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- Title
- Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms.
- Creator
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Becker, Theresa, Hines, Rebecca, Beverly, Monifa, Hopp, Carolyn, Hamed, Kastro, University of Central Florida
- Abstract / Description
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Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little...
Show moreImprovisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and..., mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student.Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
Show less - Date Issued
- 2012
- Identifier
- CFE0004516, ucf:49273
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004516
- Title
- The Effect of Visualized Student's Self-Set Learning Progress Goals on East Asian Chinese Student's Motivation and Self confidence In Learning.
- Creator
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Ao, Yu, Sivo, Stephen, Gunter, Glenda, Beverly, Monifa, Martin, Suzanne, University of Central Florida
- Abstract / Description
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This study was conducted to determine if visualized goal achievement can help enhance East Asian Chinese students' motivation in learning and elevate their confidence in reaching their goals thus improving their performance. The goal achievement was visualized on a goal achievement progress chart that was self-created and self-managed by the East Asian Chinese students and the goal creating was under the supervision of their instructor. In this study, literature reviews on the theories,...
Show moreThis study was conducted to determine if visualized goal achievement can help enhance East Asian Chinese students' motivation in learning and elevate their confidence in reaching their goals thus improving their performance. The goal achievement was visualized on a goal achievement progress chart that was self-created and self-managed by the East Asian Chinese students and the goal creating was under the supervision of their instructor. In this study, literature reviews on the theories, previous research studies in the perspectives of East Asian students' motivation in learning, goal setting on motivation, self-determination, self-efficacy, and expectancy theories are conducted to provide theoretical ground and legitimate evidence for this particular research. The researcher conducted an experiment in which students were given a learning task and required to set their own learning goals for that learning task under the supervision of their instructors. In this specific experiment, a total of 106 students from a university that was funded by American Educators in a central province in China agreed to participate in stages one, and two of the study, but some students withdrew from this research and some did not participate in both research stages therefore their data were take out from the data to make research result more consistent. Therefore eventually 72 students were considered eligible to go through the whole process of turning in the questionnaires and participating in the performance test. In this particular goal setting research study, the students were given the freedom of setting their own learning pace and managing their own progress on a visualized progress chart. The progress chart was visualized as a climbing/progressing line, which goes from bottom to top (see appendix C) once students achieved their learning goals. At the same time, the instructor provided feedback concerning the students' progress. Although some of the research results displayed no statistical significance for motivation and self-confidence during the pre and post session of the research, there is a positive correlation among motivation, self-confidence, and performance outcome. One research result did corroborate the previous research study that goal setting strategy would improve learning outcome.
Show less - Date Issued
- 2012
- Identifier
- CFE0004512, ucf:49270
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004512
- Title
- A Case Study of the Self-efficacy of High School Aged Underrepresented Minority Women Entering the Medical Pipeline.
- Creator
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Dames, Jennifer, Jeanpierre, Bobby, Butler, Malcolm, Hopp, Carolyn, Beverly, Monifa, University of Central Florida
- Abstract / Description
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This study focused on the self-efficacy and experiences described by a purposively sampled case (n = 8) of high school-aged underrepresented minority women (URMW) as they entered the medical career pipeline through their participation in a formal medical pipeline program. The study was framed by three theories: intersectionality, positionality, and self-efficacy. Research questions were analyzed qualitatively, using case study methods, and quantitatively, using a paired sample t-test. Study...
Show moreThis study focused on the self-efficacy and experiences described by a purposively sampled case (n = 8) of high school-aged underrepresented minority women (URMW) as they entered the medical career pipeline through their participation in a formal medical pipeline program. The study was framed by three theories: intersectionality, positionality, and self-efficacy. Research questions were analyzed qualitatively, using case study methods, and quantitatively, using a paired sample t-test. Study data revealed that participants came into the program with high levels of self-efficacy in several self-efficacy factors. Yet, participants in the pipeline program made significant improvements in their self-assertive efficacy.Analysis of other data revealed that students remained motivated and persisted in the pursuit of their aspirations in spite of challenges they encountered because of their ethnicities and gender. Also, students described a lack of engagement with science courses, indicated poor relationships with science instructors, and revealed inadequate understanding of important high science content that, along with ethnic and gendered factors, caused them to negatively position themselves in science. This study provides valuable information to K-12 science educators, medical education institutions, and policy makers concerned with extending science education and healthcare-related career opportunities to minority women.
Show less - Date Issued
- 2014
- Identifier
- CFE0005321, ucf:50522
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005321
- Title
- A Multiple Case Study Analysis of Technology Integration Knowledge by Practicing Elementary Teachers in an Urban Charter School.
- Creator
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Minor, Kendra, Hirumi, Atsusi, Hopp, Carolyn, Hartshorne, Charles, Beverly, Monifa, University of Central Florida
- Abstract / Description
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The purpose of this dissertation was to explore the perceived and demonstrated technological pedagogical content knowledge TPACK) of practicing elementary teachers in an urban charter school setting. Contextual factors that influence teachers' abilities to apply technology integration knowledge were also identified. A qualitative research design with multiple case study strategy was used to study practicing teachers in a charter school setting in two phases. The first phase of the study...
Show moreThe purpose of this dissertation was to explore the perceived and demonstrated technological pedagogical content knowledge TPACK) of practicing elementary teachers in an urban charter school setting. Contextual factors that influence teachers' abilities to apply technology integration knowledge were also identified. A qualitative research design with multiple case study strategy was used to study practicing teachers in a charter school setting in two phases. The first phase of the study included nine participants and used the Teachers' Knowledge of Teaching and Technology Survey to garner insight on teachers' perceived technological pedagogical content knowledge. Descriptive statistical procedures were used to calculate a mean score for each subscale of the TPACK components. Of the nine teachers, two teachers volunteered to participate in the second phase of the study in addition to two administrators. Data collection methods included document collection, observations, and interviews. Within-analysis procedures were used to specify each participant as an individual case. Interviews with school administrators provided insight into contextual factors at the school. Lastly, cross-case analysis procedures were used to construct the final narrative. The findings from Phase I indicated teacher scores related to statements concerning technology-related components: technology knowledge (Mean = 3.67, SD =.62), technological content knowledge (Mean = 3.67, SD=.45), technological pedagogical knowledge (Mean = 3.74, SD=.68), and technological pedagogical content knowledge (Mean = 3.6, SD=.94) were neutral. Findings from the within-analysis and cross-case analysis revealed that both teachers used all of the components in practice with limited to no use of technological content knowledge. The findings from the within-analysis and cross-case analysis revealed that teachers: (a) had a solid foundation of technology knowledge, (b) had limited knowledge of technological content knowledge, (c) supported pedagogical goals, and (d) addressed student learning needs. In addition, the findings revealed that contextual factors related to the teachers' use of technology integration knowledge were resource-related. The discussion and implications highlighted the need for professional development and up-to-date resources for teachers in urban charter schools.
Show less - Date Issued
- 2014
- Identifier
- CFE0005211, ucf:50646
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005211
- Title
- Interdisciplinary Studies Students' Academic and Social Engagement: A Quantitative Study.
- Creator
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Simmons, Jessica, Boyd, Tammy, Cintron Delgado, Rosa, Beverly, Monifa, Hampton, Michael, University of Central Florida
- Abstract / Description
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This study explored interdisciplinary studies students' academic and social engagement. As the review of literature demonstrated, student engagement and satisfaction are important to retention and institutions can adopt policies and practices to foster student engagement. Because interdisciplinary studies programs often struggle to maintain relevance, fostering student engagement is one way to ensure maximum student satisfaction and retention. This study identified factors of student...
Show moreThis study explored interdisciplinary studies students' academic and social engagement. As the review of literature demonstrated, student engagement and satisfaction are important to retention and institutions can adopt policies and practices to foster student engagement. Because interdisciplinary studies programs often struggle to maintain relevance, fostering student engagement is one way to ensure maximum student satisfaction and retention. This study identified factors of student engagement that were positively related to satisfaction and confirmed that requiring core interdisciplinary studies courses had a positive impact on engagement.A quantitative instrument, the Interdisciplinary Studies Student Engagement Survey, was adapted from the National Survey of Student Engagement questionnaire to collect self-reported responses. The following eight factors of student engagement were found to be relevant: (a) diversity-related activities, (b) shared understanding and experiences, (c) interaction with peers, (d) interaction with faculty members, (e) active and collaborative learning, (f) integrated learning, (g) out-of-class experiences, and (h) academic challenge. Respondents reported the most frequent participation in integrated learning and the least frequent participation in out-of-class experiences. It was determined that students with nontraditional characteristics tended to participate more frequently in academic engagement, whereas students with traditional characteristics tended to participate more in social engagement. In addition, enrollment in mandatory interdisciplinary core courses was found to positively influence engagement in seven of the eight identified factors. Enrollment in core courses was also positively related to satisfaction. Finally, all eight engagement factors positively correlated with satisfaction to some degree.
Show less - Date Issued
- 2011
- Identifier
- CFE0004168, ucf:49072
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004168
- Title
- Exploring Intensive Reading Intervention Teachers' Formal and Practical Knowledge of Beginning Reading Instruction Provided to At-Risk First Grade Readers.
- Creator
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Cortelyou, Kathryn, Biraimah, Karen, Kelley, Michelle, Beverly, Monifa, Clements, Taylar, University of Central Florida
- Abstract / Description
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This study was designed with two goals in mind. The first goal was to describe the formal and practical knowledge of intensive reading intervention teachers related to beginning reading instruction with at-risk first graders. A second goal was to understand any potential relationships between intensive reading teachers' practical knowledge and formal knowledge. These two goals framed the study's three research questions. To answer these three questions, the study was conducted in two phases....
Show moreThis study was designed with two goals in mind. The first goal was to describe the formal and practical knowledge of intensive reading intervention teachers related to beginning reading instruction with at-risk first graders. A second goal was to understand any potential relationships between intensive reading teachers' practical knowledge and formal knowledge. These two goals framed the study's three research questions. To answer these three questions, the study was conducted in two phases. Phase one included 32 participants, all of whom worked in the role of a K-2 intensive reading intervention teacher. Each of these 32 participants completed a background questionnaire and a paper/pencil Teacher Knowledge Assessment (TKA). The TKA measured participants' formal knowledge of beginning reading concepts. Participants' scores on the TKA were then rank-ordered from lowest to highest to help guide the selection of phase two participants. Eight teachers in all participated in phase two of the study dedicated to the study of teachers' practical knowledge of reading. Participants' practical knowledge of reading was explored through three activities including a semi-structured interview, a concept-mapping activity and a videotaped reading lesson. Data analysis revealed several important findings. Intensive reading intervention teachers in this study's sample differed in their formal knowledge of reading, measured by the TKA, and in their practical knowledge of reading, explored through interviews, concept-maps and reading lessons. The TKA revealed that study participants' held more formal knowledge of concepts related to phonology and phonics and less formal knowledge of concepts related to morphology and syllable types. Related to practical knowledge, data analysis revealed that the teachers in this sample differed in their knowledge of beginning reading with subject-matter knowledge accounting for most of the differences. These gaps in subject-matter knowledge also impacted this sample of teachers' use of instructional strategies and purposes of instruction. Data analysis also revealed insight into the relationships between this sample of teachers' formal and practical reading knowledge. In this sample, intensive reading intervention teachers with more formal knowledge of reading concepts as measured on the TKA demonstrated more evidence of these concepts within their instruction provided to at-risk first grade readers. The participants in this sample who had less formal knowledge of beginning reading as measured by the TKA demonstrated less evidence of these concepts within their instruction provided to at-risk first grade readers. Participants with less formal knowledge did accurately calibrate their knowledge of the concepts tested on the TKA but did not equate the lower scores to their practical knowledge and overall teaching efficacy. The findings from this study added several important contributions to the literature on teacher knowledge and beginning reading instruction. First, the study was unique in its focus on intensive reading intervention teachers, thus contributing new findings related to a specialized group of teachers. Secondly, this study contributed descriptions of teachers' practical knowledge with regards to beginning reading instruction. These descriptions are relatively absent in the current literature on teacher knowledge. Thirdly, the results from this study supported earlier findings in favor of a specialized body of subject-matter knowledge, especially related to beginning reading skills and concepts. Finally, the results contributed insight into the relationships between teachers' formal reading knowledge and practical reading knowledge.
Show less - Date Issued
- 2012
- Identifier
- CFE0004541, ucf:49260
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004541
- Title
- The development of an eco-gastronomic tourism (EGT) supply chain-Analyzing linkages between farmer, restaurants, and tourists in Aruba.
- Creator
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Kock, Marcelino, Hara, Tadayuki, Dickson, Duncan, Murphy, Kevin, Beverly, Monifa, Muller, Christopher, University of Central Florida
- Abstract / Description
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Purpose of this study is to holistically analyze existing linkages between Aruba's tourism industry, restaurants and local farmers, by examining strategies that constrain the development of linkages between these stakeholders. Previous research indicated that tourism development is often accompanied with increased demand for imported food, which results in foreign exchange leakages, inflation and competition with local production. This phenomenon is very common in the Caribbean, where Aruba,...
Show morePurpose of this study is to holistically analyze existing linkages between Aruba's tourism industry, restaurants and local farmers, by examining strategies that constrain the development of linkages between these stakeholders. Previous research indicated that tourism development is often accompanied with increased demand for imported food, which results in foreign exchange leakages, inflation and competition with local production. This phenomenon is very common in the Caribbean, where Aruba, with its heavy reliance on imported goods and services, is no exception to this occurrence. To comprehend potential problems associated with linking both sectors, these in-depth case study addresses three fundamental questions: a) what is the structure of supply and demand of food for the tourism industry of Aruba?, and b) what factors constrain the development of linkages between international tourism and Aruba's local agriculture? Using an exploratory and stochastic methodological approach, data will be obtained from structured surveys from three different stakeholders in the food supply chain of Aruba. Anticipated findings illustrate that the existing linkage between the tourism industry and agriculture in Aruba is still weak, yet the food consumption and preferences by tourists can contribute in enhancing an eco-gastronomic tourism supply chain.
Show less - Date Issued
- 2013
- Identifier
- CFE0005016, ucf:50015
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005016
- Title
- Through the Eyes of First-Year College Students: The Importance of Trust in the Development of Effective Advising Relationships.
- Creator
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Lemon, Mark, Cintron Delgado, Rosa, Boyd, Tammy, Owens, James, Beverly, Monifa, Laureano Fuentes, Gloria, University of Central Florida
- Abstract / Description
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This research was conducted to better understand how first-year college students make sense of the role of trust in the development of the relationship with their academic advisors and how they characterize the conditions that enhance or hinder trust in this relationship. An extensive literature review was conducted, identifying relevant scholarship concerning trust and academic advising--the history, philosophy, and professionalization of the field. Also, a brief section on distrust was...
Show moreThis research was conducted to better understand how first-year college students make sense of the role of trust in the development of the relationship with their academic advisors and how they characterize the conditions that enhance or hinder trust in this relationship. An extensive literature review was conducted, identifying relevant scholarship concerning trust and academic advising--the history, philosophy, and professionalization of the field. Also, a brief section on distrust was presented to offer balance in the trust literature and to support the Lewicki, McAllister, (&) Bies' (1998) theoretical framework that guided this research endeavor. Moreover, a profile of the traditional, first-year college student was introduced, as this distinct population was asked to participate in this study and to share their unique lived experiences, detailing the relationships they have developed with their academic advisors. A phenomenological research design was employed, collecting participant data via in-depth interviews, an advisor/trust orientation exercise, and member checking. After these data were collected, the Moustakas (1994) four-step approach to data analysis was utilized as a means of data reduction. Eight traditional, first-year college students participated in this research endeavor, and all indicated that the role of trust was important in the development of the relationship with their academic advisors. Also, they isolated four trust characteristics that may enhance trust in their advising relationships: initiative, knowledge/expertise, kindness, and reliability. Likewise, the inverse of these named trust facets may hinder trust in their advising relationships. These new discoveries offer powerful insights for advancing the field of collegiate level academic advising.
Show less - Date Issued
- 2013
- Identifier
- CFE0005022, ucf:49984
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005022
