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EXPLORING THE RELATIONSHIP BETWEEN MUSIC PARTICIPATION ON MATH SCORES AND HIGH SCHOOL RETENTION
Title
EXPLORING THE RELATIONSHIP BETWEEN MUSIC PARTICIPATION ON MATH SCORES AND HIGH SCHOOL RETENTION.
Creator
Halperin, Marin, Goodman, Constance, University of Central Florida
Abstract / Description
"If I were not a physicist, I would probably be a musician. I often think in music. I live my daydreams in music. I see my life in terms of music... I get most joy in life out of music." -Albert Einstein In the spirit of recent legislation, educational leaders are in search of ways to ensure a quality education for all students in America, vowing to leave no child behind. Unfortunate-ly, most of the rhetoric surrounding quality in education fails to acknowledge the impact of the arts in...
Show more"If I were not a physicist, I would probably be a musician. I often think in music. I live my daydreams in music. I see my life in terms of music... I get most joy in life out of music." -Albert Einstein In the spirit of recent legislation, educational leaders are in search of ways to ensure a quality education for all students in America, vowing to leave no child behind. Unfortunate-ly, most of the rhetoric surrounding quality in education fails to acknowledge the impact of the arts in standards-based reform initiatives. In fact, some school districts have discussed cutting the arts entirely from the curriculum. The purpose of this study is threefold: (1) to ex-amine the impact of music education on high school students' achievement in mathematics, and (2) to examine the relationship between schools with music programs and their gradua-tion rates, (3) to explore the personal impact of music participation through auto-ethnographic study. The results of this study revealed that participation in a music program can have a positive impact on mathematics retention of high school students. This study revealed information about the need for student participation in order to make a clear determination. However, the auto-ethnography shows a clear example of the impact music can have on student academic success.
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Date Issued
2011
Identifier
CFH0004111, ucf:44869
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004111
AN EXPLORATION OF REPRESENTATIONS OF RACE AND ETHNICITY IN THREE TRANSITIONAL SERIES FOR YOUNG CHILDREN
Title
AN EXPLORATION OF REPRESENTATIONS OF RACE AND ETHNICITY IN THREE TRANSITIONAL SERIES FOR YOUNG CHILDREN.
Creator
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.
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Date Issued
2018
Identifier
CFH2000409, ucf:45704
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000409
Boots on the Ground: A Participant-Oriented Approach to Program Evaluation
Title
Boots on the Ground: A Participant-Oriented Approach to Program Evaluation.
Creator
Djak, Nikki, Vitale, Thomas, Cox, Thomas, Boote, David, Swan, Bonnie, Goodman, Constance, University of Central Florida
Abstract / Description
Despite best efforts to fully prepare pre-service teachers (PSTs) with the knowledge and skills they will need as educators, many universities nationwide fall short of doing so. Poor or unrelated pre-service preparation of education majors prior to graduation creates disconnects between college coursework requirements and real-world expectations of educators, which decreases the value of these education programs. It also leaves many PSTs entering internship and subsequent first-year...
Show moreDespite best efforts to fully prepare pre-service teachers (PSTs) with the knowledge and skills they will need as educators, many universities nationwide fall short of doing so. Poor or unrelated pre-service preparation of education majors prior to graduation creates disconnects between college coursework requirements and real-world expectations of educators, which decreases the value of these education programs. It also leaves many PSTs entering internship and subsequent first-year employment ill-prepared to handle all of the classroom responsibilities expected of them, which contributes to another nationwide problem: low retention of novice teachers. To address comprehensive preparation of PSTs, professors at one large metropolitan university in the southeastern United States initiated the Boots on the Ground (BotG) program, which exposes PSTs to direct instructional opportunities with K-12 students concurrently with early coursework. Multiple studies have found that closely integrating field experience with coursework is highly influential in increasing both the preparedness of PSTs and their self-efficacy as educators. This study is a mixed methods, participant-oriented program evaluation of the BotG program, meant to explore stakeholders' perspectives on the program's influence and inform improvement. It looks at the affect the BotG program has on perceived preparedness and self-efficacy of PSTs as well as its impact on different stakeholder groups. Study findings indicate that the early exposure to the profession and experience working with K-12 students provided to pre-service teachers who participated in the Boots on the Ground program may provide them with a means to increase perceptions of preparedness and self-efficacy for teaching. Findings also detail the program's influence on other stakeholders, including provision of extra support for the academic and behavioral support of K-12 students. The researcher also suggests implications for education and recommendations for further research.
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Date Issued
2018
Identifier
CFE0007171, ucf:52287
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007171
An Examination of a College and Career Preparation Program for Low Socioeconomic and First-Generation Students in an Urban School District
Title
An Examination of a College and Career Preparation Program for Low Socioeconomic and First-Generation Students in an Urban School District.
Creator
Gillam, Lucille, Lue, Martha, Vitale, Thomas, Swan, Bonnie, Goodman, Constance, Larsen, James, University of Central Florida
Abstract / Description
The purpose of this study was to determine if the college and career program, in one urban high school setting, was being implemented as intended by the school district. A mixed methods analysis was conducted using student PSAT/SAT scores, interviews, surveys, focus groups, classroom observations and anecdotal notes from the program director. The results were coded to show emerging trends and themes. The results of the analysis showed that portions of the program were being conducted as...
Show moreThe purpose of this study was to determine if the college and career program, in one urban high school setting, was being implemented as intended by the school district. A mixed methods analysis was conducted using student PSAT/SAT scores, interviews, surveys, focus groups, classroom observations and anecdotal notes from the program director. The results were coded to show emerging trends and themes. The results of the analysis showed that portions of the program were being conducted as designed by the school district; however, of the four criteria required to be invited to bet admitted into the program, one was not being implemented correctly at the school site. The district vetted for students who had PSAT scores in the top 15% in the nation, WGPA over 4.0 and on the federal free/reduced list but first-generation students were not being vetted correctly at the school site. Although members of the first graduating class were able to secure admission into top-tier colleges and universities, only approximately 25% of the students in the program would be the first in their families to graduate from college. Thus, the program was not being implemented as designed and may not have been serving the needs of the target population of students for whom the program was designed.
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Date Issued
2019
Identifier
CFE0007638, ucf:52485
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007638