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International Conference on Doctoral Education
March 24th – 26th
2015
Abstracts of Poster Presentations
1. Adcock, Jill, Ramsey, Zena, & Sims, DeShawn: Implementation of Technology in Urban Schools
2. Beers, Courtney: Understanding Early Childhood Preservice Teachers’ Experiences: How Do They Learn
About Children’s Cognitive Development
3. Buckridge, Hilary: M. Ed. in Educational Leadership Practice & Coaching in TeachLivE™: Preliminary
Findings
4. Ceballos, Marjorie: Second Language Acquisition Italian International Experience
5. Davis, Beth: Practitioners of Promise: How the University of Central Florida’s Professional Practice
Doctorate in Education Develops and Supports Learners in Improving Organizational Practices
6. Holton, Jessie:
7. Kalish, Sabrina: UCF Modeling and Simulation Ph.D.: A Model for Interdisciplinary Doctoral Education
8. Mullins, Kadie: Bridging the Gap: Faculty and Students Perceptions of Advising Priorities for MixedModality Learners in a Doctoral Program
9. Smith, Orin: Central Florida Educational Leaders’ Professional Perceptions Of Race To The Top
Components Concerning Teacher Evaluation And Compensation
10. Tapoler, Colton, & Whaley, Kari: Literature Review In Doctoral Supervision
11. Wolfe, Kathryn: Understanding the Unique Culture within Christian Higher Education
Running Head: IMPLEMENTATION OF TECHNOLOGY IN URBAN SCHOOLS
Implementation of Technology in Urban Schools
Jill Adcock, Zena Ramsey, and DeShawn Sims
[email protected], [email protected], [email protected]
University of Central Florida
College of Education and Human Performance
Poster Presentation
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Running Head: IMPLEMENTATION OF TECHNOLOGY IN URBAN SCHOOLS
In preparation for citizenship students must be taught to understand cultural issues
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through multiple perspectives, this is made possible by the interconnection that technology
provides. Technology usage makes bodies of knowledge more accessible so that education can
allow students to work, and thereby think, as a doctor, lawyer, etc. instead of simply learning
about it in a training format. In this way, technology can help learning become more engaging
and relevant (Shaffer, 2009). Technology use in the urban schools is limited and requires basic
skills that most students do not already possess. In more affluent school's technology usage
engages students in high levels of rigor, such as designing and producing (Ladson-Billings,
2001). In reference to Blooms Digital Taxonomy, most urban schools would be at the
remembering, understanding, and possibly the application level, while other students are engaged
in activities at higher levels of creation (Churches, 2007).
There are many challenges to successfully implementing technology in urban schools.
Goals are often ill-defined, without a focus for how to successfully utilize technology, and how
to do this while meeting the content demands as well as state, district, and school initiatives. This
lack of direction leads to teachers creating their own goals and ideas for implementation, which
can range from no usage at all to utilization for enrichment to full implementation (Anthony &
Clark, 2011). The absence of training and resources to learn how to use devices, apply
technology to the curriculum, and utilize devices and software effectively is a barrier that hinders
teachers in even making an attempt at implementation. The limited availability of technology and
software in urban schools makes it a challenge for even the willing to have success with
successful implementation (Wachira & Keengwe, 2011).
In order to overcome the challenges in implementing technology in urban schools there
are structures that are essential. Teachers must have a say in the creation of the goals for usage as
Running Head: IMPLEMENTATION OF TECHNOLOGY IN URBAN SCHOOLS
well as a choice in the software that they will utilize with their students. This will help teachers
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in understanding that technology is not another initiative, but is intended to be used in order to
increase the level of rigor and complexity of thinking that students are using and to supplement
and replace current curriculum, not add to it (Anthony & Clark, 2010). Proposed by Ng and
Nicholas (2012), person-centered framework looks at implementing and sustaining a mobile
technology program and the individuals that would be involved in that. This would meet the
challenge of a limited budget and resources that often is a struggle. A structure must be in place
in order for teachers to learn about the devices as well as the software that they will be utilizing
with their students. In order for full implementation to occur, teachers need a structure in place in
which they create personal goals for technology utilization utilizing the school-wide goals, plan
with peers for execution, implement the plan in their classroom, reflect upon the effectiveness
with colleagues, revise, and try again (Camburn, 2010; Anthony & Clark, 2011).
Running Head: IMPLEMENTATION OF TECHNOLOGY IN URBAN SCHOOLS
References
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Anthony, A. B., & Clark, L. M. (2011). Examining dilemmas of practice associated with the
integration of technology into mathematics classrooms serving urban students. Urban
Education, 46(6), 1300-1331. doi:10.1177/0042085911416015
Camburn, E. M. (2010). Embedded teacher learning opportunities as a site for reflective practice:
An exploratory study. American Journal of Education, 116(4), 463-489.
doi:10.1086/653624
Churches, A. (2007). Bloom’s digital taxonomy. Retrieved from
http://www.techlearning.com/techlearning/archives/2008/04/AndrewChurches.pdf
Ladson-Billings, G. (2001). Crossing over to Canaan: The Journey of New Teachers in Diverse
Classrooms. The Jossey-Bass Education Series. Jossey-Bass, Inc., 350 Sansome Street,
San Francisco, CA 94104.
Ng, W. & Nicholas, H. (2012). A framework for sustainable mobile learning in schools. British
Journal of Educational Technology, 44(5)., 695-715. doi:10.1111/j.14678535.2012.01359.x
Shaffer, D. W. (2009). Computers and the end of progressive education. Digital simulations for
improving education: Learning through artificial teaching environments, 68-85.
Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics
teachers perspectives. Journal of Science Education and Technology, 20(1), 17-25.
doi:10.1007/s10956-010-9230-y
Understanding Early Childhood Preservice Teachers’ Experiences: How Do They Learn
About Children’s Cognitive Development
Courtney Beers
[email protected]
Florida Atlantic University
Ph. D student in Curriculum and Instruction
Poster Session
Abstract
A growing body of research confirms that the quality of teacher instruction in early
childhood classrooms significantly impacts young children’s cognitive development (Côté,
Mongeau, Japel, Xu, Séguin, & Tremblay, 2013; NICHD ECCRN, 2000). Cognitive functioning
early in life correlates with later adult functioning, including health, educational attainment,
income, substance dependence, and criminal history (Campbell, Ramey, Pungello, Sparling, &
Miller-Johnson, 2002; Zelazo & Carlson, 2012). Belsky, Vandell, Burchinal, Clarke-Stewart,
McCartney, Owen, and NICHD ECCRN (2007) argue that because such a large population of
children attend non-parental child care, these findings hold value as there could be “potential
collective consequences - across classrooms, school, communities, and society at large - of small
enduring developmental differences among children who vary in their child-care experience” (p.
698).
When compared to the manner in which other professions prepare their novices, teacher
preparation is considered quite chaotic (Corcoran, 2007). Cohen, Moffitt, and Goldin (2007)
state, “university teacher education has been painfully superficial, equipping practitioners neither
with strong skills and knowledge nor with much capability to acquire knowledge for practices
elsewhere” (p. 83). The field of early childhood education in particular significantly lags behind
in innovative curriculum approaches (Saracho, 2013; Whitebook, Gomby, Bellm, Sakai, &
Kipnis, 2009). Barnett and Ackerman (2011) propose that part of the problem may be that
teacher preparation for the early childhood field is relatively novel. Although the research
literature highlights the benefits of high-quality early childhood education, knowledge of
preschool pedagogy and curriculum itself are slow to catch up, even called the “Wild West (of)
America’s educational frontier” (p. 198). Moreover, early childhood teacher preparation
programs around the country are fragmented and inconsistent in rigor and quality of experiences
(Barnett, 2011; Bowman, 2011; Early, Bryant, Pianta, Clifford, Burchinal, Ritchie, Howes, &
Barbarin, 2006; Fuller, 2011; Whitebook & Ryan, 2011).
Clinical experiences are the means through which more innovative teacher education
programs prepare their teachers (Darling-Hammond, 2006). Preservice teachers who are
involved in clinical experiences during teacher preparation are better prepared and able to
integrate themselves into the teaching community (Boyd, Grossman, Lankford, Loeb, &
Wyckoff, 2009; Saracho, 2013). However, many universities lack any field-based experiences
for early childhood teachers, let alone more innovative ones. NCATE (2010) states that these
differences have created an “endemic unevenness in quality” (p. 4) in teacher education. The
literature calls for further examination of experiences within teacher preparation because
researchers fear that the field will require bachelor degrees for teachers but that this will have
very little impact on children’s developmental outcomes (Barnett, 2011). My proposed research
will address the gap in the literature by analyzing how early childhood preservice teachers learn
about and apply their knowledge of children’s cognitive development in clinical experiences. I
currently working on a mixed-methods research study (i.e., using interviews and a survey) to
address this issue. This research study will be beneficial to the field because it could potentially
identify the main components of teacher preparation that preservice teachers perceive to be the
most beneficial for their learning and professional preparation.
References
Barnett, W. S. (2011). Minimum requirements for preschool teacher educational qualifications.
In E. Ziegler, W. S. Gilliam, & W. S. Barnett (Eds.), The pre-k debates: current
controversies & issues (pp. 48-54). Baltimore, MD: Paul H. Brooks Publishing.
Belsky, J., Vandell, D. L., Burchinal, M., Clarke-Stewart, K. A., McCartney, K., Owen, M. T., &
National Institute of Child Health and Human Development Early Child Care Research
Network. (2007). Are there long-term effects of early child care? Child Development,
78(2), 681-701. doi:10.1111/j.1467-8624.2007.01021.x
Bowman, B. T. (2011). Bachelor’s degrees are necessary but not sufficient: Preparing teachers to
teach young children. In E. Ziegler, W. S. Gilliam, & W. S. Barnett (Eds.), The pre-k
debates: current controversies & issues (pp. 48-54). Baltimore, MD: Paul H. Brooks
Publishing.
Boyd, D. J., Grossman, P. L., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher preparation
and student achievement. Educational Evaluation and Policy Analysis, 31(4), 416-440.
doi:10.3102/0162373709353129
Campbell, F. A., Ramey, C. T., Pungello, E., Sparling, J., & Miller-Johnson, S. (2002). Early
childhood education: Young adult outcomes from the abecedarian project. Applied
Developmental Science, 6(1), 42-57. doi:10.1207/S1532480XADS0601_05
Cohen, D. K., Moffitt, S.L., & Goldin, S. (2007). Policy and practice. In S. H. Fuhrman, D. K.
Cohen, & F. Mosher (Eds.), The state of education policy research (pp. 63- 86). Mahwah,
NJ: Lawrence Erlbaum Associates.
Corcoran, T. B. (2007). The changing and chaotic world of teacher policy. In S. H. Fuhrman, D.
K. Cohen, & F. Mosher (Eds.), The state of education policy research (pp. 307 - 336).
Mahwah, NJ: Lawrence Erlbaum Associates.
Côté, S. M., Mongeau, C., Japel, C., Xu, Q., Séguin, J. R., & Tremblay, R. E. (2013). Child care
quality and cognitive development: Trajectories leading to better preacademic skills.
Child Development, 84(2), 752-766. doi:10.1111/cdev.12007
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs.
San Francisco, CA: Jossey-Bass.
Early, D.M., Bryant, D. M., Pianta, R. C., Clifford, R. M., Burchinal, M. R., Ritchie, S. Howes,
C., & Barbarin, O. (2006). Are teachers’ education, major, and credentials related to
classroom quality and children’s academic gains in pre-kindergarten? Early Childhood
Research Quarterly, 21(2), 174- 195. doi: 10.1016/j.ecresq.2006.04.004
Fuller, B. (2011). College credentials and caring: How teacher training could lift young children.
In E. Ziegler, W. S. Gilliam, & W. S. Barnett (Eds.), The pre-k debates: current
controversies & issues (pp. 57-63). Baltimore, MD: Paul H. Brooks Publishing.
NCATE (2010). Transforming teacher education through clinical practice a national strategy to
prepare effective teachers. Report of the blue ribbon panel on clinical preparation and
partnerships for improved student learning. Retrieved from
http://www.ncate.org/LinkClick.aspx?fileticket=zzeiB1OoqPk%3D&tabid=715
National Institute of Child Health and Human Development Early Child Care Research Network.
(2000). The relation of child care to cognitive and language development. Child
Development, 71(4), 960-980. doi:10.1111/1467-8624.00202
Saracho, O. N. (2013). Early childhood teacher preparation programmes in the USA. Early Child
Development and Care, 183(5), 571-588.
Whitebook, M., Gomby, D., Bellm, D., Sakai, L., and Kipnis, F. (2009). Preparing
teachers of young children: the current state of knowledge, and a blueprint for the future.
Executive Summary. Berkeley, CA: Center for the Study of Child Care Employment,
Institute for Research on Labor and Employment, University of California at Berkeley.
Retrieved from http://www.irle.berkeley.edu/cscce/wpcontent/uploads/2009/01/teacher_prep_summary.pdf
Whitebook, M., & Ryan, S. (2011). Degrees in context: Asking the right questions about
preparing skilled and effective teachers of young children (Research Policy Brief 22).
Retrieved from National Institute for Early Education Research, Rutgers University
website: http://www.nieer.org/publications/policy-matters-policy-briefs/policy-brief-–degrees-context-asking-right-questions
Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and
adolescence: Development and plasticity. Child Development Perspectives, 6(4), 354360. doi: 10.1111/j.1750-8606.2012.00246.x
M. Ed. in Educational Leadership Practice & Coaching in TeachLivE™:
Preliminary Findings
ICDE Conference March 2015
Program Diversity, Delivery, Purpose, and Relevancy Poster Session Proposal
Hilary Buckridge
Executive Ed. D. in Educational Leadership Student
Sr. Director of Advanced Studies
Orange County Public Schools, FL
[email protected]
Utilizing multimedia methods and virtual environments are now part of
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educational preparation programs for surgical medical programs, flight simulators, and
military combat training situations, and educator preparation programs, meeting the needs
of the Generation M population in academic settings (Dieker et al. 2012). TeachLivE™
virtual education simulation technology, originally designed for teacher education
simulation with student avatars, has expanded to include educational leadership
simulations utilizing adult parent and teacher avatars. The M. Ed. in Educational
Leadership at the University of Central Florida began incorporating the mixed reality
resource of TeachLivE™ during the fall semester of 2013. Two experiences are provided.
One is a parent conference and one is a post-observation conference with a teacher.
Educational Leadership master’s degree students need preparation and practice with
feedback in communicating with parents and in providing post-observation feedback to
teachers in an administrative capacity before entering the administrative internship. By
maximizing mixed reality technology of TeachLivE™, with side-by-side coaching,
practice situations of administrative level parent conferencing and teacher conferencing
are available. Feedback from this practice is intended to scaffold students to the
administrative internship experience. This power of the sequencing of instruction through
scaffolding is the guided and independent practice models, using realistic scenarios and
simulation practice with students (Taylor, 2010).
Purpose of the Study
The purpose of the study is to ascertain the effectiveness of mixed reality
experiences using TeachLivE™ for students in the M. Ed. program in Educational
Leadership. The use of avatars and virtual teaching provides authentic practice where
mistakes are not impacting real students, and through reflective practice, feedback and
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coaching, novice educators can deepen their practice (Dieker, et al., 2008).
The second purpose is to determine the perceived value of the coaching feedback
received immediately following the mixed reality experiences and if the experiences were
perceived to be valuable later in the M. Ed. program after completion of the
administrative internship. Leadership through coaching in Hersey’s situational leadership
model as cited by Bolman and Deal (2008) is effective in high relationship and high task
situations where the followers are willing and motivated to learn.
Research questions addressed in these proceedings follow.
1. To what extent do Educational Leadership M. Ed. students believe the
TeachLivE™ parent conference and teacher post observation conference
simulation experiences to be helpful in developing their communications
skills with parents and teachers?
2. To what extent do Educational Leadership M. Ed. students believe the post
observation feedback was helpful in developing their communications skills
with parents and teachers?
Procedures
Scenarios are written which the interactor (who directs the avatars) and the
students have reviewed in preparation for the experiences. For each of the two
experiences students receive immediate coaching from an expert who gives supportive
but direct feedback on the experience. Students then write a reflection on the experience
and submit to their instructor. Coaching is a shaping of behavior by observing
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performance, offering guidance, as well as recommending specific practice to emphasize
(Owens & Valesky, 2011).
The researcher is collecting qualitative data documenting students’ perception of
the value of the TeachLivE™ experience and the coaching feedback to provide authentic
virtual rehearsals as a future school administrator in the two experiences: communicating
with parents and teachers through conferencing. Reflections on the experience will also
be analyzed for themes and commonalities in 2015 and are not addressed in these
proceedings.
Data collection began in the fall semester 2013 with the M. Ed. Educational Leadership
students enrolled in the face-to-face courses only, coinciding with the Supervision and
Parent & Community coursework. The mixed reality experience is part of the scaffolded
instruction process taking theoretical research based knowledge, and providing specific
targeted skills practice before entering into live situations during the internship.
Students receive an orientation to the TeachLivE™ experience during class, and are
provided a copy of each of the four possible scenarios. Students sign up in pairs; for 30minute blocks in the simulation lab. Each student receives 10 minutes of TeachLivE™
interaction time, and five minutes of coaching, observing in the partner’s session.
Faculty and/or an expert coach provide just-in-time feedback/coaching at the conclusion
of the ten-minute interaction. The review of over 8,000 studies led John Hattie (1992) as
cited in Marzano (2003) to indicate that the most powerful single modification that
enhances student performance and deep learning is feedback. To be most impactful,
feedback must have two characteristics; it must be timely and specific (Marzano 2003).
Students immediately complete feedback.
After completion of a two-semester administrative internship and practice with teachers
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and parents the M. Ed. Educational Leadership students will be complete an exit survey
in which two items related to TeachlivE™ have been added.
Data Analysis
Initial data was gathered from the fall semester of 2013 Supervision course, Post
Teacher Observation Conference N=13 and the spring semester of 2014 Community and
School course, Parent Conference N=17. The feedback form had five items with a Likert
scale with values from one to five with five being the most positive. The items relate to
how beneficial the experience was, should the experience be continued in the M. Ed.
Program, perception of improving speaking confidence, helpfulness of immediate
feedback, and the extent to which the experience was realistic. An open ended item was
also completed but is not a part of this preliminary analysis.
Thirty students from both semesters completed the feedback forms: 17 in the
parent conference and 13 in the post-observation teacher conference. Students’ responses
indicate that both experiences are helpful in preparing them and improving their
communication. Feedback from the knowledgeable coach is ranked the highest among
the items. These findings can be reviewed in Table 1.
Next Steps
Data will continue to be gathered through spring semester 2015. At that time all
feedback will be analyzed on the quantitative items by perceived value and by
demographic factors of the participants. Qualitative open ended item responses and the
students’ reflections will also be analyzed. The study is anticipated to be completed by
summer 2016.
Table 1
Fall 2013 and Spring 2014 on 5-point Likert Scale, five most positive ranking, N=30,
Survey
Parent Conference
Item
Mean
n
Beneficial
4.76
17
Simulation Continuation
4.82
17
Speaking Confidence
4.41
17
Feedback Helpful
4.88
17
Realistic
4.56
17
Post Observation
Beneficial
4.92
13
Conference
Simulation Continuation
4.92
13
Speaking Confidence
4.46
13
Feedback Helpful
5.00
13
Realistic
4.69
13
____________________________________________________________________
5
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References
Bolman, L. G. & Deal, T. E. (2008). Reframing organizations: Artistry, choice and
leadership. San Francisco, CA: Jossey-Bass.
Dieker, L., Hynes, M., Hughes, C., & Smith, E. (2008). Implications of mixed reality and
simulation technologies on special education and teacher preparation. Focus on
Exceptional Children, 40(6), 1. Retrieved from
http://ezproxy.net.ucf.edu/login?url=http://search.ebscohost.com/login.aspx?direct
=true&db=eric&AN=EJ828554&site=ehost-live; http://www.lovepublishing.com
Dieker, L., Grillo, K., & Ramlakhan, N. (2012). The use of virtual and simulated teaching
and learning environments: Inviting gifted students into science, technology,
engineering, and mathematics careers (STEM) through summer partnerships.
Gifted Education International, 28(1), 96-106. Retrieved from
http://ezproxy.net.ucf.edu/login?url=http://search.ebscohost.com.ezproxy.net.ucf.
edu/login.aspx?direct=true&db=eric&AN=EJ954408&site=ehost-live;
http://dx.doi.org.ezproxy.net.ucf.edu/10.1177/0261429411427647
Marzano, R. J. (2003). What works in schools: translating research into action.
Alexandria, VA: Association for Supervision and Curriculum Development.
Taylor, R., (2010). Leading learning change student achievement today!. Thousand Oaks,
CA: Corwin.
SECOND LANGUAGE ACQUISITION
ITALIAN INTERNATIONAL EXPERIENCE
INTERNATIONAL CONFERENCE ON DOCTORAL EDUCATION
Poster PROPOSAL
by
Marjorie Ceballos
Senior Administrator, Advanced Studies Department
Orange County Public Schools
[email protected]
Italian International Experience and English Learner Language Development
The English Learner (EL) experience at Marcello Malpighi, a public scientific high
school in the outskirts of Rome, Italy was the impetus for this poster session on EL language
development. Students in this school receive instruction from an educator who is both a teacher
and an instructional leader. The teacher displayed a high level of pedagogical content
knowledge about how to teach English to second-language learners, exhibiting an
“understanding about language variation, bilingualism, and second-language learning.” (Walqui
& Pease-Alvarez, 2012, p. 303). Specifically, the teacher engaged students in various academic
tasks requiring both oral and written language; required students to paraphrase, elaborate, or
clarify meaning to extend verbal learning; emphasized language output in spite of syntactical
errors and provided immediate feedback as necessary; encouraged peer interaction to stimulate
informal and formal language register development; and incorporated the cultural practices of the
group into the classroom to personalize learning. The utilization of the observed instructional
practices in the classroom are supported by past and current research on EL language
development as well as those practices with high effect sizes on the general population of
students.
Purpose of the Poster Session
The purpose of the poster session is to demonstrate the manner in which research
informed the practices of the instructor at Marcello Malpighi High School in Rome. The session
will include information on the relationship between listening and reading and speaking and
writing and its effect on formal and informal language registers (Soto-Hinman, 2011;
Schleppegrell, 2013). Additionally, the role of metalanguage to clarify meaning and encourage
language output with ELs will be discussed (Schleppegrell, 2013; Thwaites, 2014). Moreover,
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peer interaction and its effect on accelerating language output and providing appropriate,
corrective feedback will be included in the session (Sato, 2009; Hattie, 2009). Finally, the
infusion of cultural practices into the EL curriculum for the purposes of understanding the
group’s new role in the its new cultural environment (Norton, 1997).
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References
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to
achievement. London, UK: Routledge.
Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3),
409-429.
Sato, M. (2013). Beliefs about peer interaction and peer corrective feedback: Efficacy of
classroom intervention. Modern Language Journal, 97, 611-613. doi: 10.111/j.15404781.2013.12035x
Scheppegrell, M.J. (2013). The role of metalanguage in supporting academic language
development. Language Learning, 63, 153-170. doi: 10.1111/j.1467-9922.2012.0742x.
Soto-Hinman, I. (2011). Increasing oral language development: Using English language learner
shadowing in classrooms. Multicultural Education, 18 (2), 20-23.
Thwaites, P. (2014). Maximizing learning from written output. ELT Journal: English
Language Teachers Journal, 68(2), 135-144.
Walqui, A., & Pease-Alvarez, L. (2012). Teacher learning for instruction of second language
learners. In K.S. Gallagher, R. Goodyear, D.J. Brewer, & Rueda, R. (Eds.), Urban
Education (pp. 295-310). New York, NY: Routledge.
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Practitioners of Promise: How the University of Central Florida’s Professional Practice
Doctorate in Education Develops and Supports Learners in Improving Organizational
Practices
Beth Ann Davis, Doctoral Candidate
University of Central Florida, Orlando, Florida, USA
Professional practice doctorates have been gaining attention over the past 10-15 years. Professional practice
doctorate (PPD) programs are practice-based doctoral programs which support student learning through application.
PPD programs have been in existence in the United Kingdom since the early 1990’s (Zusman, 2013). Presently,
programs already exist and are growing in Canada, the UK, Ireland, Australia, the US, and elsewhere. As of 2013,
program numbers in the US had skyrocketed from nearly zero a decade ago to more than 500 programs in at least a
dozen areas (Zusman, 2013). Although there still exists little agreement on what the programs are or should be, PPD
programs are intended to confirm the highest level of achievement (Zusman, 2013).
The University of Central Florida’s professional practice doctorate program is designed to provide practitioners who
wish to advance as agents of change, leaders, and problem solvers with the skills necessary to lead change by
developing evaluation, research, and program design and implementation skills. Practitioners increase their knowledge
and develop their skills through rigorous coursework, laboratories of practice, and a dissertation in practice. This poster
presentation will convey how each of the components of the University of Central Florida’s professional practice doctorate
in education has supported and developed a practitioner in Osceola County, Florida in improving organizational practices
both at the district and the state level.
Reference:
Zusman, A. (2013). “What’s driving the new professional doctorates?”. University World News July 6, 2013 (279).
UCF Modeling and Simulation Ph.D.:
A Model for Interdisciplinary
Doctoral Education
Author: Sabrina Kalish, M.A.
Contact Information: [email protected]; 407-882-1407
Affiliated Institution: University of Central Florida
Discipline: Education
Type of Session: Poster
Theme #1 Selected: Different models of doctoral education
UCF Modeling and Simulation Ph.D.: A Model for Interdisciplinary
Doctoral Education
The University of Central Florida (UCF) offers an interdisciplinary graduate program in Modeling and
Simulation (M&S) to include a Doctor of Philosophy (Ph.D.) degree, Master of Science (M.S.),
Professional Science Master’s (P.S.M.) track of the M.S., a Graduate Certificate (G.C.) in Modeling and
Simulation for Technical Systems, and a G.C. in Modeling and Simulation for Behavioral Aspects of
Cybersecurity.
Introduction
Modeling and simulation is an interdisciplinary response to the human-centric needs of M&S which
require a combined approach from many areas of study. It was originally created by two departments:
(1) the Department of Psychology, and (2) The Department of Industrial Engineering and Management
Systems. The M&S program has since expanded to combine research and academics from every
academic college and most departments and schools on campus.
Research
M&S research blends simulation and training with human variables. UCF psychologists use M&S to
monitor effects of drunk driving by using a driving simulator, evaluate team work responses to
emergency government crises using a simulated command room, and provide clinical treatment for
post-traumatic stress disorder using olfactory simulators to recreate smells. UCF engineers use human
factors of M&S in designing artificial intelligence for human-computer and/or human-robot interactions.
The research now also includes working with the Department of Social Work to evaluate interviewing
skills in future social workers in a simulated training environment, and pairing with Digital Media faculty
and those in Education to create better “serious games” (video games that serve purposes other than
entertainment such as training or education).
Academics
M&S core courses introduce students to “interdisciplinary thinking”, quantitative methods for studying a
problem from several perspectives, and a practicum which requires interdisciplinary teams of students
for problem solving. Electives include interdisciplinary approaches to data visualization and M&S
systems.
Administration
The UCF College of Graduate Studies (CGS) is the default home for all interdisciplinary programs since
these programs cannot belong to any academic college in order to maintain true interdisciplinarity. CGS
provides an administrative coordinator for the program and a Federal Work Study student for marketing
and publications.
The UCF Institute for Simulation and Training (IST) primarily houses the M&S administrative offices and
provides HR services and faculty directorship and expertise from research faculty.
The UCF Provost’s Office allocates seven graduate research assistantships annually for first-year M&S
students to incentivize collaboration for faculty members in academic departments.
Challenges
Interdisciplinary programs do not fit cleanly within traditional university funding models, are therefore
often under allocated. IST has helped to alleviate this burden but cannot afford to subsidize these costs
much longer. The university has been evaluating possible funding models to appropriate the profit
generated by M&S student credit hours.
Now that the M&S program has expanded to collaborate with faculty from every academic college, the
procedures for graduation are being reviewed to consider if M&S doctoral degrees should be awarded
by each college of the dissertation advisors, or if they should be centrally awarded by the College of
Graduate Studies.
Title: Bridging the Gap: Faculty and Students Perceptions of Advising Priorities for MixedModality Learners in a Doctoral Program
Conference Theme: Supervision of Doctoral Students
Author: Kadie Hayward Mullins
Discipline: Aviation
Affiliated Institutions: Embry-Riddle Aeronautical University & University of Central Florida
Type of Session: Poster
Abstract
The Ph.D. in Aviation program is not only the first of its kind, creating an entirely new
field of doctoral study, it also features a unique mixed-modality format. While students primarily
complete their coursework online using various eLearning tools, they are also required to attend
three, week-long seminar style residencies for credit and complete their qualifying exam and
dissertation defense on campus. “Utilizing the power of faculty mentoring to empower doctoral
students” to be successful in their studies is a key component of a successful doctoral program
(Calabrese & Smith, 2010). However, resources are limited on advising doctoral students, and
are especially limited in addressing non-traditional programs and the challenges that come along
with these emerging technologies and modalities. In addition to its mixed-modality instruction,
the students in the Ph.D. in Aviation program are largely considered non-traditional, with an
average age of 39, and students’ ages ranging from 23 to 64, and all students working full-time
in a professional career while completing their studies. To better understand how faculty advisors
can best mentor students to meet all student needs with consideration to the program’s new and
unique structure, a survey of all current Ph.D. in Aviation students and faculty will be completed.
The survey will be developed utilizing current research on those pedagogies, responsibilities, and
other traits most commonly cited as having strong significance in both student success and
student satisfaction. Using those identified factors, a survey will be created to include both a
Likert scale of importance as well as an overall ranking of all factors. Utilizing a mixed-methods
approach, faculty and students will also participate in separate focus groups following the
survey. The results of this study will help to align the perspectives and needs of students with the
perspectives and offerings of the faculty advisors and better prepare our faculty to mentor our
students to success. Additionally, it will serve as a basis for future research into doctoral student
advising in distance and/or mixed modality programs.
CENTRAL FLORIDA EDUCATIONAL LEADERS’ PROFESSIONAL PERCEPTIONS OF
RACE TO THE TOP COMPONENTS CONCERNING TEACHER EVALUATION AND
COMPENSATION
2015 International Conference on Doctoral Education: Promises and Doubts
ORIN SMITH
Doctoral Candidate
Executive Ed.D. in Educational Leadership
University of Central Florida
[email protected]
407.409.1296
POSTER PRESENTATION PROPOSAL
ABSTRACT
This mixed-methods replication study was conducted to develop further understanding of
the professional perceptions of educational leaders as to the fairness and impact of Race to the
Top reforms concerning teacher evaluation and compensation on student achievement and
growth. Graduate students in education and educational leadership from a target university were
selected to complete an electronic survey to collect quantitative and qualitative data for analysis.
Quantitative results from the electronic survey revealed limited diversity in professional
perceptions of the five identified components of RTTT based upon professional classification or
percentage free and reduced lunch population at the school sites where assigned. Among the
identified RTTT components, the component that provided for the use of school- or team-level
VAM scores as part of the evaluation and compensation system was consistently viewed as the
least fair and least impactful by respondents.
Analysis of the qualitative data revealed a number of themes that effected respondents’
professional perceptions of the RTTT initiative. The use of a value-added model in RTTT
reforms, the components included in the model, and communication and implementation
problems associated with the reforms were the central areas of concerns found in the qualitative
data. This study provided follow-up data to a study by Windish (2012), and showed a negative
general trajectory of the professional perceptions of educational leaders related to this highprofile, national education reform effort.
STATEMENT OF THE PROBLEM
At the time of this study, insufficient research had been conducted to understand the
perceptions of educational leaders related to improving learning outcomes for economically
2
disadvantaged students through requirements of RTTT. Such research could provide much
needed insight into the perceived impact and limitations of policy priorities, such as the policies
adopted through RTTT, in an attempt to inform educational policy in the future.
RESEARCH QUESTIONS
1. To what extent, if any, is there a relationship between administrative and instructional
personnel’s self-reported knowledge of RTTT and the perceived fairness of RTTT
requirements concerning teacher evaluation and compensation?
2. To what extent, if any, is there a difference between administrative and instructional
personnel’s perceptions of the impact of RTTT teacher evaluation and compensation
components on student achievement/growth?
3. To what extent, if any, is there a difference in the perceptions of administrative and
instructional personnel who have different self-reported school poverty percentages about
the impact of RTTT teacher evaluation and compensation components on student
achievement/growth?
4. To what extent, if any, have administrative and instructional personnel changed in their
perceptions of RTTT evaluation and compensation components, from the time RTTT was
first implemented, to the date of this study?
3
LITERATURE REVIEW IN DOCTORAL SUPERVISION
POSTER SESSION PROPOSAL
by
Kari Whaley
B. S. Florida State University, 2008
M. A. Columbia University in the City of New York, Teachers College, 2013
Contact: 407-791-1476, [email protected]
Colton Tapoler
B. A. University of Central Florida, 2012
B. S. University of Central Florida, 2012
M. S. Pace University, 2014
Contact: 321-527-0577, [email protected]
The Erasmus Modern Doctorate Consortium is comprised of five European universities,
with additional research also being completed in the United States. The Consortium aims to
identify best practices in the supervision of modern doctorates and create a framework for other
European universities to leverage for innovation and new knowledge within their modern
doctorate programs. Modern doctorates, for purposes of the project, are considered professional,
industrial, and practice-based doctorate degrees. In many fields, doctoral degrees are crucial for
professional growth and leadership development, but a limited amount of research is available on
the topic of how to best supervise doctoral students throughout their studies. A set of best
practices should be available to supervisory faculty in doctoral programs to ensure the timely
completion and further success of the students who graduate and enter the field. This poster
session will take a close look at the current research available as it applies to current practices
employed by faculty mentors in multiple doctoral programs and also the impact universityindustry partnerships have on the supervision of doctoral students.
2
Understanding the Unique Culture within Christian Higher Education
Kathryn A. Wolfe
[email protected]
Florida Atlantic University
Ph. D student in Curriculum and Instruction
Poster Session
Abstract
Currently, there are roughly 900 religiously affiliated institutions of higher education in
the United States (Council for Christian Colleges & Universities, 2014) within the estimated
4,200 degree-granting higher education institutions (Muntz & Crabtree, 2006). Additionally,
over 230,000 students attend the approximately “200 evangelical Christian liberal arts colleges
and Bible colleges in North America” (Muntz & Crabtree, 2006, p. 18). Since religious
affiliated institutions are private universities, students (and families) often note that the financial
strain is high; despite this, many Christian colleges and universities continue to grow by leaps
and bounds. Joeckel and Chesenes (2012) state that, “in 2006, enrollment at CCCU institutions
rose by 70.6 percent over the previous year, while other private colleges grew by 28 percent and
public universities increased by 13 percent during the same period” (p.12). Frequently, students
say that they want to attend these institutions because of the Christian campus’ culture and
environment.
Previous research notes the importance of creating a Christian campus culture which is
Christ-centered in the curriculum and throughout campus activities (Ogunji, 2012; Zigarelli,
2012). The research and literature have shown the importance and deliberateness of creating a
Christian campus culture, especially in relationship to the promotion of spiritual growth (Ma,
2003; Welch & Mellberg, 2008). Founders, administration, faculty, and staff aim at placing
Christ at the center of the curriculum and campus. This proposed study will explore and examine
students’ views of campus culture, which will provide the field of Christian higher education a
scholarly look at student mindset, experience, and self-identification within Christian campus
culture. While current research centers on spiritual maturation, religious identification, and
Christian identity, there is an opportunity for growth within the research to focus on why
students chose the Christian campus environment for themselves. There remains a gap in the
literature which acknowledges how students understand this Christian campus culture.
Additionally, further research is needed which purposefully investigates the unique environment
within Christian colleges and universities.
The proposed study’s aim is to examine culture, Christian higher education, and Christian
campus culture. Through the theoretical ideologies of Bronfenbrenner (1994), Bruner (1996),
and Chickering (1968; 1987), the concept of campus culture is explored and expanded upon,
providing a new ecological development model for Christian campus culture. Next, by drawing
on a historical analysis of the development of American higher education, the current state of
Christian higher education is placed within a contemporary context. Lastly, by adding to existing
literature on subcultures, specifically Shuster and Mongetta (2009), the distinctive subculture
present at Christian colleges and universities will be further analyzed while emphasizing the
presence of subcultures within Christian higher education as a whole.
References
Bronfenbrenner, U. (1994). Ecological models of human development. International
Encyclopedia of Education, Vol. 3. Oxford, UK: Elsevier. Retrieved from
http://www.columbia.edu/cu/psychology/courses/3615/Readings/BronfenbrennerModelof
Development(short%20version).pdf.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Chickering, A. W. (1968). The young adult—a conceptual framework: Summary. Retrieved
from http://www.eric.ed.gov.ezproxy.fau.edu/contentdelivery/servlet/ERICServlet?accno
=ED014751
Chickering, A. W., & Gamson, Z. F. (1987, March). Seven principles for good practice in
undergraduate education. AAHE Bulletin, p. 3-7. Washington, DC: American Association
for Higher Education.
Council for Christian Colleges & Universities. (2014). About CCCU. Retrieved from
https://www.cccu.org/about.
Joeckel, S. & Chesnes, T. (Eds.). (2012). The Christian college phenomenon: Inside America’s
fastest growing institutions of higher learning. Abilene, TX: Abilene Christian University
Press.
Ma, S.Y. (2003). The Christian college experience and the development of spirituality among
students. Christian Higher Education, 2, 321-339. doi: 10.1080/15363750390246097.
Muntz, P., & Crabtree, D. (2006). All together different: The world of Christian higher
education. Journal of College Admission, 192, 16-20.
Welch, R.D., & Mellberg, K. (2008). Spiritual maturation and religious behaviors in Christian
university students. Christian Higher Education, 7, 142-161. doi:
10.1080/15363750701283573.