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THE EFFECTS OF SCIENCE INQUIRY IN A FOURTH GRADE CLASSROOM
Title
THE EFFECTS OF SCIENCE INQUIRY IN A FOURTH GRADE CLASSROOM.
Creator
Luke, Stephanie, Jeanpierre, Bobby, University of Central Florida
Abstract / Description
The purpose of this study was to determine the effects that science inquiry would have on fourth grade students' ability to communicate about scientific concepts learned, their perceptions about science and scientists, and my role as a teacher. The study took place in an elementary school setting for twenty weeks. Fourteen fourth grade students participated. Qualitative and quantitative methods were used to gather data for the study. Pre and post questionnaires and Draw a Scientist Tests were...
Show moreThe purpose of this study was to determine the effects that science inquiry would have on fourth grade students' ability to communicate about scientific concepts learned, their perceptions about science and scientists, and my role as a teacher. The study took place in an elementary school setting for twenty weeks. Fourteen fourth grade students participated. Qualitative and quantitative methods were used to gather data for the study. Pre and post questionnaires and Draw a Scientist Tests were used, along with observations, field notes, videotaped lessons, and reflections. The data revealed that students' ability to communicate about science concepts improved during the study. Their perceptions of science and scientists became more realistic. My role as a director of knowledge transitioned into a facilitator.
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Date Issued
2006
Identifier
CFE0001033, ucf:46816
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001033
NEOCOLONIALISM: CONSTRUCTION AND SOLUTIONS
Title
NEOCOLONIALISM: CONSTRUCTION AND SOLUTIONS.
Creator
Parenti, Stephanie, Houghton, David, University of Central Florida
Abstract / Description
Many nation-states have their potential for growth hindered by the involvement of developed nations. These low-income nation-states are primarily located on the continent of Africa. There are three parts to this phenomenon of neocolonialism which is the process of continuing involvement of developed nations in developing nations that creates a negative growth in those nations. The research I've conducted is in three parts. The first consists of analyzing the social construction of...
Show moreMany nation-states have their potential for growth hindered by the involvement of developed nations. These low-income nation-states are primarily located on the continent of Africa. There are three parts to this phenomenon of neocolonialism which is the process of continuing involvement of developed nations in developing nations that creates a negative growth in those nations. The research I've conducted is in three parts. The first consists of analyzing the social construction of neocolonialism, how the phenomenon occurs, and where it stems from. The second part is to show how this involvement is damaging to the developing nations. I will use examples such as the multinational corporation profit recycling, the life of foreign aid, and unwise economic deals. As it turns out the phenomena brings on the hindrance of developing in the low-income nation. The last part of my research is to come up with an economic improvement plan. For instance, rather than country A trading money (or some monetary value) for a resource in country B, "A" would build a school, hospital, or infrastructure in "B" to improve the conditions in the low-income nation. It is hypothesized that will leave room for growth in both nations without creating harmful economic repercussions because money would be taken out of the equation.
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Date Issued
2011
Identifier
CFH0003774, ucf:44769
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0003774
AXIS OF IDENTITIES: HOW SOCIALLY CONSTRUCTED PERCEPTIONS AFFECT THE FOREIGN POLICY OF NATIONS
Title
AXIS OF IDENTITIES: HOW SOCIALLY CONSTRUCTED PERCEPTIONS AFFECT THE FOREIGN POLICY OF NATIONS.
Creator
Torres, Roman, Sadri, Houman, University of Central Florida
Abstract / Description
Contrary to the assumptions of realist theory, this thesis suggests that reality is subjected to social constructions. The national discourse of one country constitutes the context from which societies will generate perceptions and ideas about another society. It is from these socially constructed ideas that states' interests are formed. States interests are what constitute the foreign policy of a country. Given that the United States is the world's hegemon, understanding the process by which...
Show moreContrary to the assumptions of realist theory, this thesis suggests that reality is subjected to social constructions. The national discourse of one country constitutes the context from which societies will generate perceptions and ideas about another society. It is from these socially constructed ideas that states' interests are formed. States interests are what constitute the foreign policy of a country. Given that the United States is the world's hegemon, understanding the process by which countries' interests take shape and evolve will give the United States social awareness and strategic advantage to lead the world's current speedy integration with less volatile rivalries. In order to grasp the factors contributing to the relationship between specific states, some context is needed beforehand. By tracing and comparing historical events in the relations between the United States, Venezuela, and Iran, this thesis examines the constructivist claim that states behavior towards another is directly affected by the social interpretation of their interactions. It is social constructions, not power, what determines if states will view each other as "enemy" or "ally". National identity and worldview ultimately drive state behavior and how countries choose to utilize their capabilities.
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Date Issued
2013
Identifier
CFH0004419, ucf:45120
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004419
EFFECTS OF DISCUSSION AND WRITING ON STUDENT UNDERSTANDING OF MATHEMATICS CONCEPTS
Title
EFFECTS OF DISCUSSION AND WRITING ON STUDENT UNDERSTANDING OF MATHEMATICS CONCEPTS.
Creator
Roicki, Joseph, Ortiz, Enrique, University of Central Florida
Abstract / Description
For this action research project, I wanted to examine my practice of teaching mathematics. Specifically, I encouraged students to improve their communication skills during my math class through daily discussion and writing tasks. After establishing a class set of sociomathematical norms, the students solved problems provided by the Every Day Counts: Calendar Math program and used verbal and written formats to describe their problem solving methods and reasons. My study showed the effects of...
Show moreFor this action research project, I wanted to examine my practice of teaching mathematics. Specifically, I encouraged students to improve their communication skills during my math class through daily discussion and writing tasks. After establishing a class set of sociomathematical norms, the students solved problems provided by the Every Day Counts: Calendar Math program and used verbal and written formats to describe their problem solving methods and reasons. My study showed the effects of using discussion and writing to help students develop their conceptual understanding of mathematical ideas. Focus was placed on the quality of daily discussions and written tasks both at the beginning of the study and continually as the study progressed. Through daily discussions, monthly written assessments, and student interviews, the study helped to determine the importance of developing students' mathematical communication skills and building conceptual understanding of mathematical ideas.
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Date Issued
2008
Identifier
CFE0002026, ucf:47627
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002026
Writes of Spring 2014: Fostering Creativity in Theatre, Education, and Leadership
Title
Writes of Spring 2014: Fostering Creativity in Theatre, Education, and Leadership.
Creator
Hodson, Alexandra, Weaver, Earl, Wood, Vandy, Siegfried, Judi, University of Central Florida
Abstract / Description
Creativity is valued in many fields. In theatre, creativity celebrates the imaginative power of a theatrical experience. In theatre for young audiences (TYA), creativity is extended from the stage to the classroom, where theatre empowers learning through creative and imaginative teaching. Teaching artists and theatre makers in the field of theatre for young audiences utilize creativity as a means of connecting artistic and educational value. Through professional development and qualitative...
Show moreCreativity is valued in many fields. In theatre, creativity celebrates the imaginative power of a theatrical experience. In theatre for young audiences (TYA), creativity is extended from the stage to the classroom, where theatre empowers learning through creative and imaginative teaching. Teaching artists and theatre makers in the field of theatre for young audiences utilize creativity as a means of connecting artistic and educational value. Through professional development and qualitative research, this project demonstrates the importance of creativity and its role in the classroom and on stage.This study examines my role as Project Coordinator in Orlando Repertory Theatre's (The REP) Writes of Spring 2014 and the developments I add to enhance the educational and artistic value and project. Specifically, I survey the findings of selected students' submissions in a creative writing contest by developing and facilitating an arts integration professional development workshop for their teachers. By evaluating these findings I gain insight into the positive effect of enhancing creativity in public school classrooms.To project the value of creativity further, I apply a theoretical framework to my research. Specifically, I apply creative pedagogy, constructivism, and collective creativity to develop a fully-supported educational and artistic project. This project allows students to find writing inspiration through theatre, guides teachers to find clarity in new practices through creativity, and encourages artists to celebrate creativity in developing and producing new works.
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Date Issued
2015
Identifier
CFE0005627, ucf:50209
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005627
AN EXPLORATION OF THE POTENTIALS AND LIMITATIONS OF ADAPTING TRADITIONAL TEXT-BASED NARRATIVE TO INTERACTIVE TECHNOLOGY
Title
AN EXPLORATION OF THE POTENTIALS AND LIMITATIONS OF ADAPTING TRADITIONAL TEXT-BASED NARRATIVE TO INTERACTIVE TECHNOLOGY.
Creator
Jardaneh, Said, Fiore, Stephen, University of Central Florida
Abstract / Description
Narrative is expressed in many forms, yet the reading of narrative through books may be unique in its transformative qualities. The medium of books has existed for thousands of years as a primary means of passing down and internalizing narrative from generation to generation. Are books now a dying medium in the face of ever-advancing technology in an increasingly fast-paced and technologically-dependent society? Technology now incorporates narrative into interactive environments in various...
Show moreNarrative is expressed in many forms, yet the reading of narrative through books may be unique in its transformative qualities. The medium of books has existed for thousands of years as a primary means of passing down and internalizing narrative from generation to generation. Are books now a dying medium in the face of ever-advancing technology in an increasingly fast-paced and technologically-dependent society? Technology now incorporates narrative into interactive environments in various ways often immersing the user in ever more realistic experiential scenarios. Yet, is something potentially lost with these advancements that can only be afforded through the time-tested method of old-fashioned reading? What makes reading so compelling a medium/activity for personal development? Does experience in these interactive environments offer the same transformative intrinsic experience afforded through the tranquil receptive processing, reflective elaboration and insight offered through the reading of books? This thesis seeks to explore these questions by looking at three major factors that must be considered in furthering our understanding of the potentials and limitations of interactive narrative technologies as they compare to narrative delivered via the established medium of books: 1) theories of self, identity/character, cognitive development and behavior (specifically as these relate to traditional text-based narrative), 2) theory and research associated with narrative transportation and transformation, and 3) current and future efforts to adapt narrative to the medium of interactive technology.
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Date Issued
2010
Identifier
CFE0003037, ucf:48360
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003037
A Multiple Case Study Examining How Third-Grade Students Who Struggle in Mathematics Make Sense of Fraction Concepts
Title
A Multiple Case Study Examining How Third-Grade Students Who Struggle in Mathematics Make Sense of Fraction Concepts.
Creator
Gault, Rebecca, Ortiz, Enrique, Dixon, Juli, Nickels, Megan, Little, Mary, University of Central Florida
Abstract / Description
A qualitative multiple case study was conducted to reveal the sense-making processes third-grade students who struggle in mathematics used to build an understanding of fraction concepts. Purposive sampling identified three participants who were struggling in a local school's third grade mathematics classes. This research describes how these participants made sense of fraction concepts through their strengths and struggles while engaged in 15 small-group intervention sessions. Vygotsky's (1934...
Show moreA qualitative multiple case study was conducted to reveal the sense-making processes third-grade students who struggle in mathematics used to build an understanding of fraction concepts. Purposive sampling identified three participants who were struggling in a local school's third grade mathematics classes. This research describes how these participants made sense of fraction concepts through their strengths and struggles while engaged in 15 small-group intervention sessions. Vygotsky's (1934/1986/2012) theory that children's optimal learning is supported by teacher-student interactions was used as an interpretive framework. Tasks were developed over the course of the intervention sessions with consideration of a model developed by Lesh, Post, and Behr (1987) for connecting mathematical representations and the Common Core State Standards for Mathematics (National Governors Association Center for Best Practices (&) Council of Chief State School Officers, 2010). Data, including transcripts, tapes, and artifacts, were analyzed using two frameworks. These were Geary's (2003) classification of three subtypes of learning disabilities in mathematics and Anghileri's (2006) descriptions of social-constructivist scaffolding techniques. The first analysis resulted in a description of each participant's strengths and struggles, including alignment with Geary's subtypes, and how these strengths and struggles interacted with participant's construction of knowledge about fractions. The second analysis described episodes of learning that were supported by social-constructivist scaffolding techniques and revealed how participants made sense of fractions through their interactions with each other, the researcher, and intervention tasks. The researcher found that each participant's learning process, including struggles, was unique, with each interacting in different ways with tasks, manipulatives, pictorial representations, and questioning. For each participant, however, scaffolding techniques oriented around prompting and probing questions, participant verbalizations, and interactions with connected fraction representations were critical in their learning process.
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Date Issued
2016
Identifier
CFE0006307, ucf:51587
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006307
A Comparative Analysis of Top Performing Countries in Eighth Grade Mathematics as Measured by 2011 Trends in International Mathematics and Science Study
Title
A Comparative Analysis of Top Performing Countries in Eighth Grade Mathematics as Measured by 2011 Trends in International Mathematics and Science Study.
Creator
Wilson, Courtney, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description
The focus of this research was to shed light on factors contributing to global international rankings in mathematics released by the 2011 administration of the Trends in International Mathematics and Science Study. This study focused on factors contributing to the global ranking of international scores in mathematics. Although students in the United States performed below students in the other sample countries (Singapore, Japan, and the Republic of Korea), American students scored within one...
Show moreThe focus of this research was to shed light on factors contributing to global international rankings in mathematics released by the 2011 administration of the Trends in International Mathematics and Science Study. This study focused on factors contributing to the global ranking of international scores in mathematics. Although students in the United States performed below students in the other sample countries (Singapore, Japan, and the Republic of Korea), American students scored within one standard deviation of the top performer, the Republic of Korea. The study also revealed that although other countries had their brightest and most advantaged students participate in the assessment, participating students in the United States were disproportionately disadvantaged to the proportion of United States' citizens. Another contributing factor of student success revealed in this study was the size and form of government and financing of the participating countries. While Singapore, the Republic of Korea, and Japan have education systems governed and financed by national governments, the United States education system is primarily governed and financed by 50 state governments.
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Date Issued
2014
Identifier
CFE0005276, ucf:50555
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005276
Turning Away From Your Slavic Brother: The Effects Of Identity On Relations Between Russia And Belarus
Title
Turning Away From Your Slavic Brother: The Effects Of Identity On Relations Between Russia And Belarus.
Creator
Matejka, Matt, Morales, Waltraud, Dolan, Thomas, Houghton, David, University of Central Florida
Abstract / Description
On September 24, 2011, it was announced that Putin would run for president once again in 2012. The reaction in the West was that (")the more things change, the more they stay the same.(") The Western conception of the post-Cold War Russia is often one of remarkable consistency since the turn of the century. This Western narrative focuses on an autocratic Putin reigning over his resurgent and confrontational Russia. Does this narrative tell the story of Russia today, or does it instead obscure...
Show moreOn September 24, 2011, it was announced that Putin would run for president once again in 2012. The reaction in the West was that (")the more things change, the more they stay the same.(") The Western conception of the post-Cold War Russia is often one of remarkable consistency since the turn of the century. This Western narrative focuses on an autocratic Putin reigning over his resurgent and confrontational Russia. Does this narrative tell the story of Russia today, or does it instead obscure it? To answer this I have elected to analyze Russian identity and how it relates to Russia's foreign policy with Belarus, traditionally a close ally of Russia. Analyzing news articles from state-owned Russia Today, I look at changes in reporting and Russian identity over time. I argue that a shift in Russian identity towards a more liberal outlook between 2006 and 2010 motivated a degradation of relations with Belarus. I argue that once the simplified narrative of a resurgent Russia is peeled back, a closer look reveals competing identities and competing interest groups in Russia's domestic arena. Finally I conclude that not only does identity play a pivotal role in Russia's relations, but also that researching identity is important in that it gives us a window into a fairly closed regime that lies at the center of the global stage. Discovering how Russian identity reacts to and influences foreign policy can offer insight into the domestic framework of contemporary Russia, as well as offer us an understanding of how central ideas are to crafting the world around us.
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Date Issued
2012
Identifier
CFE0004249, ucf:49542
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004249
AN ACTION RESEARCH STUDY INVOLVING FIFTH-GRADE STUDENTS LEARNING FRACTIONS THROUGH A SITUATIVE PERSPECTIVE WITH STORY PROBLEMS
Title
AN ACTION RESEARCH STUDY INVOLVING FIFTH-GRADE STUDENTS LEARNING FRACTIONS THROUGH A SITUATIVE PERSPECTIVE WITH STORY PROBLEMS.
Creator
Allen, Colleen, Dixon, Juli, University of Central Florida
Abstract / Description
ABSTRACT The purpose of this action research study was to investigate the affects of teaching through a situative perspective with story problems on students' understanding of fraction concepts and operations in my fifth-grade mathematics classroom. Students participated in twelve weeks of instruction. Data was collected in the form of pre and post tests, audiotaped and videotaped recordings of instructional sessions, and student work samples. Data analysis revealed that my students...
Show moreABSTRACT The purpose of this action research study was to investigate the affects of teaching through a situative perspective with story problems on students' understanding of fraction concepts and operations in my fifth-grade mathematics classroom. Students participated in twelve weeks of instruction. Data was collected in the form of pre and post tests, audiotaped and videotaped recordings of instructional sessions, and student work samples. Data analysis revealed that my students constructed their own knowledge about various fraction concepts and operations because students engaged in discussions, after solving story problems, that developed, extended and restructured their knowledge. One example of this occurred after students had solved an equal-sharing problem. Two students came up with different answers and another student explained why both answers were equivalent. Student work samples and post test results indicated that the one student's explanation was understood, adopted and extended by all the students in my class. The data also revealed that students' pictures typically represented the context and action of the story problems. For example, subtraction problems dealing with length were usually represented by number lines or horizontal rectangles with crossed-out markings to show the subtraction operation. Throughout this research study, I discovered that my students were capable of learning from each other and solving problems for which they have no preconceived algorithm. I also learned that analyzing students' work and listening to their discussions in ways that focused on their thinking, not their answers, provided me with information about what my students were grasping and not grasping.
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Date Issued
2005
Identifier
CFE0000538, ucf:46423
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000538
Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms
Title
Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms.
Creator
Becker, Theresa, Hines, Rebecca, Beverly, Monifa, Hopp, Carolyn, Hamed, Kastro, University of Central Florida
Abstract / Description
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.
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Date Issued
2012
Identifier
CFE0004516, ucf:49273
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004516