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ANALYZING CHILDREN'S LITERATURE AWARDS, LITERARY CRITERIA, AND DISTRICT DEMOGRAPHICS TO CREATE A DIVERSE AND INCLUSIVE ELEMENTARY SCHOOL CLASSROOM LIBRARY
Title
ANALYZING CHILDREN'S LITERATURE AWARDS, LITERARY CRITERIA, AND DISTRICT DEMOGRAPHICS TO CREATE A DIVERSE AND INCLUSIVE ELEMENTARY SCHOOL CLASSROOM LIBRARY.
Creator
Lavallee, Casey L, Trimble Spalding, Lee-Anne, University of Central Florida
Abstract / Description
Future elementary school teachers are tasked with the responsibility to ensure that the children in their classrooms have access to high quality books every day. This can be accomplished by building classroom libraries with titles that are not only of high literary quality but are also inclusive of the students in the classroom as well as the people these children will encounter outside of the classroom. Children should be able to see themselves represented in the literature they read, and...
Show moreFuture elementary school teachers are tasked with the responsibility to ensure that the children in their classrooms have access to high quality books every day. This can be accomplished by building classroom libraries with titles that are not only of high literary quality but are also inclusive of the students in the classroom as well as the people these children will encounter outside of the classroom. Children should be able to see themselves represented in the literature they read, and they should also be able to develop empathy for people who are different than they are. Diverse literature can have a huge impact on children and their outlook on themselves and the world. Because of the importance of quality diverse books for young children, this thesis outlines the resources, such as the plethora of children's literature awards for diverse books, that are available to teachers. It also includes a checklist for teachers to follow as they build their classroom libraries. This checklist helps teachers ensure that the books they choose meet the needs of the diverse population in their class. Once teachers know the resources available to them, they have a checklist that they can follow to build or evaluate their library, and they are aware of the diverse populations represented in their districts, schools, and classes, they are able to create an inclusive and impactful collection of books for their students.
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Date Issued
2018
Identifier
CFH2000426, ucf:45813
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000426
EMPOWERMENT UNIT PLAN FOR HAITIAN RESTAVEK CHILDREN
Title
EMPOWERMENT UNIT PLAN FOR HAITIAN RESTAVEK CHILDREN.
Creator
Craig, Ashley, Trimble-Spalding, Lee-Anne, University of Central Florida
Abstract / Description
Restavek, French for "one who stays with", is a word used to describe child slaves in Haiti. These children are given away by their parents at a young age because of financial hardships or for hopes of life in the urban areas to be better than life in the rural areas. The Restaveks, far from their family and anyone they know, end up as slaves without access to education, healthcare, and sometimes food. As a result, many of these children suffer from malnutrition, abuse, and illnesses. The...
Show moreRestavek, French for "one who stays with", is a word used to describe child slaves in Haiti. These children are given away by their parents at a young age because of financial hardships or for hopes of life in the urban areas to be better than life in the rural areas. The Restaveks, far from their family and anyone they know, end up as slaves without access to education, healthcare, and sometimes food. As a result, many of these children suffer from malnutrition, abuse, and illnesses. The majority of Restaveks are young girls. In the communities, they are shunned and seen as the outcasts or burdens on society. This paper presents Restaveks, an empowerment education curriculum, and the Haitian education system as a whole in order to create a week-long unit plan to empower and encourage these children. The goal of this curriculum is to empower 8-12 year old Restavek girls to assist them in creating a positive self-image and to allow them to work toward a better life. By providing education and empowerment to these girls, the system of slavery could be ended, and all people would be seen as equals.
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Date Issued
2015
Identifier
CFH0004893, ucf:45425
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004893
THE CHANGES THAT PRESERVICE TEACHERS HAVE SEEN IN THE ATTITUDES OF TEACHERS ABOUT SOCIAL STUDIES IN ELEMENTARY SCHOOLS
Title
THE CHANGES THAT PRESERVICE TEACHERS HAVE SEEN IN THE ATTITUDES OF TEACHERS ABOUT SOCIAL STUDIES IN ELEMENTARY SCHOOLS.
Creator
Syracuse, Katherine, Trimble-Spalding, Lee-Anne, University of Central Florida
Abstract / Description
Ever since national legislation has become involved in the testing of our students, the face of social studies education in elementary school classrooms has changed drastically. With the passage of Goals 2000 in 1993, social studies instruction in elementary school classrooms has seen a steep decline in the time allotted. Also, the attitude of administrators and teachers in elementary schools has taken away the importance of social studies in the classroom. While social studies has seen a big...
Show moreEver since national legislation has become involved in the testing of our students, the face of social studies education in elementary school classrooms has changed drastically. With the passage of Goals 2000 in 1993, social studies instruction in elementary school classrooms has seen a steep decline in the time allotted. Also, the attitude of administrators and teachers in elementary schools has taken away the importance of social studies in the classroom. While social studies has seen a big change in the amount of time dedicated to instruction in the past 20 years, there is still hope for the important topics that are taught in elementary social studies classes. The results of 69 preservice elementary teachers who responded to my survey regarding time allotted to social studies education revealed that more than half had only observed social studies in the elementary classroom even once. In my research, I have concluded that teachers have been making up for time lost in social studies by adding it to the other core subjects taught throughout the day.
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Date Issued
2014
Identifier
CFH0004696, ucf:45250
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004696
Bridging the Gap Between Hospital and School: Addressing the Academic and Social-Emotional Needs of Students with Chronic Illness
Title
Bridging the Gap Between Hospital and School: Addressing the Academic and Social-Emotional Needs of Students with Chronic Illness.
Creator
Eggert, Nicole, Hopp, Carolyn, Vitale, Thomas, Trimble Spalding, Lee-Anne, Taylor, Dalena, University of Central Florida
Abstract / Description
This dissertation in practice examined the literature and a sample of existing programs that addressed the educational and social-emotional challenges of students with chronic illness in order to bridge the gap between hospital discharge and school re-entry. Literature showed that the hospital homebound setting was problematic for chronically ill students due to minimal hours of academic instruction and little interaction with peers. Students with chronic illness were at higher risk for...
Show moreThis dissertation in practice examined the literature and a sample of existing programs that addressed the educational and social-emotional challenges of students with chronic illness in order to bridge the gap between hospital discharge and school re-entry. Literature showed that the hospital homebound setting was problematic for chronically ill students due to minimal hours of academic instruction and little interaction with peers. Students with chronic illness were at higher risk for maladaptive behaviors, lower educational attainment, and higher use of social services. Programs created at other facilities to address this problem were visited and reviewed for pertinent information such as funding sources, location, division of responsibility, and relationships with school districts. Those findings were incorporated into a hospital-based learning center model designed to address both the academic and social-emotional needs of elementary students using the Positive Youth Development (PYD) framework. The design process included a focus group of hospital professionals (music therapy, child life, and family-centered care), school district partners (literacy), university partners (art), and parents of chronically ill students. The focus group reviewed the model and provided feedback on the design based on their expertise and modifications were made by the researcher to the design. Webex-Teams, an online meeting platform, was used for stakeholders to review modifications to the physical layout and analyze a proposed sample interdisciplinary session plan. The final model design included five components: literacy, art, music therapy, play, and technology, a physical floorplan, and an interdisciplinary session plan to address the academic and social well-being of chronically ill students that can be replicated at any hospital facility.
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Date Issued
2019
Identifier
CFE0007625, ucf:52529
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007625
The Impact of Access to Books on the Reading Motivation and Achievement of Urban Elementary Students
Title
The Impact of Access to Books on the Reading Motivation and Achievement of Urban Elementary Students.
Creator
Trimble Spalding, Lee-Anne, Hynes, Michael, Kelley, Michelle, Hoffman, Bobby, Clark, Margaret, Williams, Robert, University of Central Florida
Abstract / Description
The focus of this research was to study the association that reading motivation and reading achievement have with increased access to books provided by the non-profit program Book Trust, could have on urban elementary students, specifically second graders being educated in a large school district in Central Florida. Teacher data collection sheets, the Motivation to Read Profile (MRP): Reading Survey and the Florida Assessment for Instruction in Reading (FAIR) were used to measure the...
Show moreThe focus of this research was to study the association that reading motivation and reading achievement have with increased access to books provided by the non-profit program Book Trust, could have on urban elementary students, specifically second graders being educated in a large school district in Central Florida. Teacher data collection sheets, the Motivation to Read Profile (MRP): Reading Survey and the Florida Assessment for Instruction in Reading (FAIR) were used to measure the aforementioned associations. Findings revealed that increased access to books in these elementary schools did not have a statistically significant impact on reading motivation or reading achievement scores. In addition, teachers' demographic data, such as age, number of years teaching or highest degree held, did not impact their student reading achievement.
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Date Issued
2012
Identifier
CFE0004611, ucf:49933
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004611