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Exploring Stress for Novice Teachers' in Low Socio-Economic Elementary Schools Through Breathing Biofeedback
Title
Exploring Stress for Novice Teachers' in Low Socio-Economic Elementary Schools Through Breathing Biofeedback.
Creator
Fulchini, Angelica, Dieker, Lisa, Hines, Rebecca, Lue, Martha, Hynes, Mike, University of Central Florida
Abstract / Description
Teachers who serve children of color in schools that support students from low socio-economic status have turnover rates reported to be as high as 70% (SES; Carver-Thomas (&) Darling-Hammond, 2017). Numerous approaches to teacher retention in low SES settings have been discussed in the literature (Chester (&) Beaudin, 1996; Donaldson, 2009; Ingersoll (&) Kralik, 2004; Jacob, 2007; McKinney, Haberman, Stafford-Johnson, (&) Robinson, 2008; McLaurin, Smith, (&) Smillie, 2009; Siwatu, Frazier,...
Show moreTeachers who serve children of color in schools that support students from low socio-economic status have turnover rates reported to be as high as 70% (SES; Carver-Thomas (&) Darling-Hammond, 2017). Numerous approaches to teacher retention in low SES settings have been discussed in the literature (Chester (&) Beaudin, 1996; Donaldson, 2009; Ingersoll (&) Kralik, 2004; Jacob, 2007; McKinney, Haberman, Stafford-Johnson, (&) Robinson, 2008; McLaurin, Smith, (&) Smillie, 2009; Siwatu, Frazier, Osaghae, (&) Starker, 2011; Sutcher, Darling-Hammond, (&) Carver-Thomas, 2016; Taylor (&) Frankenberg, 2009), but the use of emerging biofeedback technology is an unexplored territory. This type of technology could help novice teachers understand basic changes in stress levels through awareness of the body and mind while teaching. Hence, the potential use of biofeedback strategies to reduce stress levels in teachers, in inclusive settings, that serve students with low SES is explored. To help potentially reduce novice teachers' stress levels (Friedman, 2000; Day (&) Hong, 2016; Isenbarger (&) Zembylas, 2006), the researcher explored the effectiveness of biofeedback on breathing rates of teachers in inclusive classrooms serving more than 50% of students from low SES backgrounds. The researcher found, by tracking the rate of stressed breathing of 9 teachers during the instructional day, that teachers reported they were more mindful of their breathing. The researcher found meetings, paperwork, and student behaviors increased their stress and suggested better mentorship as a way to help reduce stress. The paper concludes with implications for practice, and recommendations for future research for teachers is provided.
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Date Issued
2018
Identifier
CFE0007179, ucf:52266
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007179
Preservice Teachers and Perceived Stress: A Comparative Study
Title
Preservice Teachers and Perceived Stress: A Comparative Study.
Creator
Evans, Kelsey, Russell, William, Hewitt, Randall, Hynes, Mike, Jahani, Shiva, University of Central Florida
Abstract / Description
Teachers are being pushed to the brink of burnout and leaving the profession, placing teachers' health and wellness in jeopardy (Daniels (&) Strauss, 2009; Maslach (&) Leiter, 2008; Stephenson, 2012; Vladut (&) Kallay, 2010; Wilkerson, 2009). Yet, it has become increasingly clear teacher stress may start prior to entering the profession (Brown (&) Ryan, 2003, Darling-Hammond, 2006). The researcher used a non-experimental design to evaluate the perceived stress among pre-service teachers...
Show moreTeachers are being pushed to the brink of burnout and leaving the profession, placing teachers' health and wellness in jeopardy (Daniels (&) Strauss, 2009; Maslach (&) Leiter, 2008; Stephenson, 2012; Vladut (&) Kallay, 2010; Wilkerson, 2009). Yet, it has become increasingly clear teacher stress may start prior to entering the profession (Brown (&) Ryan, 2003, Darling-Hammond, 2006). The researcher used a non-experimental design to evaluate the perceived stress among pre-service teachers enrolled in internship, and if the coping style of mindfulness had any correlation on self-reported stress levels. The quantitative study surveyed 332 student interns using the Perceived Stress Survey (Cohen (&) Williams, 1988) to depict perceived stress levels of pre-service teachers. A demographic questionnaire was also administered. The results indicated an increase in perceived stress, suggesting that stress may vary across the demographic variables of gender. Mindfulness was researched as a potential solution, however, there was no correlation between mindfulness and stress levels. education is necessary in the discussion and implementation of mindfulness as a potential intervention tool for stress. Further research is needed for a deeper understanding of gender, and how mindfulness may be a positive intervention to perceived stress.
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Date Issued
2019
Identifier
CFE0007628, ucf:52546
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007628
An Examination of Novice and Expert Teachers' Pedagogy in a Mixed-Reality Simulated Inclusive Secondary Classroom Including a Student Avatar With Autism Spectrum Disorders
Title
An Examination of Novice and Expert Teachers' Pedagogy in a Mixed-Reality Simulated Inclusive Secondary Classroom Including a Student Avatar With Autism Spectrum Disorders.
Creator
Bousfield, Taylor, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Hynes, Mike, University of Central Florida
Abstract / Description
Teachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of autism by 119.4% since 2000 (Centers for Disease Control and Prevention [CDC], 2016) and 39% of students with ASD being served in general education classrooms for over 80% of the school day (U.S. Department of Education, 2015), teachers need to be prepared to effectively teach this population. To better prepare teachers, the researcher...
Show moreTeachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of autism by 119.4% since 2000 (Centers for Disease Control and Prevention [CDC], 2016) and 39% of students with ASD being served in general education classrooms for over 80% of the school day (U.S. Department of Education, 2015), teachers need to be prepared to effectively teach this population. To better prepare teachers, the researcher conducted a two-phase study, situated in the framework of the Skill Acquisition Model (Dreyfus (&) Dreyfus, 1986) to explore the behaviors of novice and expert teachers in a simulated secondary inclusive environment. This classroom included a virtual student with autism. In phase one, the researcher conducted a Delphi Study to determine the best practices, perceived by experts in the field, for teachers who serve students with ASD in inclusive secondary environments. During phase two, the researcher used the list of skills identified as a framework to observe and interview 10 teachers, five novices and five experts, in a simulated secondary inclusive environment. The researcher identified 11 high leverage simulation practices (HLSP) that expert teachers should use while teaching in a simulated secondary inclusive environment. Observations and reflections of expert and novice teachers were analyzed, finding only 4 HLSP among experts and 5 HLSP among novice teachers. Additional HLSP were seen through the teachers' reflections. Data were analyzed and discussed in detail. Implications for practice and recommendations for future research in teacher preparation is provided.
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Date Issued
2017
Identifier
CFE0006722, ucf:51877
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006722
Math Remediation for High School Freshmen
Title
Math Remediation for High School Freshmen.
Creator
Borhon, Kambiz, Boote, David, Hynes, Mike, Gunter, Glenda, Miller, Margaret, University of Central Florida
Abstract / Description
This study is an attempt to address the problem associated with a high percentage of freshman students, at a private Christian high school in Florida, who either fail Algebra 1 or pass with a low percentage rate. As a result, these students either retake Algebra 1 or continue on(-)being inadequately prepared to successfully pass Geometry and Algebra 2. This study concentrates on the student background knowledge of mathematics, which is among the causes associated with this problem, and...
Show moreThis study is an attempt to address the problem associated with a high percentage of freshman students, at a private Christian high school in Florida, who either fail Algebra 1 or pass with a low percentage rate. As a result, these students either retake Algebra 1 or continue on(-)being inadequately prepared to successfully pass Geometry and Algebra 2. This study concentrates on the student background knowledge of mathematics, which is among the causes associated with this problem, and proposes remediation. As such, a mathematics remediation course is designed and implemented for a select number of incoming freshmen. This study includes a correlational examination to determine a possible correlation between students' background knowledge of the middle school mathematics and predicts a possible failure or successful completion of Algebra I in high school. In addition, it purposes a two-stage evolution plan in order to determine the effectiveness of the design of the remedial course as well as its effectiveness. Undertaking the design evaluation, this study uses a mixed-modes design consisting of a qualitative (interview and observation) of a number of participants and a quantitative examination (survey) of a larger sample. The correlational study indicates that there is a positive and moderately strong correlation between students' background knowledge in (middles school) mathematics and their grades in Algebra 1. The evaluation concludes that students find the design of the MIP program helpful and aesthetically appealing; however, its usability did not meet the evaluation criteria. Furthermore, the MIP Program Manager and teacher are fully satisfied with its design, content, and components.
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Date Issued
2015
Identifier
CFE0005581, ucf:50251
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005581
A Comparison of Students' and Parents' Mathematics Attitudes and Achievement At A Private Historically Black University
Title
A Comparison of Students' and Parents' Mathematics Attitudes and Achievement At A Private Historically Black University.
Creator
Childs, Kristopher, Dixon, Juli, Hynes, Mike, Haciomeroglu, Erhan, Swan, Bonnie, University of Central Florida
Abstract / Description
The focus of this research was to compare students' and their parents' mathematical attitudes using the Attitudes Towards Mathematics Instrument (ATMI). The sample consisted of 476 newly-enrolled students and 263 parents attending the New Student Orientation and Leadership program at a private historically black university. The sample was predominantly African American, with 96% of the students and 95% of the parents identifying themselves as African American. The ATMI total score and...
Show moreThe focus of this research was to compare students' and their parents' mathematical attitudes using the Attitudes Towards Mathematics Instrument (ATMI). The sample consisted of 476 newly-enrolled students and 263 parents attending the New Student Orientation and Leadership program at a private historically black university. The sample was predominantly African American, with 96% of the students and 95% of the parents identifying themselves as African American. The ATMI total score and subscale scores of self-confidence, value, enjoyment, and motivation were explored to determine if there was a relationship between the mathematics attitudes of students enrolled at a private historically black university and their parents'. Analysis was conducted to determine if there was a relationship between the students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their mathematics attitude. Additional analysis was conducted to determine if there was a relationship between students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents' mathematics attitude. The researcher found a statistically significant relationship between mathematics attitudes of students and their mothers as measured by the ATMI total score and subscales: self-confidence, value, enjoyment, and motivation. The researcher found a statistically significant relationship between mathematics attitudes of students and their fathers as measured by the ATMI motivation subscale. No statistically significant relationship was found between students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents' mathematics attitude total score or the subscale scores. A statistically significant relationship between students' academic achievement and their attitudes towards mathematics total score and subscale scores: self-confidence, value, enjoyment, and motivation was found in this research. The findings of this study provide a line of research to further explore mathematics attitudes and its relationship to African American student achievement.
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Date Issued
2013
Identifier
CFE0005316, ucf:50514
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005316
Taxonomy of Affective Curriculum for Gifted Learners
Title
Taxonomy of Affective Curriculum for Gifted Learners.
Creator
Cavilla, Derek, Eriksson, Gillian, Hynes, Mike, Hopp, Carolyn, Vitale, Thomas, University of Central Florida
Abstract / Description
Teaching and learning in the current milieu of standards-based accountability has resulted in a near-exclusive focus on academic growth and development for students in today's schools. This is particularly acute for gifted students, whose label inherently focuses on superior intellectual capacity and aptitude for academic success. However, there is a growing demand for equal support of social-emotional learning (SEL) across the globe. In the United States, the Collaborative for Academic,...
Show moreTeaching and learning in the current milieu of standards-based accountability has resulted in a near-exclusive focus on academic growth and development for students in today's schools. This is particularly acute for gifted students, whose label inherently focuses on superior intellectual capacity and aptitude for academic success. However, there is a growing demand for equal support of social-emotional learning (SEL) across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning (CASEL) has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their full potential. The proposed Taxonomy of Affective Curriculum for Gifted Learners is intended to provide a framework to reduce the disparity in focus between cognitive and social-emotional development for a population that requires affective support in response to the effects of asynchronous development as well as an inherent proclivity for heightened capacity for emotional intelligence and moral development. Through the research-based definition and sequence of specific affective constructs, the taxonomy leads gifted learners toward their full potential through the eventual development of specific social-emotional abilities, such as harmonious passion (Vallerand et. al, 2003), acceptance of ambiguity (Urban, 2014), willingness to view failure as opportunity for growth (Dweck, 2006), and an increased ability to set and attain meaningful goals (Dweck, 1986). Qualitative data from both practitioners and experts as well as suggested implementation and evaluation of a pilot study further inform the framework's development with implications surrounding the stimulation of greater levels of internal locus of control as well as a clarification of the role of teacher versus counselor of the gifted.
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Date Issued
2016
Identifier
CFE0006087, ucf:50946
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006087