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- Title
- A MATTER OF RETENTION: THE ESSENTIAL PIECES OF COMPREHENSIVE INDUCTION AS SEEN THROUGH THE EYES OF NOVICE URBAN ELEMENTARY SCHOOL TEACHERS.
- Creator
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Hixenbaugh-Dwenger, Kelly, Killingsworth Roberts, Sherron, University of Central Florida
- Abstract / Description
-
A substantial amount of research exists and was reviewed on why teachers leave the teaching profession and/or why they leave one school to teach at another school. Significantly less research exists on why teachers remain in an urban school and what they view as being the essential pieces of teacher induction. The purpose of this study was to contribute to the body of knowledge by identifying the key pieces of induction that influence teachers, with three or less years of experience in an...
Show moreA substantial amount of research exists and was reviewed on why teachers leave the teaching profession and/or why they leave one school to teach at another school. Significantly less research exists on why teachers remain in an urban school and what they view as being the essential pieces of teacher induction. The purpose of this study was to contribute to the body of knowledge by identifying the key pieces of induction that influence teachers, with three or less years of experience in an urban school, to remain teachers in their school. A case study design was utilized in this research in order to gain an in-depth understanding of what these teachers view as being the essential pieces of induction. In response to the larger problem stated here, I have organized my dissertation around three separate, but related manuscripts: 1. The first manuscript is a literature review on the essential pieces of comprehensive induction focusing on urban settings and the role that administrators play in novice urban teacher retention. The essential pieces of induction were identified through the literature as being effective administration, mentoring, formative evaluation, empowerment, and professional development. 2. The second manuscript is an exploration into the need for school-university partnerships through the results of a questionnaire on a one time professional development held at the university. The questionnaire results demonstrated the novice urban teachers' beliefs that professional development positively impacted their instructional practices, yet did not report that professional development would have a positive influence on their students' standardized test scores. 3. The third manuscript is a case study of Brookstay Elementary, an urban school successfully retaining novice urban teachers. This case study gives specific examples of how the essential pieces of comprehensive induction are seen through the eyes of novice urban teachers as well as provides evidence for the importance of building a positive school culture in order to retain novice urban teachers.
Show less - Date Issued
- 2008
- Identifier
- CFE0002290, ucf:47860
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002290
- Title
- The Expansion of Financial Regulation to Include Humanitarian Issues:An Examination of the Development of Conflict Mineral Reporting Requirements Using Actor-Network Theory.
- Creator
-
Tennant, Robert, Roberts, Robin, Robb, Sean, Sutton, Steven, Roberts, Sherron, University of Central Florida
- Abstract / Description
-
This study conceptually and empirically examines the establishment of certain financial regulation that resulted from the Global Financial Crisis (GFC) of 2007-2009. The crisis led to the establishment of the most extensive change in the regulation of the financial sector since the Great Depression (Green, 2011). During the forty years leading up to the crisis, the United States had engaged in a process of increased deregulation to promote greater efficiency (Yaron (&) Hendershott, 1998). The...
Show moreThis study conceptually and empirically examines the establishment of certain financial regulation that resulted from the Global Financial Crisis (GFC) of 2007-2009. The crisis led to the establishment of the most extensive change in the regulation of the financial sector since the Great Depression (Green, 2011). During the forty years leading up to the crisis, the United States had engaged in a process of increased deregulation to promote greater efficiency (Yaron (&) Hendershott, 1998). The belief that reduced regulation would improve efficiency and foster innovation became the mantra of many economic advisers to policy setters, to the point that as the regulations were relaxed there tended to be little fanfare or outrage to changes in regulation policy. This is true with both republican and democrat administrations throughout this period. Since 2000, there have been two major legislative actions that can be viewed as antithetical to the principle of deregulation, the first being Sarbanes-Oxley, which occurred as a result of Enron and other accounting scandals. The second, known as the Dodd-Frank Act, resulted in legislation that bailed out various sectors of the economy and fundamentally changed the structure of financial regulation in the United States.Specifically, I examine one part of this regulation related to corporate disclosure of activities that deal with conflict minerals. Within the political debates over regulation of corporate disclosure, an interest in corporate activities in war-torn areas emerged. Ultimately, regulation was adopted that required corporations to disclose operative activities that included mining of minerals in countries affected by political conflict. My research explicates using an actor-network approach, how and why activities in the U.S. political arena led to mandated disclosure of corporate activities dealing with the mining of local mineral deposits eventually referred to as (")conflict minerals.(") My findings show that a confluence of unlikely parties found common ground in their assessment of the issues surrounding the mining of conflict minerals and worked together towards the adoption of disclosure regulation that lead to more transparency in corporate reporting of their involvement in commercializing mineral deposits.
Show less - Date Issued
- 2017
- Identifier
- CFE0006668, ucf:51234
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006668
- Title
- AN EXPLORATION OF ELEMENTARY STUDENT RESPONSES TO THE INTEREST INVENTORY FOR INFORMATIONAL TEXTS BASED ON THE TEACHER DISPOSITION DELIVERY.
- Creator
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Elk, Alison, Roberts, Sherron Killingsworth, Kay, Marni, University of Central Florida
- Abstract / Description
-
The impact that a teacher can have on their students is monumental. Teachers often are the only consistent figure of authority that a student sees. Therefore, a vulnerable and conformable environment is crucial for students, so they can share their needs and in return have them met. With this in mind, teachers must consider forming their classroom environment, because of how it is received by the students. This study examined the impact that a teacher's disposition can have on the response of...
Show moreThe impact that a teacher can have on their students is monumental. Teachers often are the only consistent figure of authority that a student sees. Therefore, a vulnerable and conformable environment is crucial for students, so they can share their needs and in return have them met. With this in mind, teachers must consider forming their classroom environment, because of how it is received by the students. This study examined the impact that a teacher's disposition can have on the response of a student through a six-question interview by analyzing the number of words spoken by the students depending on the disposition of the teacher used to ask the question. This study aimed to identify the possible impacts of teacher disposition on student responses using a sample of 17 elementary aged students attending a summer reading clinic at a Florida university. After a face-to-face, six-question interview was administered to the students, results showed some students made a overall shift towards more words spoken when the question was asked in an interested or neutral disposition. These results demonstrate the potential impact of teacher disposition on student response in the classroom. The results of this study complement past research, which has shown that classrooms in a welcoming and comfortable environment are more likely for students to share their needs, leading to success for both students and teacher.
Show less - Date Issued
- 2018
- Identifier
- CFH2000364, ucf:45843
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000364
- Title
- AN EXPLORATION OF RESEARCH AND RESOURCES RELATED TO APHASIA: CREATING A RESOURCE GUIDE.
- Creator
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Velez Diaz, Lexie Anne, Blanch, Norine, Roberts, Sherron Killingsworth, University of Central Florida
- Abstract / Description
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The purpose of educators is to aid their students as they develop as their own individuals. Only through education can individuals grow to become the best version of themselves, in and out of the classroom. It is crucial for educators to be aware of the many different learners in the world, so teachers are prepared for any exceptional student that enters their classroom. That is why it is so important to educate oneself on the many exceptionalities and circumstances students are facing....
Show moreThe purpose of educators is to aid their students as they develop as their own individuals. Only through education can individuals grow to become the best version of themselves, in and out of the classroom. It is crucial for educators to be aware of the many different learners in the world, so teachers are prepared for any exceptional student that enters their classroom. That is why it is so important to educate oneself on the many exceptionalities and circumstances students are facing. Encompassed within the 13 disabilities identified in the Individuals with Disabilities Education Act (IDEA, 1975), are sub categories of many additional exceptionalities. It is a lot of information, and it can be very overwhelming for anyone, not just teachers, to know each one. By bringing exposure to the many exceptionalities, teachers, parents, and students can potentially feel less overwhelmed. By creating a resource guide for at least one exceptionality, help is being given to those who need it. For this research, the exceptionality of focus is Expressive Aphasia, also known as Broca's aphasia. Expressive Aphasia is not an exceptionality commonly spoken of outside of those involved in this study and those afflicted with this unique form of aphasia. Which This highlights the purpose of this thesis, to examine research/studies and form a resource guide for teachers and parents to learn about Expressive Aphasia. The resource guide will provide information about the history of Expressive Aphasia, offer definitions, suggest strategies, and introduce resources that can help educators, parents, and students better understand this type of aphasia. Everyone needs help, and what better way to help teachers and parents than to give them tools to effectively aid students in their educational journey.
Show less - Date Issued
- 2018
- Identifier
- CFH2000445, ucf:45793
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000445
- Title
- TEACHING STRATEGIES FOR STUDENTS WITH EXCEPTIONALITIES IN THE SECONDARY ART CLASSROOM WITH A FOCUS ON STUDENTS WITH AUTISM, DOWN SYNDROME, AND VISUAL IMPAIRMENT.
- Creator
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Fannan, Cheyanne Maree, McGann, Debra, Killingsworth Roberts, Sherron & Hoffman, Elizabeth, University of Central Florida
- Abstract / Description
-
The intent of this thesis is to discover teaching strategies for students who have exceptionalities with a focus on students who have Autism, Down syndrome, or Visual Impairment and how these teaching strategies can be used to teach students in a mainstreamed secondary art classroom. Since the mainstreaming of the public school system has increased, students with exceptionalities have caused uncertainty among teachers about which teaching strategies to use in the classroom to meet all of...
Show moreThe intent of this thesis is to discover teaching strategies for students who have exceptionalities with a focus on students who have Autism, Down syndrome, or Visual Impairment and how these teaching strategies can be used to teach students in a mainstreamed secondary art classroom. Since the mainstreaming of the public school system has increased, students with exceptionalities have caused uncertainty among teachers about which teaching strategies to use in the classroom to meet all of their students needs. New teaching strategies need to be brought into the classroom to change the way students are learning. This thesis will include: the general facts, characteristics, accommodations, and modifications of Autism, Down syndrome, and Visual Impairment. An understanding of how students with Autism, Down syndrome, or Visual Impairment learn and what teaching strategies can be used in a secondary art classroom to provide the least restrictive learning environment to the students will be addressed. Suggested teaching strategies for students with Autism include the use of visualizations, change in pace, adaptive tools, and choosing materials wisely. For students with Down syndrome include simplification, repetition, breaking the lesson down into parts, and pacing. Students with Visual Impairment will need tactile materials, clear wording, descriptive visuals, and labeling, light, and intense color.
Show less - Date Issued
- 2017
- Identifier
- CFH2000248, ucf:46000
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000248
- Title
- AN EXPLORATION OF REPRESENTATIONS OF RACE AND ETHNICITY IN THREE TRANSITIONAL SERIES FOR YOUNG CHILDREN.
- Creator
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Balkaran, Sonia M, Roberts, Sherron Killingsworth, Goodman, Constance, University of Central Florida
- Abstract / Description
-
This thesis seeks to explore the related research literature surrounding representations and portrayals of protagonists of various multicultural backgrounds in series or transitional books. As teachers, it is essential to acknowledge the lack of multicultural characters in children's literature among elementary classroom bookshelves and learn how to incorporate literature featuring strong main characters of varying races and ethnicities so that children can see role models who mirror their...
Show moreThis thesis seeks to explore the related research literature surrounding representations and portrayals of protagonists of various multicultural backgrounds in series or transitional books. As teachers, it is essential to acknowledge the lack of multicultural characters in children's literature among elementary classroom bookshelves and learn how to incorporate literature featuring strong main characters of varying races and ethnicities so that children can see role models who mirror their own contexts. Prior studies, such as Gangi (2008) and Green and Hopenwasser (2017) have examined the deficiency of multicultural literature in the classroom, particularly among transitional stories, which shows the importance of exploring this topic. Furthermore, Green and Hopenwasser (2017) emphasize the importance of equal representation of transitional books with characters of diverse ethnicities, as they act as "mirrors and windows" for students to reflect upon themselves. These studies argue that to prevent the "whitewashing" of literature for primary grades, teachers should be cautious while choosing series or transitional books. I conducted an equity audit on three series or transitional books from different time periods, commonly found among elementary classroom libraries to explore ethnic and racial representations of protagonists to the actual demographics of the third-grade student population. Administering this equity audit also determined that popular series or transitional books are advantageous to include in classroom libraries when protagonists are portrayed as non-stereotypical experiencing real-life situations. The findings of this equity audit have the potential for educators to improve their methods choosing literature with characters of diverse races and ethnicities and improve methods of integrating multicultural literature into lessons.
Show less - Date Issued
- 2018
- Identifier
- CFH2000409, ucf:45704
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000409
- Title
- An Examination of Perceptions and Intentions of Preservice Educators in Title I Settings.
- Creator
-
Kaczmarczyk, Annemarie, Roberts, Sherron, Lue, Martha, Hoffman, Elizabeth, Donley, Amy, University of Central Florida
- Abstract / Description
-
With the shifting demographics of our nation and increased vacancies in schools, teacher preparation programs must equip teachers to work with today's culturally, academically, racially, and economically (CARE) diverse student population effectively. University-based teacher preparation programs are called to examine the steps taken and experiences provided to develop effective teachers to work with CARE students and fill vacancies, specifically in Title I schools. Preservice teachers, 15...
Show moreWith the shifting demographics of our nation and increased vacancies in schools, teacher preparation programs must equip teachers to work with today's culturally, academically, racially, and economically (CARE) diverse student population effectively. University-based teacher preparation programs are called to examine the steps taken and experiences provided to develop effective teachers to work with CARE students and fill vacancies, specifically in Title I schools. Preservice teachers, 15 total, participated in this qualitative study examining the perceptions and intentions of PSTs who were exposed to course content and field experiences that focused on Title I and CARE students. The PSTs were placed into two focus groups based on the number of times they were exposed to both throughout their undergraduate career. Participants who had one to two episodes of previous exposure comprised the first group. Participants who had three opportunities for exposure (course content, field experience, and/or first internship) comprised the second focus group. All PSTs were completing their final internship with placements in Title I schools. Findings gleaned from the transcripts indicated that stereotypes and previous perceptions of Title I schools and CARE students were positively impacted through their experiences. Throughout their internship semester, all participants used words that denoted respect and understanding for their diverse students and for their beginning challenges to implement instruction. PSTs noted a need for additional preparation in undergraduate courses related to best practice and classroom management within their Title I school settings. Despite challenges, six participants opted to seek employment in Title I schools. Of the remaining participants, five indicated intentions to teach in non-Title I, while four remained neutral. Future related research will focus on creating and providing meaningful experiences for PSTs that lead to positive intentions for teaching in Title I schools.
Show less - Date Issued
- 2018
- Identifier
- CFE0007202, ucf:52270
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007202
- Title
- The Effects of Journaling and Vocabulary Strategies on Elementary Students' Attitudes Towards Mathematical Performance.
- Creator
-
Janzen, Renee, Gresham, Regina, Haciomeroglu, Erhan, Roberts, Sherron, University of Central Florida
- Abstract / Description
-
In an attempt to examine the effects of journaling and vocabulary strategies on elementary students' attitudes towards mathematical performance, I embedded reflective journaling and vocabulary strategies into my fourth grade mathematics curriculum. The mathematics content focused on whole number place value, multiplication, and division. My study revealed the positive effects these interventions can have on elementary students' attitudes towards mathematics.
- Date Issued
- 2012
- Identifier
- CFE0004266, ucf:49520
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004266
- Title
- Examining the Effects of Self-Regulated Strategy Development in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities.
- Creator
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Miller, Katie, Little, Mary, Dieker, Lisa, Pearl, Cynthia, Roberts, Sherron, University of Central Florida
- Abstract / Description
-
This research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing,...
Show moreThis research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing, including essay elements, length of responses, time spent writing, and overall writing quality, were collected and assessed to determine the effectiveness of the intervention. All students who received the intervention improved their overall writing performance on opinion essays as measured by the number of opinion essay elements, including topic sentence, reasons, examples, and ending. During the maintenance phase of the intervention, students who received a VSM booster session increased their total number of opinion essay elements back to mastery levels.
Show less - Date Issued
- 2013
- Identifier
- CFE0004893, ucf:49674
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004893
- Title
- Applying the Technology Acceptance Model to Predict and Explain Elementary and Secondary Preservice Teachers' Continuance Behavioral Intentions and Pedagogical Usage of Twitter to build Professional Capital: A Structural Equation Modeling Inquiry.
- Creator
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Gurjar, Nandita, Sivo, Stephen, Roberts, Sherron, Xu, Lihua, Vie, Stephanie, University of Central Florida
- Abstract / Description
-
The purpose of this research study was to predict and explain elementary and secondary preservice teachers' continuance behavioral intentions and pedagogical usage of Twitter, a web based social networking, microblogging platform, to build professional growth and capital. The objective of the research study was to examine preservice teachers' beliefs associated with the specified constructs that formed the latent variables of the hypothesized research model; these latent variables were then...
Show moreThe purpose of this research study was to predict and explain elementary and secondary preservice teachers' continuance behavioral intentions and pedagogical usage of Twitter, a web based social networking, microblogging platform, to build professional growth and capital. The objective of the research study was to examine preservice teachers' beliefs associated with the specified constructs that formed the latent variables of the hypothesized research model; these latent variables were then measured with their associated indicators or manifest variables, and the relationship between the manifest variables was examined through the Structural Equation Modeling (SEM) process. A non-experimental empirical research study was conducted using the survey methodology; purposive, criterion referenced, sampling of elementary and secondary preservice teachers, N=379, was employed using social media platforms and intern listserv at a large Southeastern university. The final sample of N= 250 participants was determined through the process of regression imputation of elementary and secondary preservice teachers' survey responses. The results demonstrated that constructs of the extended Technology Acceptance Model showed significant goodness-of-fit indices and coefficients of determination after analyzing the data from the survey. Implications of this research contribute significantly toward teacher education and training by providing insights into the factors that impact the pedagogical use of Twitter, a web-based social networking and microblogging platform, for building professional capital in preservice teachers.
Show less - Date Issued
- 2016
- Identifier
- CFE0006314, ucf:51551
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006314
- Title
- English Language Arts Preservice and Inservice Teacher's Knowledge about How to Use eTextbooks and Open Educational Resources to Support Students' Comprehension: A Case Study.
- Creator
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Smith, Lourdes, Zygouris-Coe, Vassiliki, Roberts, Sherron, Damico, Nicole, Wilson, Nance, University of Central Florida
- Abstract / Description
-
The focus of this qualitative, descriptive case study was to (a) investigate the knowledge English Language Arts preservice and inservice teachers had about eTextbooks and Open Educational Resources (OERs) and (b) how they planned to use that knowledge to develop their current/future 6-12 grade students' comprehension and content knowledge. Included within the study were specifics regarding how eTextbooks and OERs can be used to support adolescent learners and how online comprehension skills...
Show moreThe focus of this qualitative, descriptive case study was to (a) investigate the knowledge English Language Arts preservice and inservice teachers had about eTextbooks and Open Educational Resources (OERs) and (b) how they planned to use that knowledge to develop their current/future 6-12 grade students' comprehension and content knowledge. Included within the study were specifics regarding how eTextbooks and OERs can be used to support adolescent learners and how online comprehension skills can be developed. Data were analyzed in order to determine themes related to the use and planning for eTextbooks and OERs in the secondary ELA classroom. Data sources for this study included the participant interviews, document analysis, and a focus group interview. Findings revealed that participants (N=6) were both excited and apprehensive about using technology and that although they had some personal experiences with eTextbooks and OERs, they would need more specific support in helping their future or current students to develop online reading comprehension skills. Implications and recommendations are offered for preservice teacher educators, classroom teachers and professional developers, researchers, and publishers.
Show less - Date Issued
- 2017
- Identifier
- CFE0006797, ucf:51922
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006797
- Title
- Using argument as a bridge between literacy and science: An intervention study in a science methods course for elementary preservice teachers.
- Creator
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Grysko, Rebeca, Zygouris-Coe, Vassiliki, Gao, Su, Roberts, Sherron, Fang, Zhihui, Bai, Haiyan, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate the impact of an intervention on teaching science as argument within a science methods course on elementary preservice teachers' (PSTs') (a) understandings of the nature of science (NOS), (b) knowledge about argumentation, (c) complexity of their written explanations, and (d) ability to incorporate components of the framework for teaching science as argument to support students' literacy and science learning. This mixed-methods study utilized an...
Show moreThe purpose of this study was to investigate the impact of an intervention on teaching science as argument within a science methods course on elementary preservice teachers' (PSTs') (a) understandings of the nature of science (NOS), (b) knowledge about argumentation, (c) complexity of their written explanations, and (d) ability to incorporate components of the framework for teaching science as argument to support students' literacy and science learning. This mixed-methods study utilized an embedded quasi-experimental design with a treatment (n = 20) and control group (n = 25). The treatment group instructor, who completed an eight-week professional development course, implemented the intervention protocol across a 12-week period. Throughout the intervention, emphasis was placed on three key components of teaching science as argument (i.e., argument structure, public reasoning, and the language of science). The control group instructor, who did not partake in any professional learning activities, implemented business-as-usual instruction. Results from a repeated measures MANOVA revealed that, although the intervention did not have a significant impact on PSTs' knowledge of argumentation, PSTs who received the intervention did demonstrate a significant increase in their understanding of the NOS and in the complexity of their written explanations, as compared to PSTs who did not receive the intervention. Furthermore, analysis of PSTs' written lesson plans revealed several themes (i.e., opportunities for students to collect and analyze data, use of scaffolds for helping students construct scientific explanations, emphasis on the use of text to support scientific inquiry, and attention to developing students' science vocabulary) consistent with the framework for teaching science as argument. These findings contribute to a growing body of evidence illustrating the effectiveness of intentionally designed teacher preparation experiences for developing PSTs' knowledge, beliefs, and practices for supporting students' engagement in scientific explanation and argument.
Show less - Date Issued
- 2019
- Identifier
- CFE0007643, ucf:52477
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007643
- Title
- Kindergarten is Not Child's Play: An Exploration of Pedagogical Approaches Related to Learning in a Play-Based and a Contemporary Classroom at a Title I Elementary School.
- Creator
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Allee-Herndon, Karyn, Roberts, Sherron, Lue, Martha, Clark, M. H., Garcia, Jeanette, Hu, Bi Ying, University of Central Florida
- Abstract / Description
-
This dissertation is divided into three separate, related, naturalistic, quasi-experimental research studies, all using data from two kindergarten classes at Gator Elementary, a public Title I elementary school in Sunshine District in Central Florida. Each of these studies tested hypotheses that kindergarten children, especially those from low socioeconomic backgrounds, will show greater gains in receptive vocabulary, executive function, and academic achievement when purposeful play is used...
Show moreThis dissertation is divided into three separate, related, naturalistic, quasi-experimental research studies, all using data from two kindergarten classes at Gator Elementary, a public Title I elementary school in Sunshine District in Central Florida. Each of these studies tested hypotheses that kindergarten children, especially those from low socioeconomic backgrounds, will show greater gains in receptive vocabulary, executive function, and academic achievement when purposeful play is used as a pedagogical approach than similar children in typical, contemporary kindergarten classrooms. The first study explored the effects of play-based and contemporary pedagogical approaches on students' receptive vocabulary using the PPVT-4, the second explored students' executive functions using the BRIEF2, and the third explored students' movements using Actigraph GT9X Link accelerometers. All three studies analyzed these data in relation to students' academic achievement as measured by i-Ready Diagnostic assessments. Statistically significant differences were detected in students' receptive vocabulary and reading growth as well as statistically significant differences in students' executive function health as reported by teachers and reading and math academic growth by classroom conditions. A strong association between receptive vocabulary and reading performances was revealed alongside strong negative correlations between levels of executive function concern and reading performance. No statistical differences in math growth between classrooms were found, although there was a moderate effect size, and less of an association between math performance and executive function presented. While strong correlations between academic achievement and total movement by day or movement types were revealed, these associations were inconsistent. Nor were there significant differences in movement by classroom conditions, although there was a moderate effect size suggesting some differences in movement by condition. The findings from this dissertation, while limited, point to a bourgeoning area of research connecting neuroscientific findings with developmentally appropriate practices to explore effective interventions to increase educational equity for vulnerable students.
Show less - Date Issued
- 2019
- Identifier
- CFE0007596, ucf:52556
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007596
- Title
- Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010.
- Creator
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Kearney, Janet, Taylor, Rosemarye, Bai, Haiyan, Kaplan, Jeffrey, Pawlas, George, Roberts, Sherron, University of Central Florida
- Abstract / Description
-
The focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student...
Show moreThe focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student achievement and were viewed as second-order in nature. In many cases, second-order change was needed (a) to accomplish the student achievement improvements necessary to attain Adequate Yearly Progress (AYP) and (b) to ensure that all students would read on grade level by 2014. For this study, 66 principals from schools with fewer than 60% of students who qualified for free and reduced-price lunches from five urban Florida school districts completed an online survey, Principal Actions Survey (PAS), created to determine which of the seven leadership behaviors successful principals utilized in their schools. Principals were specifically asked to comment on those actions that they felt impacted student achievement and achievement of AYP. Principals consistently responded that they used the seven leadership behaviors, but the results from this study indicated very few statistically significant relationships or predictive relationships. The 66 principal responses were also compared to responses on the PAS of principals from urban Florida elementary schools with more than 60% of students who qualified for free and reduced-price lunches (La Cava, 2009). These comparisons indicated that principals of schools with a higher level of poverty reported utilization of the seven leadership behaviors on a more frequent basis or with a higher success rate than principals at schools with lower poverty levels.
Show less - Date Issued
- 2012
- Identifier
- CFE0004560, ucf:49255
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004560
- Title
- The Collector as Arbiter of Art: A Phenomenological Investigation of Collectors' Critical Judgment Development and Their Understanding of Art Toward a Theoretical Model for Appreciation and Criticism in Art Education.
- Creator
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Grey, Anne, Brewer, Thomas, Sivo, Stephen, Kaplan, Jeffrey, Price, Mark, Roberts, Sherron, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate art collectors' specific method of developing and making critical judgments in the context of their understanding of art. Phenomenological research methods were employed to obtain data through interviews with collectors of Contemporary African American art, Latin American art, and Minimalist and Conceptual art. Based on the findings, collectors' approaches to critical judgment can be categorized into three areas. First, critical skills are both...
Show moreThe purpose of this study was to investigate art collectors' specific method of developing and making critical judgments in the context of their understanding of art. Phenomenological research methods were employed to obtain data through interviews with collectors of Contemporary African American art, Latin American art, and Minimalist and Conceptual art. Based on the findings, collectors' approaches to critical judgment can be categorized into three areas. First, critical skills are both intuitive and developed over time, through a holistic and aesthetic process set in the art world. Collectors' edification requires commitment, and intense looking enabling them to see how works of art communicate. Second, key events that marked collectors' methodological approaches were connections with artists and art, notable purchases, and exhibitions of their collection. These events resulted from an integration of the collectors' identification with the art work, manifested over time in various forms. Finally, those objects that best reflected collectors' specific development of critical judgment and understanding of art were noted either by specific artists in their collection or the collection as a whole, functioning as vital aspects of the collectors' life and at the same time contributing to culture and society in its capacity to cause conversations. There is an opportunity to apply the information from collectors' processes as an educational model for teaching and learning about appreciation and criticism in art education by thinking about art collections more broadly, as another way to look at life and the art in life.
Show less - Date Issued
- 2011
- Identifier
- CFE0004115, ucf:49103
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004115
- Title
- Elementary Reading Coaches in Florida: A Study of their Background, Experiences, Coaching Activities, Time, and Other Factors Related to Reading Achievement.
- Creator
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Zugelder, Gina, Wegmann, Susan, Taylor, Rosemarye, Roberts, Sherron, Clements, Taylar, Puig, Enrique, University of Central Florida
- Abstract / Description
-
The focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic...
Show moreThe focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic background of the reading coach, (b) the percentage of time reading coaches engaged in specific coaching activities, and (c) the linkage between coaching activities and change in the Florida Comprehensive Assessment Test developmental scale scores. Data from a web-based survey and personal interviews were used to collect pertinent data to understand the daily work lives of the elementary reading coaches and bring awareness to perceptions, successes and hindrances to the role and the impact on reading achievement. Descriptive statistics were used to present demographic, professional and academic information about the reading coaches. Multiple regression analyses were performed using time allocated to coaching activities and the change in reading achievement to determine existing relationships. Developmental scale score change was examined from the baseline year to the third year. Qualitative analyses were used to determine reading coach themes from the survey responses. Participant profiles, calling on the tenets of case study methodology, were developed based on the triangulated data. Narrative descriptions of coaching data for the participant profiles were organized by years of teaching experience of the reading coach. The results of the study indicated that reading coaches perceived coach-teacher collaboration to be the most influential activity affecting reading achievement. This perception was not congruent with finding of time spent and change on reading achievement. Recommendations were presented including a formalized understanding of the daily work lives of reading coaches by school districts, administrators and the reading coaches themselves.
Show less - Date Issued
- 2012
- Identifier
- CFE0004286, ucf:49530
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004286
- Title
- Perspectives on Creativity: Theoria, Praxis, and Poiesis.
- Creator
-
Bryan-Bethea, Kathryn, Roberts, Sherron, Eriksson, Gillian, Hopp, Carolyn, Sivo, Stephen, Heller, Ena, University of Central Florida
- Abstract / Description
-
Theoretical perspectives on creativity encompass ideas such as risk, inquiry, resistance to conformity, and attraction to complexity. In response to these philosophical tenets I have organized my dissertation into three distinct but related manuscripts that explore creativity through theoria (knowing), praxis (doing), and poiesis (making). These manuscripts present an integrated approach to creative pedagogy. 1.The first manuscript is a review of literature with the aim to: provide a brief...
Show moreTheoretical perspectives on creativity encompass ideas such as risk, inquiry, resistance to conformity, and attraction to complexity. In response to these philosophical tenets I have organized my dissertation into three distinct but related manuscripts that explore creativity through theoria (knowing), praxis (doing), and poiesis (making). These manuscripts present an integrated approach to creative pedagogy. 1.The first manuscript is a review of literature with the aim to: provide a brief overview of creativity theories; consider an imbricated definition of creativity; and evaluate current empirical research. Research in creativity should provide a spectrum of methods that reflect the complex nature of the phenomenon. 2.Illustrated through the combination of text and authentic photographs, the second manuscript explores how preservice elementary teachers conceptualize their professional identity. This manuscript includes preservice teachers' photographic submissions related to professional identity. Implications include considering how these perceptions affect teacher recruitment, retention, and professional regard within our society and school systems.3.Understanding the interaction between ritual and creativity can elucidate essential qualities of creativity. The third paper will consider the lived experiences of ritual in the creative process of ten Pro-c individuals. As a result of interview analysis, a definition of ritual that is unique to the creative process is revealed. Ritual in the creative process is delineated into three hierarchical categories: (1) Ritual construct, an element of the ritual; (2) Ritual quality, a distinguishing characteristic of the ritual; (3) Ritual purpose, the value the ritual provides in the creative process.
Show less - Date Issued
- 2016
- Identifier
- CFE0006079, ucf:50939
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006079
- Title
- A Framework for Transforming Elementary Literacy Coaches' Professional Learning.
- Creator
-
Forsythe, Lenora, Zygouris-Coe, Vassiliki, Hopp, Carolyn, Puig, Enrique, Roberts, Sherron, Zugelder, Gina, University of Central Florida
- Abstract / Description
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Elementary literacy coaches serve as one component in a professional learning system tosupport teacher learning. This dissertation in practice intended to highlight the need for an effective professional learning system for elementary literacy coaches that will enable them to impact teacher and student learning. The pilot study explored needs and perspectives of professional learning opportunities for elementary literacy coaches in a central Florida school district. Findings from the pilot...
Show moreElementary literacy coaches serve as one component in a professional learning system tosupport teacher learning. This dissertation in practice intended to highlight the need for an effective professional learning system for elementary literacy coaches that will enable them to impact teacher and student learning. The pilot study explored needs and perspectives of professional learning opportunities for elementary literacy coaches in a central Florida school district. Findings from the pilot study, along with literature surrounding the topic, resulted in the design of A Framework for Elementary Literacy Coaches' Professional Learning. This Framework utilized components from existing resources to develop access points for literacy coaches' professional learning. Access points included choice in coaching cycles, collaborative learning communities among coaches, and differentiated learning opportunities for literacy coaches to build their repertoire of literacy content knowledge and coaching skills. Theoreticalcontributions of adult learning and the sociocultural learning perspective within the Framework ensured literacy coaches' choice, ownership, and embedded learning opportunities. Suggested use for this dissertation in practice is to inform professional learning practices for in-service and pre-service elementary literacy coaches to ensure continued growth in coaching skills and literacy knowledge.
Show less - Date Issued
- 2016
- Identifier
- CFE0006300, ucf:51610
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006300
- Title
- EXAMINING ELEMENTARY PRESERVICE TEACHER EFFICACY TO TEACH WRITING IN A TITLE 1 SCHOOL: A MIXED METHOD STUDY OF A SCHOOL-BASED TEACHER EDUCATION COURSE INTERVENTION.
- Creator
-
Blanch, Norine, Roberts, Sherron, Lue, Martha, Zygouris-Coe, Vassiliki, Zugelder, Bryan, University of Central Florida
- Abstract / Description
-
As the demographics of the United States change, barriers persistently thwart efforts to ensure that all students, regardless of ethnicity, academic ability, or family circumstance, have equal opportunities to learn. Diminished retention rates of effective educators in Title 1 schools, elevated rates at which students from low-income families are taught by inexperienced or unqualified teachers and insufficient preparation of preservice teachers (PSTs) to teach in Title 1 schools are three...
Show moreAs the demographics of the United States change, barriers persistently thwart efforts to ensure that all students, regardless of ethnicity, academic ability, or family circumstance, have equal opportunities to learn. Diminished retention rates of effective educators in Title 1 schools, elevated rates at which students from low-income families are taught by inexperienced or unqualified teachers and insufficient preparation of preservice teachers (PSTs) to teach in Title 1 schools are three such barriers. Policy reform organizations interested in improving the effectiveness of teacher education programs nationwide suggest forging strong clinical partnerships between universities and schools by relocating coursework to school-based settings that more closely resemble the reality of today's classrooms. PSTs, 27 in total, participated in a school-based teacher education intervention situated in a Title 1 school in central Florida to examine the influences of this intervention on PSTs efficacy for culturally responsive teaching and their sense of efficacy for teaching writing to students of diversity in a Title 1 school. Preliminary results indicated that while some PSTs tended to overestimate their efficacy for teaching students of diversity in Title 1 schools prior to the intervention, the school-based course disrupted that reality. Through weekly teaching experiences, PSTs' misconceptions about Title 1 schools, and their own pedagogical practices were challenged. Results yielded a purportedly more efficacious group of PSTs as measured by quantitative survey research and post qualitative responses in this mixed method study.
Show less - Date Issued
- 2016
- Identifier
- CFE0006265, ucf:51049
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006265
