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Title: EXPLORING TEACHING METHODS CORRESPONDING WITH THE THEORY OF BASIC HUMAN VALUES IN LATE CHILDHOOD AND EARLY ADOLESCENCE CLASSROOMS.
Creator: Daly, Nicole, Roberts, Sherron-Killingsworth, University of Central Florida
Abstract / Description: Recent research that indicates ten universal values are shared across cultures has developed into the Schwartz Value Systems Theory. This theory describes the ten basic human values that derive from different motivational forces such as social superiority, an inner desire in novelty, and loyalty to one's group. The values and corresponding motivational forces guide an individual's decisions. After the Schwartz Value Systems Theory had been developed, two surveys have been created in order to...
Show moreRecent research that indicates ten universal values are shared across cultures has developed into the Schwartz Value Systems Theory. This theory describes the ten basic human values that derive from different motivational forces such as social superiority, an inner desire in novelty, and loyalty to one's group. The values and corresponding motivational forces guide an individual's decisions. After the Schwartz Value Systems Theory had been developed, two surveys have been created in order to assess an individual's value hierarchy. While both of these surveys accurately measure an adult's values, further research has indicated children possess individual values similarly to adults. As a result, the Picture Based Values Survey for Children was created in order to consider children's values. The results from the children who took the Picture Based Values Survey For Children revealed that those children as a group acquired the same value hierarchy as adults. Since motivational forces determine an individual's values, it would seem predictable that values might have an effect on a student's level of motivation to succeed in the classroom. When a student's motivational goals are met in the classroom, then they will become engaged in the lesson by aligning students' values to the teaching methods incorporated in the lesson. This thesis therefore integrates prior research on children's value development, the effects these values have on society and the classroom, and ways to exhibit values through discourse and teaching methods. Further, this seeks to apply this research in late childhood and early adolescence classrooms by examining the effects that may result from teachers exhibiting each of the ten universal values through their teaching methods through publicly shared videos.
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Date Issued: 2017
Identifier: CFH2000267, ucf:45995
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000267

Title: REPRESENTATIONS AND IMPACTS OF TRANSGENDER AND GENDER NONCONFORMING IDEALS IN CHILDREN'S LITERATURE FOR YOUNG CHILDREN.
Creator: Foresman, David B, Roberts, Sherron Killingsworth, University of Central Florida
Abstract / Description: Children's literature plays a critical role in shaping how children view themselves and the world around them. This is especially true in regards to outgroups such as the transgender and gender nonconforming communities. Transgender individuals have been gaining increased visibility in the past few years. The misconceptions surrounding these topics are not exclusively found outside the classroom. Title IX was expanded to include gender identity as recently as 2014. Yet, much confusion and...
Show moreChildren's literature plays a critical role in shaping how children view themselves and the world around them. This is especially true in regards to outgroups such as the transgender and gender nonconforming communities. Transgender individuals have been gaining increased visibility in the past few years. The misconceptions surrounding these topics are not exclusively found outside the classroom. Title IX was expanded to include gender identity as recently as 2014. Yet, much confusion and apprehension is present when discussing the topic of transgender and gender nonconformity, especially in the elementary school classroom. To address these misconceptions, inclusion of these outgroups into culturally inclusive curriculum is critical. With the power that children's literature has on empathy, attitudes, and comprehension, classroom libraries should consider including transgender and gender nonconforming titles into teacher resources and classroom libraries. Many positives can come from the power of children's literature, but there also lies the chance to fall into new and/or unique pitfalls that affect the elementary classroom, such as gender stereotyping. Therefore, this thesis analyzed transgender and gender nonconforming titles for elementary classrooms for trends and themes. 30 titles total were analyzed with 21 being selected to represent the ideals found in transgender and gender nonconforming children's literature.
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Date Issued: 2016
Identifier: CFH2000119, ucf:46004
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000119

Title: LISTENING TO STUDENT VOICES: FIFTH GRADERS' PERCEPTIONS OF THEIR MATHEMATICS LEARNING WITHIN THE CONTEXT OF A MATHEMATICS REFORM EFFORT.
Creator: Hoffman, Elizabeth, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: This qualitative study explored fifth graders' perceptions of their mathematics learning within the context of a reform effort. Students' voices are the focus of this study due to the paucity of literature on student learning from the students' perspective (Erickson & Shultz, 1992), particularly the elementary student (Gentilucci, 2004). The participants of this study, who in the past have been given a variety of labels including "disadvantaged" or "at-risk," clearly articulated, even in...
Show moreThis qualitative study explored fifth graders' perceptions of their mathematics learning within the context of a reform effort. Students' voices are the focus of this study due to the paucity of literature on student learning from the students' perspective (Erickson & Shultz, 1992), particularly the elementary student (Gentilucci, 2004). The participants of this study, who in the past have been given a variety of labels including "disadvantaged" or "at-risk," clearly articulated, even in nonstandard English, their perceptions of their mathematics learning. They passionately explained what helped them learn mathematics as well as what impeded their mathematics learning and were often incredibly insightful in their commentary. In an effort to hear and present the student voices, the data gathering methods used in this study included the use of focus groups, one-on-one interviews, and classroom observations as well as the use of a student survey. Several ethnographic methods and practices were employed to help ensure the credibility of this study, including triangulation and member checking. Data analysis involved a highly detailed, organic process which culminated in the emergence of a number of significant themes involving students' perspectives of mathematics, their mathematics experiences prior to fifth grade, and finally their perspectives of their learning during the first year of a mathematics reform effort. A number of valuable lessons learned as a result of this study are presented and translated into implications for the elementary mathematics classroom. These lessons, based on the students' own voices, urge teachers to prioritize mathematics instruction, effectively utilize manipulatives, games, and alternative algorithms as well as encourage classroom discourse about mathematics. If teachers would follow this outline, provided by the students' voices, students' mathematical power will be more deeply realized. Additionally, the promise of true reform due to the transformational power of students' voices is discussed and the possibilities defined.
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Date Issued: 2006
Identifier: CFE0000973, ucf:46693
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000973

Title: PRESERVICE TEACHERS' PERCEPTIONS OF THE INFLUENCE AND VALUE OF AN EMBEDDED, SCHOOL-BASED FIELD EXPERIENCE.
Creator: Zambrano, Beverly V, Roberts, Sherron Killingsworth, University of Central Florida
Abstract / Description: This study explored how preservice teachers perceive the influence and value of an embedded, school-based field experience. Information was gathered from preservice teachers using surveys and a focus group interview. The data collected showed that an embedded field experience tied to a language arts methods course was generally a positive influence leading to great self-efficacy. Further, the data compared similarly to research supporting the notion that embedded field experiences generally...
Show moreThis study explored how preservice teachers perceive the influence and value of an embedded, school-based field experience. Information was gathered from preservice teachers using surveys and a focus group interview. The data collected showed that an embedded field experience tied to a language arts methods course was generally a positive influence leading to great self-efficacy. Further, the data compared similarly to research supporting the notion that embedded field experiences generally have the effect of strengthening preservice teachers� self-efficacy. Looking at Bandura�s work in Self-efficacy: Toward a unifying theory of behavioral change, it shows that early interactions and successes will boost the self-efficacy of preservice teachers. This study found that successful experiences help preservice teachers value their embedded, school-based field experiences and help view it as something positive. Even if the experience had its difficulties, preservice teachers were able to learn from the situation and if they ever find themselves in a similar circumstance, they will feel more confident about handling things. Therefore, when these preservice teachers become in-service teachers, they will feel more confident about their abilities compared to in-service teachers who did not have similar experiences in their teacher preparation program.
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Date Issued: 2016
Identifier: CFH2000058, ucf:45530
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000058

Title: EXAMINING THE CURRENT PERCEPTIONS OF K-3 ELEMENTARY SCHOOL TEACHERS, AND THEIR STUDENTS, IN REGARD TO HANDWRITING INSTRUCTION IN THE MODERN DAY CLASSROOM.
Creator: Kolb, Kimberly, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: The intent of this thesis is to explore the current views and opinions that elementary school teachers, particularly Kindergarten through third grade teachers, have on the topic of handwriting instruction in their classrooms. Apart from the teachers, the views and opinions of selected Kindergarten through third grade students are also taken into consideration. Due to the advancement of technology and its prevalence in modern day classrooms, many consider handwriting, particularly cursive, a...
Show moreThe intent of this thesis is to explore the current views and opinions that elementary school teachers, particularly Kindergarten through third grade teachers, have on the topic of handwriting instruction in their classrooms. Apart from the teachers, the views and opinions of selected Kindergarten through third grade students are also taken into consideration. Due to the advancement of technology and its prevalence in modern day classrooms, many consider handwriting, particularly cursive, a dying art, with keyboarding taking its place. However, research has proven that handwriting provides students with developmental benefits and helps to refine certain motor skills that keyboarding does not. To better understand the views of both teachers and students alike, the research design consists of teacher surveys and student focus groups to provide a better scope of understanding as to how teachers and students view this change in writing. The data is presented in the form of graphs and charts, which are then examined in detail.
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Date Issued: 2015
Identifier: CFH0004805, ucf:45460
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004805

Title: THE IMPACT OF MEDITATION AND MINDFULNESS IN THE ELEMENTARY CLASSROOM: A REVIEW OF RESEARCH LITERATURE ACROSS FIVE DISCIPLINES.
Creator: Routhier-Martin, Kayli, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: Mindfulness meditation programs, benefits, and outcomes were examined through research previously conducted and published by professionals within five differing disciplines: health and wellness, psychology, elementary education, exceptional education, and medicine. The goal was to find common themes within the differing disciplines in order to gather information about the effectiveness of a mindfulness meditation program to be used in an elementary classroom. In this thesis, the chapter of...
Show moreMindfulness meditation programs, benefits, and outcomes were examined through research previously conducted and published by professionals within five differing disciplines: health and wellness, psychology, elementary education, exceptional education, and medicine. The goal was to find common themes within the differing disciplines in order to gather information about the effectiveness of a mindfulness meditation program to be used in an elementary classroom. In this thesis, the chapter of Health and Wellness is a review of literature that tells the benefits found within meditators, which are not found within non-meditators. The chapter of Psychology explains the social-emotional needs of students, the causes of stress and anxieties amongst students, and the benefits that meditation provides in order to counter the negative effects of stress, anxiety, poverty, etc. The chapter of Elementary Education reviews research literature on the existing mindfulness meditation programs within the United States. This chapter also describes the implementation of such a program in an elementary school, as well as the documented data of the outcomes of the programs. The chapter of Exceptional Education is a review of the research literature on the benefits mindfulness meditation has on students with exceptionalities, such as specific learning disabilities, attention deficit hyperactivity disorder, and autism spectrum disorder. The chapter of Medicine is a retelling of previously published scholarly articles that list the neurological benefits of meditation, and also references the negative side effects to the currently prescribed medications that are being used in the treatment of ADHD.
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Date Issued: 2015
Identifier: CFH0004877, ucf:45424
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004877

Title: EXPLORING THE PORTRAYALS OF MODERN FIRST LADIES IN CHILDREN'S PICTUREBOOK BIOGRAPHIES.
Creator: Elmore, Kaitlin N, Roberts, Sherron Killingsworth, University of Central Florida
Abstract / Description: No study to date has been uncovered in regard to the presence of First Ladies in children's biographies. However, related prior studies, such as a study on the effect of gender in scientific children's biographies (Owens, 2009) have stated that the portrayal of women in children's biographies has evolved over time. Therefore, I wondered how First ladies were portrayed in children's books, specifically biographies, for elementary aged students. Therefore, this study examined a collection of...
Show moreNo study to date has been uncovered in regard to the presence of First Ladies in children's biographies. However, related prior studies, such as a study on the effect of gender in scientific children's biographies (Owens, 2009) have stated that the portrayal of women in children's biographies has evolved over time. Therefore, I wondered how First ladies were portrayed in children's books, specifically biographies, for elementary aged students. Therefore, this study examined a collection of picturebook biographies written for children about First Ladies in order to explore how First Ladies are portrayed. For the purpose of this study, I chose to analyze how the roles of the First Lady was represented, both domestic and political. Across the 11 books analyzed, there were 57 mentions of political duties, including mentions of the First Lady being a political partner (15), champion of social causes (13), and a diplomat (7). Across the 11 books analyzed, there were 20 mentions of domestic duties, including wife, mother, and hostess. According to this research, the books, as a sample, have shown a bigger focus on the political achievements of the First Lady over their domestic life, including being a wife and mother while being First Lady.
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Date Issued: 2018
Identifier: CFH2000417, ucf:45772
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000417

Title: EXAMINING THE MAGIC TREE HOUSE SERIES FOR HISTORICAL ACCURACY AND EDUCATIONAL IMPLICATIONS.
Creator: Washington, NIna, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: Often teachers are faced with the challenge of teaching more content with less time and resources. The use of trade books within the content areas allows teachers to integrate multiple skills in one lesson. The Magic Tree House series has been popular with students and teachers on the elementary level. Using books such as these would be a good way for teachers to use their allotted time to teach all of the content that they are accountable for. This thesis will explore the historical accuracy...
Show moreOften teachers are faced with the challenge of teaching more content with less time and resources. The use of trade books within the content areas allows teachers to integrate multiple skills in one lesson. The Magic Tree House series has been popular with students and teachers on the elementary level. Using books such as these would be a good way for teachers to use their allotted time to teach all of the content that they are accountable for. This thesis will explore the historical accuracy and educational connections within the Magic Tree House series by Mary Pope Osborne. The purpose of my thesis research is to determine, through the methodology of content analysis, if the facts provided within the Magic Tree House series are accurate enough to use as supplements within the classroom as well as what Next Generation Sunshine State Standards might be linked to particular books.
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Date Issued: 2011
Identifier: CFH0003827, ucf:44761
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0003827

Title: HOW TO HELP: A TEACHER'S GUIDE TO HELPING GRIEVING ELEMENTARY STUDENTS IN THE CLASSROOM.
Creator: Corrigan, Caitlin, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: In the United States alone, over 2 million (or a little more than 3%) of children are estimated to face the death of a parent before they turn 18 (Goodman, 2006)! The numbers only grow when the death of a grandparent, relative, sibling, or classmate are included. Death is a very real and lasting event. Most of these children will have to return to life as it was before in some way or another. For most of these children, that means returning to school. Sadly, in a teacher's undergraduate...
Show moreIn the United States alone, over 2 million (or a little more than 3%) of children are estimated to face the death of a parent before they turn 18 (Goodman, 2006)! The numbers only grow when the death of a grandparent, relative, sibling, or classmate are included. Death is a very real and lasting event. Most of these children will have to return to life as it was before in some way or another. For most of these children, that means returning to school. Sadly, in a teacher's undergraduate education they receive little or no formal training in how to help a child deal with tragedy or the death of a loved one. This leaves a major gap in a teacher's knowledge of how to help and of what they can do. The aim of this small study was to help bridge those gaps. In the study elementary school teachers, parents or caregivers of students who had lost a loved one while in elementary school and students who were grieving the loss of a loved one while in elementary school were recruited and asked to share about their experiences and personal knowledge of grieving in an elementary school setting. These participants were asked to answer a short survey and share their thoughts and feelings. Through surveys and interviews the researcher found that most students and parents were satisfied with the naturally response of teacher who intervened in students' lives during a time of grief. Communication was reported by all entities to be the most effective way to help; communication between home and school and between the teacher and the grieving student. From the responses of teachers, caregivers and students a quick reference guild was created that teachers can use in the classroom when they have a grieving student.
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Date Issued: 2013
Identifier: CFH0004454, ucf:45085
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004454

Title: IMPROVING ELEMENTARY STUDENT WRITING THROUGH MENTOR TEXTS AND MINILESSONS RELATED TO THE 6+1 TRAITS OF WRITING AS ALIGNED WITH THE COMMON CORE STATE STANDARDS.
Creator: Weiler, Leigh, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: During the times we live in, writing has become a very important skill for all young students and adults to have. Whether they are taking a standardized test or putting together a resume, basic writing skills are necessary. In this thesis, I will attempt to prove that teaching the six traits of writing with the use of mentor texts is a great, creative way to help students learn the writing process. I will also explore how to align the concept of the six traits of writing with the new Common...
Show moreDuring the times we live in, writing has become a very important skill for all young students and adults to have. Whether they are taking a standardized test or putting together a resume, basic writing skills are necessary. In this thesis, I will attempt to prove that teaching the six traits of writing with the use of mentor texts is a great, creative way to help students learn the writing process. I will also explore how to align the concept of the six traits of writing with the new Common Core State Standards. This topic is very important when it comes to education. Huge emphasis is placed on the skill of being able to write, and our students are expected to be proficient in this process. Through writing students can communicate emotions, ideas, and knowledge they have pertaining to different subject areas. As a whole, the writing process can become daunting for young students. By using the six traits of writing through mentor texts, students can learn chunk by chunk and eventually master the skill of writing. Experts in writing decided that breaking different skills into manageable components might prove helpful to authors of all ages and skill levels (Culham, 2008). The second component to be addressed is aligning the six traits concept with the Common Core State Standards. All across the nation, states have adopted these new standards and school communities are trying to figure out how to make the switch. By aligning the Common Core State Standards with the six traits of writing, teachers will be able to eliminate this process for the writing portion of the standards. For my own research, I have chosen to create and modify minilessons for each of the six traits of writing with use of mentor texts. Common Core State Standards will be aligned with these minilessons for educators to use as they see fit.
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Date Issued: 2013
Identifier: CFH0004448, ucf:45088
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004448

Title: EXPLORING ELEMENTARY TEACHERS' PERCEPTIONS OF TEACHING SOCIAL STUDIES THROUGH HISTORICAL FICTION USING GOOGLE LIT TRIPS.
Creator: Bider, Kristin, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: There is a new generation of students entering our school systems called "Digital Natives"; students who are more technologically inclined than their teachers. With the new cohort of students, it is becoming problematic for teachers to implement engaging lessons. Because social studies is not a state tested subject, teachers and administrators find it very difficult to retrieve the time and the passion for the subject in the everyday classroom. One new Google application called Google Lit...
Show moreThere is a new generation of students entering our school systems called "Digital Natives"; students who are more technologically inclined than their teachers. With the new cohort of students, it is becoming problematic for teachers to implement engaging lessons. Because social studies is not a state tested subject, teachers and administrators find it very difficult to retrieve the time and the passion for the subject in the everyday classroom. One new Google application called Google Lit Trips is an appealing way to teach social studies for the new generation of students. Prior research on Google Lit Trips showed that this application is well suited for creating lessons that can satisfy standards for a multitude of subjects, and in a way that catches the students' attentions. After I completed research on the 21st century learner, how teachers can integrate social studies into their classroom, and Google Literature Trips; I studied many virtual field trips of various books or novels. These Google Literature Trips allows teachers to utilize Google Earth to pin locations of importance for students in order to gain a visual, while simultaneously exploring educational activities. Then, I created my own Google Lit Trip. Before teachers participated in exploring the Google Lit Trip I created, a survey was conducted on the five teachers; getting their perceptions of technology, social studies education, and Google Lit Trips. They were then asked to read the picture book The Story of Ruby Bridges (Coles, 1995). The computer application was then shown to teachers to get their opinions on its perceived effectiveness. A post-survey was then conducted on the teachers' perceptions of the Google Literature Trip. The results of the teachers' discernments of the teaching tool proved it to be an effective application to use in the classroom to enhance cross-curricular education from technology, art, reading, and most importantly for this thesis, social studies. Future research should be conducted on students' perceptions, and whether or not it sustains engagement, and whether or not their knowledge of the subject matter improves.
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Date Issued: 2013
Identifier: CFH0004497, ucf:45072
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004497

Title: THE POWER OF USING PRIMARY SOURCES IN MIDDLE SCHOOL SOCIAL STUDIES.
Creator: Richardson, Emily, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: Educational experts believe that utilizing primary sources opens new doors for students by allowing them to think like historians, which ultimately hones in on the purpose of developing critical thinking skills (Rodeheaver, 2009). Historians constantly question documents, events, and credentials in order to form their own opinions while using primary source documents (Drake, 2002). When students have the opportunity and freedom to question documents and events and form their own opinions,...
Show moreEducational experts believe that utilizing primary sources opens new doors for students by allowing them to think like historians, which ultimately hones in on the purpose of developing critical thinking skills (Rodeheaver, 2009). Historians constantly question documents, events, and credentials in order to form their own opinions while using primary source documents (Drake, 2002). When students have the opportunity and freedom to question documents and events and form their own opinions, learning may be enhanced. This study examines the possible power of allowing students to explore primary documents and learn by doing during social studies instruction (Dewey, 1916). This thesis examines middle school students' perceptions of the effectiveness of using primary source documents in social studies. Through a survey given to general education students and to ESE students, this thesis explored eighth graders' perceptions of using primary sources. The survey included questions pertaining to the depth of knowledge on using primary sources as well as questions about how to determine a primary source from a secondary source and which of the two is more interesting and/or of more benefit to the learning process. By analyzing the responses to the survey given, the results found that a number of eighth graders thought that primary sources were more interesting, but preferred to lean from secondary sources. These findings do not necessarily agree with what educational experts and historians are suggesting, yet, they may offer insights into the educational implications for middle school teachers and provide opportunities for future research.
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Date Issued: 2012
Identifier: CFH0004275, ucf:44957
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004275

Title: AN EXAMINATION OF SUPPLEMENTAL EDUCATIONAL SERVICES: EXPECTATIONS AND REALITIES IN A LARGE PUBLIC SCHOOL DISTRICT.
Creator: Blair, Kristin, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: On January 8, 2002, President George W. Bush signed the No Child Left Behind (NCLB) Act. This sweeping legislation brought reform to every area of public education by establishing seven performance-based provisions. Supplemental Educational Services is a core aspect of NCLB, designed to meet two of the seven goals: improving academic performance of disadvantaged students and promoting innovative programs. SES tutoring is provided free of charge to parents for students who are eligible for...
Show moreOn January 8, 2002, President George W. Bush signed the No Child Left Behind (NCLB) Act. This sweeping legislation brought reform to every area of public education by establishing seven performance-based provisions. Supplemental Educational Services is a core aspect of NCLB, designed to meet two of the seven goals: improving academic performance of disadvantaged students and promoting innovative programs. SES tutoring is provided free of charge to parents for students who are eligible for free or reduced lunch and that attend a Title I school that has not made Adequate Yearly Progress, or AYP, for three or more years. The aim of this tutoring is to ensure that all students, regardless of socioeconomic status, have access to tutoring to help improve their academic scores. The purpose of this research was to examine the practices of SES providers in a large metropolitan school district to examine the pedagogical practices, the qualifications of SES providers, and the accountability measures in place to ensure maximum student academic gains. Through an anonymous online survey taken by SES providers, as well as interviewing the SES coordinator in the target district, I was able to gain a clearer understanding of the SES system. My findings are consistent with other key studies across the nation (Munoz, Potter, & Ross, 2008; Rickles & White, 2006); that is, that little accountability among SES providers to districts could result in questionable student academic gains. Because of research such as this, new federal legislation is currently being drafted to issue states waivers from the restrictions of mandatory NCLB Title I budgets, wherein 5 to 15% were allocated to SES tutoring (McNeil, 2011).
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Date Issued: 2011
Identifier: CFH0004109, ucf:44884
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004109

Title: INCLUDING EVERYONE: A HANDBOOK FOR LBGT INCLUSION IN THE ELEMENTARY CLASSROOM.
Creator: Mollentze, Shanine, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: A quick look into the prevalence of Lesbian, Gay, Bisexual and Transgender (LGBT) topics in children's literature and one can easily note the rarity of LGBT presence in elementary classrooms. This topic continually fails to enter the classroom curriculum due to the taboo status it has in society. Some people find it to be inappropriate for the classroom, especially the elementary classroom. However, understanding that the intention is to provide an inclusive environment for LGBT students and...
Show moreA quick look into the prevalence of Lesbian, Gay, Bisexual and Transgender (LGBT) topics in children's literature and one can easily note the rarity of LGBT presence in elementary classrooms. This topic continually fails to enter the classroom curriculum due to the taboo status it has in society. Some people find it to be inappropriate for the classroom, especially the elementary classroom. However, understanding that the intention is to provide an inclusive environment for LGBT students and/or families is important - not to expose children to explicit sexual discussion, but to establish a community of tolerance and acceptance. The purpose of this thesis is to explore, collect, and synthesize the literature regarding LGBT studies in order to create a handbook for preservice teachers, teachers who are in the university program to become teachers. The handbook will provide inclusion strategies, materials to educate preservice teachers on the topic and how to include it in the classroom (via children's literature or units of study), strategies to broach the topic with parents and administrators, classroom environment ideas, and a complete resource list of books and websites with suggestions on where to use them in instruction. Choosing to share quality literature will be important; however the focus of this thesis will center upon better preparing preservice teachers. For purposes of this study, preservice teachers are defined as students in elementary educator preparation courses at UCF. This target audience is required to take children's literature classes in this preparatory program. Preservice literature classes discuss the relevance and importance of including various genres and types of literature in the classroom
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Date Issued: 2011
Identifier: CFH0003852, ucf:44706
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0003852

Title: A MATTER OF RETENTION: THE ESSENTIAL PIECES OF COMPREHENSIVE INDUCTION AS SEEN THROUGH THE EYES OF NOVICE URBAN ELEMENTARY SCHOOL TEACHERS.
Creator: 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.
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Date Issued: 2008
Identifier: CFE0002290, ucf:47860
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002290

Title: AN EXPLORATION OF ELEMENTARY STUDENT RESPONSES TO THE INTEREST INVENTORY FOR INFORMATIONAL TEXTS BASED ON THE TEACHER DISPOSITION DELIVERY.
Creator: 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.
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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: Velez Diaz, Lexie Anne, Blanch, Norine, Roberts, Sherron Killingsworth, University of Central Florida
Abstract / Description: 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.
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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: 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.
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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: 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

Elementary (2)	+ -
Social Studies (2)	+ -
Technology (2)	+ -
children's literature (2)	+ -
elementary (2)	+ -

6+1 traits of writing (1)	+ -
Autism (1)	+ -
Children's Literature (1)	+ -
Cursive (1)	+ -
Down Syndrome (1)	+ -
Education (1)	+ -
Elementary Education (1)	+ -
Embedded Field Experience (1)	+ -
Exploration of Representations (1)	+ -
First Ladies (1)	+ -
Google Lit Trip (1)	+ -
Handwriting (1)	+ -
Keyboarding (1)	+ -
LGBT (1)	+ -
Learning (1)	+ -
Magic Tree House (1)	+ -
Middle School (1)	+ -
NCLB (1)	+ -
PBVS-C (1)	+ -
Practices (1)	+ -
Preservice Teachers (1)	+ -
Primary Sources (1)	+ -
Providers (1)	+ -
SES (1)	+ -
Schwartz (1)	+ -

Honors Collection (17)	+ -
ETD Collection (2)	+ -

University of Central Florida (19)	+ -
Killingsworth Roberts, Sherron (11)	+ -
Roberts, Sherron Killingsworth (6)	+ -
Balkaran, Sonia M (1)	+ -
Bider, Kristin (1)	+ -

Blair, Kristin (1)	+ -
Blanch, Norine (1)	+ -
Corrigan, Caitlin (1)	+ -
Daly, Nicole (1)	+ -
Elk, Alison (1)	+ -
Elmore, Kaitlin N (1)	+ -
Fannan, Cheyanne Maree (1)	+ -
Foresman, David B (1)	+ -
Goodman, Constance (1)	+ -
Hixenbaugh-Dwenger, Kelly (1)	+ -
Hoffman, Elizabeth (1)	+ -
Kay, Marni (1)	+ -
Killingsworth Roberts, Sherron & Hoffman, Elizabeth (1)	+ -
Kolb, Kimberly (1)	+ -
McGann, Debra (1)	+ -
Mollentze, Shanine (1)	+ -
Richardson, Emily (1)	+ -
Roberts, Sherron-Killingsworth (1)	+ -
Routhier-Martin, Kayli (1)	+ -
Velez Diaz, Lexie Anne (1)	+ -
Washington, NIna (1)	+ -
Weiler, Leigh (1)	+ -
Zambrano, Beverly V (1)	+ -

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