of eighth grade gifted students 'classroom engagement in a large urban school district. Over a two-week period a variety of data were collected. Data were collected using the Student Engagement Instrument (Appleton (&) Christenson, 2004), which is a self-report of students' perceptions of engagement. Observation data of student engagement were collected using a teacher developed student engagement checklist, which measured academic and...
Show moreThis action research was an analysis of a group of eighth grade gifted students 'classroom engagement in a large urban school district. Over a two-week period a variety of data were collected. Data were collected using the Student Engagement Instrument (Appleton (&) Christenson, 2004), which is a self-report of students' perceptions of engagement. Observation data of student engagement were collected using a teacher developed student engagement checklist, which measured academic and behavioral indications of student engagement. At the end of the two week observation period students participated in an exit interview focused on their perceptions of student engagement. The student engagement interview was adapted from an analysis of elementary student engagement carried out by Parn (2006). The data collected were analyzed according to the academic, behavioral, cognitive, and affective engagement sub-types. The findings showed that the highest levels of engagement were in the sub-types of behavioral and academic engagement. Levels of affective/psychological engagement were lower than levels of cognitive engagement. The results demonstrated that affective/psychological student engagement was positively related with cognitive engagement, behavioral engagement, and academic engagement.
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Date Issued: 2012
Identifier: CFE0004313, ucf:49466
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004313

Title: Perspectives on Creativity: Theoria, Praxis, and Poiesis.
Creator: Bryan-Bethea, Kathryn, Roberts, Sherron, Eriksson, Gillian, Hopp, Carolyn, Sivo, Stephen, Heller, Ena, University of Central Florida
Abstract / Description: Theoretical perspectives on creativity encompass ideas such as risk, inquiry, resistance to conformity, and attraction to complexity. In response to these philosophical tenets I have organized my dissertation into three distinct but related manuscripts that explore creativity through theoria (knowing), praxis (doing), and poiesis (making). These manuscripts present an integrated approach to creative pedagogy. 1.The first manuscript is a review of literature with the aim to: provide a brief...
Show moreTheoretical perspectives on creativity encompass ideas such as risk, inquiry, resistance to conformity, and attraction to complexity. In response to these philosophical tenets I have organized my dissertation into three distinct but related manuscripts that explore creativity through theoria (knowing), praxis (doing), and poiesis (making). These manuscripts present an integrated approach to creative pedagogy. 1.The first manuscript is a review of literature with the aim to: provide a brief overview of creativity theories; consider an imbricated definition of creativity; and evaluate current empirical research. Research in creativity should provide a spectrum of methods that reflect the complex nature of the phenomenon. 2.Illustrated through the combination of text and authentic photographs, the second manuscript explores how preservice elementary teachers conceptualize their professional identity. This manuscript includes preservice teachers' photographic submissions related to professional identity. Implications include considering how these perceptions affect teacher recruitment, retention, and professional regard within our society and school systems.3.Understanding the interaction between ritual and creativity can elucidate essential qualities of creativity. The third paper will consider the lived experiences of ritual in the creative process of ten Pro-c individuals. As a result of interview analysis, a definition of ritual that is unique to the creative process is revealed. Ritual in the creative process is delineated into three hierarchical categories: (1) Ritual construct, an element of the ritual; (2) Ritual quality, a distinguishing characteristic of the ritual; (3) Ritual purpose, the value the ritual provides in the creative process.
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Date Issued: 2016
Identifier: CFE0006079, ucf:50939
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006079

Title: A COMPARATIVE INVESTIGATION OF CAREER READINESS AND DECIDEDNESS IN FIRST YEAR STEM MAJORING STUDENTS PARTICIPATING IN A STEM MENTORING PROGRAM IMBEDDED IN A LIVING-LEARNING COMMUNITY WITH FOCUSED DATA ON FEMALE STEM STUDENTS.
Creator: Ramlakhan, Nirmala, Jeanpierre, Bobby, Boote, David, Hynes, Michael, Daire, Andrew, University of Central Florida
Abstract / Description: Female mentoring success was investigated as an undergraduate intervention utilizing career development practices to reduce dysfunctional career thinking and STEM major retention in first year freshmen females within a living-learning community. Repeated measures MANOVAs and canonical correlations in the causal comparative research design evaluated mentoring's influence on first year females. Male voluntary participants (n = 126) formulated the comparison group, and female voluntary...
Show moreFemale mentoring success was investigated as an undergraduate intervention utilizing career development practices to reduce dysfunctional career thinking and STEM major retention in first year freshmen females within a living-learning community. Repeated measures MANOVAs and canonical correlations in the causal comparative research design evaluated mentoring's influence on first year females. Male voluntary participants (n = 126) formulated the comparison group, and female voluntary participants (n = 75) filled the treatment group. Repeated measure multivariate analyses of variances compared differences between the interaction of mentoring and gender over time on dysfunctional career thinking using two assessments: Career Thoughts Inventory (CTI) and Career Decision Scale (CDS) and their five subscales (decision-making confusion, commitment anxiety, external conflict, certainty and indecision). Canonical correlations analyzed the effect participation rates had on student change scores on the CTI and CDS, indicating mentoring intervention effects on reducing dysfunctional career thinking and decidedness. Conclusions included: (a) females had higher levels of dysfunctional career thinking than males; (b) overtime both groups decreased dysfunctional thoughts,and solidifying their STEM career choices; (c) females had reduced levels of career decidedness compared to males; (d) both groups increased certainty overtime, solidifying their STEM career choice, and (e) when the STEM career choice was made, female certainty was more solidified than males. The study adds to the career development research within STEM at the undergraduate level providing colleges and universities with a structured first year female mentoring program in STEM. The GEMS model may be ideal for colleges and universities utilizing living-learning communities to increase underrepresented female retention and those without STEM career planning courses.?
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Date Issued: 2012
Identifier: CFE0004586, ucf:49191
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004586

Title: TEACHING AND ASSESSING CRITICAL THINKING IN RADIOLOGIC TECHNOLOGY STUDENTS.
Creator: Gosnell, Susan, Biraimah, Karen, University of Central Florida
Abstract / Description: The purpose of this study was primarily to explore the conceptualization of critical thinking development in radiologic science students by radiography program directors. Seven research questions framed three overriding themes including 1) perceived definition of and skills associated with critical thinking; 2) effectiveness and utilization of teaching strategies for the development of critical thinking; and 3) appropriateness and utilization of specific assessment measures for documenting...
Show moreThe purpose of this study was primarily to explore the conceptualization of critical thinking development in radiologic science students by radiography program directors. Seven research questions framed three overriding themes including 1) perceived definition of and skills associated with critical thinking; 2) effectiveness and utilization of teaching strategies for the development of critical thinking; and 3) appropriateness and utilization of specific assessment measures for documenting critical thinking development. The population for this study included program directors for all JRCERT accredited radiography programs in the United States. Questionnaires were distributed via Survey MonkeyÃ‚Â©, a commercial on-line survey tool to 620 programs. A forty-seven percent (n = 295) response rate was achieved and included good representation from each of the three recognized program levels (AS, BS and certificate). Statistical analyses performed on the collected data included descriptive analyses (median, mean and standard deviation) to ascertain overall perceptions of the definition of critical thinking; levels of agreement regarding the effectiveness of listed teaching strategies and assessment measures; and the degree of utilization of the same teaching strategies and assessment measures. Chi squared analyses were conducted to identify differences within each of these themes between various program levels and/or between program directors with various levels of educational preparation as defined by the highest degree earned. Results showed that program directors had a broad and somewhat ambiguous perception of the definition of critical thinking, which included many related cognitive processes that were not always classified as attributes of critical thinking according to the literature, but were consistent with definitions and attributes identified as critical thinking by other allied health professions. These common attributes included creative thinking, decision making, problem solving and clinical reasoning as well as other high-order thinking activities such as reflection, judging and reasoning deductively and inductively. Statistically significant differences were identified for some items based on program level and for one item based on program director highest degree. There was general agreement regarding the appropriateness of specific teaching strategies also supported by the literature with the exception of on-line discussions and portfolios. The most highly used teaching strategies reported were not completely congruent with the literature and included traditional lectures with in-class discussions and high-order multiple choice test items. Significant differences between program levels were identified for only two items. The most highly used assessment measures included clinical competency results, employer surveys, image critique performance, specific course assignments, student surveys and ARRT exam results. Only one variable showed significant differences between programs at various academic levels.
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Date Issued: 2010
Identifier: CFE0003261, ucf:48518
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003261

Title: Nam June Paik and Avant-Garde as Pedagogy: Promoting Student Engagement and Interdisciplinary Thinking in the Undergraduate Humanities Classroom.
Creator: Mazzarotto, Marcia, Mauer, Barry, Applen, John, Rounsaville, Angela, Taylor, Robert, University of Central Florida
Abstract / Description: This dissertation demonstrates how avant-garde methods can be employed as pedagogical methods in the undergraduate Humanities classroom to promote student engagement and interdisciplinary thinking. The study first addresses pedagogy and avant-garde art within their historical contexts as separate, but related disciplines. Subsequently the study fuses pedagogy and avant-garde art and provides examples of in-class activities and out-of-class assignments that illustrate the ways in which avant...
Show moreThis dissertation demonstrates how avant-garde methods can be employed as pedagogical methods in the undergraduate Humanities classroom to promote student engagement and interdisciplinary thinking. The study first addresses pedagogy and avant-garde art within their historical contexts as separate, but related disciplines. Subsequently the study fuses pedagogy and avant-garde art and provides examples of in-class activities and out-of-class assignments that illustrate the ways in which avant-garde methods function as practical teaching and learning methods. Further, the study presents artist Nam June Paik, whose work exemplifies the theoretical and practical underpinnings of avant-garde art as pedagogy. The dissertation champions the pedagogy of John Dewey, who called for a progressive educational system. It also argues for Paulo Freire's critical pedagogy and the Jesuits' Ignatian pedagogical paradigm, both of which serve as necessary complements in achieving Dewey's goal of an experiential educational environment. Dewey believed education should co-exist with life and should not be treated as a preparation for it, and thus his theories on aesthetics, in particular, argued that art is not severed from life, an idea shared by four avant-garde movements discussed in this study: Futurism, Dada, Surrealism, and Fluxus. Each of these movements sought to change the political and cultural environment, while maintaining that art and life are on equal ground. These pedagogies, aided by avant-garde methods, encourage and challenge students to engage with and think critically about the world around them.
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Date Issued: 2017
Identifier: CFE0006623, ucf:51282
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006623

Title: Eye Movements and Spatial Ability: Influences on Thinking During Analogical Problem Solving.
Creator: Schroeder, Bradford, Sims, Valerie, Szalma, James, Neider, Mark, Gill, Michele, University of Central Florida
Abstract / Description: Classic studies have examined the factors that influence the way in which people can solve difficult (")insight(") problems, which require creative solutions. Recent research has shown that guiding one's eye movements in a pattern spatially congruent with the solution improves the likelihood of formulating a spatial solution. The authors in this line of research argued that guiding eye movements in a pattern spatially equivalent to the solution of the problem yields an embodied cognitive...
Show moreClassic studies have examined the factors that influence the way in which people can solve difficult (")insight(") problems, which require creative solutions. Recent research has shown that guiding one's eye movements in a pattern spatially congruent with the solution improves the likelihood of formulating a spatial solution. The authors in this line of research argued that guiding eye movements in a pattern spatially equivalent to the solution of the problem yields an embodied cognitive benefit that aids problem solving. Specifically, guiding eye movements leads to the generation of a mental representation containing perceptual information that helps a problem solver mentally simulate the problem features, increasing likelihood to generate a solution to the problem. However, evidence from a small but critically relevant area of research supports that this embodied effect may be more simply a creativity-priming effect. The proposed research aimed to disentangle these ideas while addressing other research questions of interest: do embodied problem solving benefits transfer to later problem solving? Do individual differences in spatial ability influence how people solve these problems? The present study combined previously established methodologies in problem solving and analogical problem solving to investigate these research questions. Results of the present work tentatively support the embodied priming effect, mediated by a creativity-priming effect that influences problem solving performance. Both effects emerged after manipulating problem solvers' eye movements. There is also modest support for a link between spatial ability and analogical problem solving, but not initial problem solving. These results are interpreted through the lens of embodied cognitive theory, providing tentative support that guiding eye movements can influence reasoning through an enhancement of creativity.
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Date Issued: 2018
Identifier: CFE0007366, ucf:52079
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007366

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: THE RELATIONSHIP BETWEEN THINKING MAPSÃ‚Â® AND FLORIDA COMPREHENSIVE ASSESSMENT TESTÃ‚Â® READING AND MATHEMATICS SCORES IN TWO URBAN MIDDLE SCHOOLS.
Creator: Diaz, Anna, Martin, Suzanne, University of Central Florida
Abstract / Description: The purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking MapsÃ‚Â® and studentsÃ‚Â' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment TestÃ‚Â® (FCAT). Thinking MapsÃ‚Â® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking MapsÃ&...
Show moreThe purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking MapsÃ‚Â® and studentsÃ‚Â' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment TestÃ‚Â® (FCAT). Thinking MapsÃ‚Â® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking MapsÃ‚Â® implementation and instruction. The design of this study was quantitative, with a nonrandomized control group, pretest-posttest design (Ary, Jacobs, & Razavieh, 2002) that examined the effects on student Reading and Mathematics FCAT scores in one middle school that implemented Thinking MapsÃ‚Â® throughout all grade levels and core subjects for three years as compared to student Reading and Mathematics FCAT scores in a second middle school that did not implement the Thinking MapsÃ‚Â® program throughout all grade levels and core subjects for three years. MANOVA and Chi-square tests were used to examine student FCAT scores. This study focused on one major question: Do students who have been instructed in the use of Thinking MapsÃ‚Â® have higher academic achievement as measured by the Florida Comprehensive Assessment TestÃ‚Â® (FCAT) than those that have not been instructed in the use of Thinking MapsÃ‚Â®? Results of this study indicated that students who have been instructed in the use of Thinking MapsÃ‚Â® do not have higher academic achievement as measured by the Florida Comprehensive Assessment TestÃ‚Â® (FCAT) than those who have not been instructed in the use of Thinking MapsÃ‚Â®. The researcher concluded that other methods of evaluating the implementation of Thinking MapsÃ‚Â® and student achievement should be explored.
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Date Issued: 2010
Identifier: CFE0003319, ucf:48448
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003319

Title: PREDICTING SCIENCE LITERACY AND SCIENCE APPRECIATION.
Creator: Hellmuth, Robert, Negy, Charles, University of Central Florida
Abstract / Description: Research has shown that the benefits of having a populace literate in science are great. Even if citizens are not literate in basic science, it is important that citizens still appreciate science and those with expertise in the field for many reasons. Recent research suggests that the United States (U.S.) has lower levels of science literacy than it should. Evidence may also suggest that many U.S. citizens are not appreciative of science. Overall, little research has been conducted on what...
Show moreResearch has shown that the benefits of having a populace literate in science are great. Even if citizens are not literate in basic science, it is important that citizens still appreciate science and those with expertise in the field for many reasons. Recent research suggests that the United States (U.S.) has lower levels of science literacy than it should. Evidence may also suggest that many U.S. citizens are not appreciative of science. Overall, little research has been conducted on what may predict science literacy and science appreciation which is the aim of this research. Specifically, I have examined socio-personal variables, beliefs, thought paradigms, and various demographic variables that may be predictive of science literacy and science appreciation. Results indicated that scriptural literalism, religiosity, and magical ideation were predictive of low levels of science literacy. In addition, predictors of low levels of science appreciation included scriptural literalism and magical ideation. Implications of the findings are discussed.
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Date Issued: 2014
Identifier: CFH0004685, ucf:45240
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004685

critical thinking (4)	+ -
Critical Thinking (3)	+ -
science education (3)	+ -
Creativity (2)	+ -
Mathematics (2)	+ -

creativity (2)	+ -
problem solving (2)	+ -
student engagement (2)	+ -
think aloud (2)	+ -
thinking (2)	+ -
2-D animation (1)	+ -
Administrators (1)	+ -
Advance Organizers (1)	+ -
Analogical Problem Solving (1)	+ -
Andy Clark (1)	+ -
Anti-racist theory (1)	+ -
Ausubel (1)	+ -
Classroom Observations (1)	+ -
Clinical reasoning (1)	+ -
Colorblindness (1)	+ -
Concept Maps (1)	+ -
Constructivist Grounded Theory (1)	+ -
Creative Thinking (1)	+ -
Culturally Responsive (1)	+ -
Deficit Thinking (1)	+ -
Diversity (1)	+ -
Education (1)	+ -
Embodied Cognition (1)	+ -
Engineering (1)	+ -
Florida Comprehensive Assessment TestÃÂ®. FCAT (1)	+ -

ETD Collection (16)	+ -
Honors Collection (5)	+ -

University of Central Florida (21)	+ -
Jeanpierre, Bobby (4)	+ -
Boote, David (3)	+ -
Haciomeroglu, Erhan (2)	+ -
Hynes, Michael (2)	+ -

Whitten, Shannon (2)	+ -
Adams, JoAnne (1)	+ -
Antler, Melissa (1)	+ -
Applen, John (1)	+ -
Austin, Cavel (1)	+ -
Biraimah, Karen (1)	+ -
Bryan-Bethea, Kathryn (1)	+ -
Crittenden, Gwyndolyn (1)	+ -
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Daire, Andrew (1)	+ -
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Gresham, Regina (1)	+ -
Heller, Ena (1)	+ -
Hellmuth, Robert (1)	+ -

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