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THE EXPLORATION OF SOCIAL ANXIETY, SCHOOL RELATIONSHIPS, AND BUILDING A SENSE OF COMMUNITY IN THE CLASSROOM: MOLDING A CLASSROOM COMMUNITY.
Title
THE EXPLORATION OF SOCIAL ANXIETY, SCHOOL RELATIONSHIPS, AND BUILDING A SENSE OF COMMUNITY IN THE CLASSROOM: MOLDING A CLASSROOM COMMUNITY.
Creator
Hinton, Nicole, Trenta, Shane, Blanch, Norine, University of Central Florida
Abstract / Description
The purpose of this thesis is to add a sense of community to a primary level classroom and allow students an opportunity to share their progress with peers. Having a sense of community in the classroom will help the teacher and the students build relationships and reduce the amount of stress and anxiety that students feel, which could impact student learning. This thesis explores programs that have been created to help students build social and life skills that contribute in a community. This...
Show moreThe purpose of this thesis is to add a sense of community to a primary level classroom and allow students an opportunity to share their progress with peers. Having a sense of community in the classroom will help the teacher and the students build relationships and reduce the amount of stress and anxiety that students feel, which could impact student learning. This thesis explores programs that have been created to help students build social and life skills that contribute in a community. This thesis also focuses on how the students can make thesis changes within themselves rather than as a community. [ST1] This thesis will teach students how to analyze themselves and then utilize that information to be a part of a community and build relationships with others. To complete this thesis, various programs and books have been reviewed and evaluated. Since there is a lack of focus on building a sense of community in the research, five sessions have been created to focus on building positive relationships and building a sense of community within a school setting. [ST1] Rephrase
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Date Issued
2019
Identifier
CFH2000481, ucf:45714
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000481
AN EXPLORATION OF INTEGRATING VISUAL ARTS TO ENHANCE NARRATIVE WRITING IN THE ELEMENTARY CLASSROOM
Title
AN EXPLORATION OF INTEGRATING VISUAL ARTS TO ENHANCE NARRATIVE WRITING IN THE ELEMENTARY CLASSROOM.
Creator
Herrera, Diana C, Trenta, Shane, Blanch, Norine, University of Central Florida
Abstract / Description
The purpose of this thesis is to integrate visual arts to enhance narrative writing. In this study I address three questions: (1) Why should educators integrate the arts in their classroom? (2) How does the content benefit the student's participation? and (3) How can we connect visual arts into narrative writing? To answer these questions, I researched several elementary teachers across the United States who have integrated the arts in their lessons. I also have researched and found multiple...
Show moreThe purpose of this thesis is to integrate visual arts to enhance narrative writing. In this study I address three questions: (1) Why should educators integrate the arts in their classroom? (2) How does the content benefit the student's participation? and (3) How can we connect visual arts into narrative writing? To answer these questions, I researched several elementary teachers across the United States who have integrated the arts in their lessons. I also have researched and found multiple benefits to educators integrating the arts in their classroom. For example, a former middle school teacher used visual representation to help students understand the meaning of a painting by drawing four quadrants and looking at the painting as four separate images. These four separate paintings tell a different story to how the painter created his piece of art. All students have different learning abilities, and by using arts integration, teachers will have an easier time accommodating and motivating all students in the classroom. This thesis also focuses on how educators can benefit from using arts integration and studies regarding other educators who are already integrating the arts within the curriculum. To conclude my thesis, I have created and included a checklist that educators can use to facilitate narrative writing. In addition to the checklist, I have included one elementary narrative writing lesson plan to guide current and future educators how they can help students meet the state standards.
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Date Issued
2019
Identifier
CFH2000573, ucf:45657
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000573
Using a Senior Seminar During Internship II as a Means to Increase Self-Efficacy, Perceptions of Preparedness, and Internship Experiences for Elementary Education Teachers
Title
Using a Senior Seminar During Internship II as a Means to Increase Self-Efficacy, Perceptions of Preparedness, and Internship Experiences for Elementary Education Teachers.
Creator
Trenta, Shane, Gill, Michele, Ergle, Roberta, Allen, Kay, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description
The purpose of this quasi-experimental, mixed methods study was to examine how a Senior Seminar pilot conducted during elementary preservice teachers' Internship II semester could potentially increase their teacher self-efficacy and perceptions of preparedness to teach. The study was conducted at a large public university located in the southeast United States and included 29 participants. The collection of data included the 24 item Teacher Sense of Self-Efficacy Survey (Tschannen-Moran (&)...
Show moreThe purpose of this quasi-experimental, mixed methods study was to examine how a Senior Seminar pilot conducted during elementary preservice teachers' Internship II semester could potentially increase their teacher self-efficacy and perceptions of preparedness to teach. The study was conducted at a large public university located in the southeast United States and included 29 participants. The collection of data included the 24 item Teacher Sense of Self-Efficacy Survey (Tschannen-Moran (&) Woolfolk Hoy, 2001) used to measure pre- and post- teacher self-efficacy for classroom instruction, classroom management, and student engagement. To measure pre- and post- perceptions of preparedness, the 8 item Perceptions of Preparedness for the Teaching Profession survey was used. Additionally, qualitative data was collected by use of open response questions on the post survey and also on exit slips at the end of each session to gain insight into the participants' perceptions of the Senior Seminar pilot. The study findings indicate that the added support and instruction provided by the Senior Seminar may provide elementary preservice teachers with a means to increase perceptions of preparedness for the teaching profession and positively influence their Internship II experience. This study suggests practical ways in which teacher preparation programs can be enhanced to provide preservice teachers with an opportunity to be better prepared for the teaching profession.
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Date Issued
2017
Identifier
CFE0006811, ucf:51774
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006811