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AN EXPLORATION OF TEXT AND ILLUSTRATIONS FOR IMPLICIT AND EXPLICIT GENDER BIAS AND STEREOTYPES IN CALDECOTT AWARD AND HONOR BOOKS FROM 2001-2014
Title
AN EXPLORATION OF TEXT AND ILLUSTRATIONS FOR IMPLICIT AND EXPLICIT GENDER BIAS AND STEREOTYPES IN CALDECOTT AWARD AND HONOR BOOKS FROM 2001-2014.
Creator
Kunkel, Jessica, Wenzel, Taylar, University of Central Florida
Abstract / Description
Children's literature is a critical aspect during a child's development; the messages portrayed in children's books can affect the development of gender identity in young children and can affect how a child with act and perceive the world around them in the future (Tsao, 2008). Expanding on this research this study aimed to determine if award winning children's literature contained implicit and explicit gender stereotypes and biases in the illustrations and text. The sample examined was...
Show moreChildren's literature is a critical aspect during a child's development; the messages portrayed in children's books can affect the development of gender identity in young children and can affect how a child with act and perceive the world around them in the future (Tsao, 2008). Expanding on this research this study aimed to determine if award winning children's literature contained implicit and explicit gender stereotypes and biases in the illustrations and text. The sample examined was Caldecott Award and Honor books from 2001 through 2014; the sample size was did not include biographies, autobiographies, informational books, concept books, poetry, and science fiction. This study only examined works of fiction and each book was examined, read, and analyzed. Following the methodology of various studies, a three part Data Collection Instrument was used: book identification, frequency analysis of illustrations, and a character analysis. This research attempted to answer the following questions: (1) Is there evidence of gender stereotypes in the written depiction of characters in Caldecott Award and Honor books award between 2001 and 2014?, (2) Is there evidence of gender stereotypes in the illustrated depictions of characters in Caldecott Award and Honor books award between 2001 and 2014?, and (3) Are males' and females' roles and attributes represented equally through the text and illustrations? This research aimed at examining whether gender biases and stereotypes still existed in the text and illustrations and if so, to what extent.
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Date Issued
2015
Identifier
CFH0004791, ucf:45327
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004791
TEXT COMPLEXITY AND CLOSE READING: TEACHERS' PERCEPTIONS OF THE LANGUAGE ARTS FLORIDA STANDARDS AND CURRICULUM IMPLEMENTATION
Title
TEXT COMPLEXITY AND CLOSE READING: TEACHERS' PERCEPTIONS OF THE LANGUAGE ARTS FLORIDA STANDARDS AND CURRICULUM IMPLEMENTATION.
Creator
Diaz-Davila, Clare, Wenzel, Taylar, University of Central Florida
Abstract / Description
The Florida Department of Education revised the Common Core State Standards into what are now known as the Florida Standards in February 2014, approving 99 revisions to the original standards that were accepted in 2010 (Dunkelberger, 2014). The purpose of this research was to identify current teachers' attitudes towards the new Language Arts Florida Standards (LAFS), specifically regarding teachers' perceptions of text complexity and close reading as enacted in the reading curriculum....
Show moreThe Florida Department of Education revised the Common Core State Standards into what are now known as the Florida Standards in February 2014, approving 99 revisions to the original standards that were accepted in 2010 (Dunkelberger, 2014). The purpose of this research was to identify current teachers' attitudes towards the new Language Arts Florida Standards (LAFS), specifically regarding teachers' perceptions of text complexity and close reading as enacted in the reading curriculum. Additionally, this study will attempt to identify how teachers' attitudes impact their implementation of the new standards. This research used a self-administered survey to collect the teacher perceptions of the LAFS in six different categories. The sample entailed the participation of 21 practicing teachers from the Central Florida area. The survey revealed that, although teachers don't necessarily dislike the construction of the standards, they feel that they are not knowledgeable in some integral areas of the LAFS, such as text complexity and close reading. The implications of the results are discussed, and some improvements for the future of the LAFS are given.
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Date Issued
2014
Identifier
CFH0004682, ucf:45281
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004682
EXPLORING THE DIFFERENCES BETWEEN PRE-SERVICE AND IN-SERVICE TEACHERS' ANALYSES OF VARIOUS INFORMAL READING INVENTORY RESULTS IN THE ELEMENTARY GRADES
Title
EXPLORING THE DIFFERENCES BETWEEN PRE-SERVICE AND IN-SERVICE TEACHERS' ANALYSES OF VARIOUS INFORMAL READING INVENTORY RESULTS IN THE ELEMENTARY GRADES.
Creator
Miller, Tara, Wenzel, Taylar, University of Central Florida
Abstract / Description
Reading is a fundamental skill in our modern society; being able to read with comprehension and fluency is an important skill in all core academic subjects. Reading teachers are charged with the task to analyze student data in order to drive their instructional decisions. Informal Reading Inventories (IRIs) are one type of an informal reading assessment that teachers can use in the classroom to learn about student reading behaviors and drive instruction. Informal Reading Inventories assess...
Show moreReading is a fundamental skill in our modern society; being able to read with comprehension and fluency is an important skill in all core academic subjects. Reading teachers are charged with the task to analyze student data in order to drive their instructional decisions. Informal Reading Inventories (IRIs) are one type of an informal reading assessment that teachers can use in the classroom to learn about student reading behaviors and drive instruction. Informal Reading Inventories assess fluency and comprehension. Research suggests that fluency and comprehension have a reciprocal relationship; meaning, if you improve one skill, you improve the other skill simultaneously (DeVries, 2011). This study explored how pre-service teachers, college students in an education program, and in-service teachers, veteran teachers, analyzed data from various IRIs. This study also explored how three separate IRIs, the Qualitative Reading Inventory (QRI), the Basic Reading Inventory (BRI), and the Analytical Reading Inventory (ARI), compared to one another. There were four participants in this study: two undergraduate students in an elementary education program reading class and two veteran classroom teachers. This study found that the grade level readability of the passages are inconsistent with the reading level they claim to be. An inconsistency like this is something to note as many teachers only use these resources on which they were trained during their college education. This study also found that the length of the IRI passages had an effect on the student's words correct per minute (WCPM); the longer the passage, the lower the WCPM. This is probably due to the fact that students need more time to process a passage for the sake of comprehension.
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Date Issued
2015
Identifier
CFH0004888, ucf:45414
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004888
AN EXAMINATION OF THE FACTORS THAT IMPACT ELEMENTARY SCHOOL PRINCIPALS' PERCEPTIONS OF THEIR LEADERSHIP ROLE
Title
AN EXAMINATION OF THE FACTORS THAT IMPACT ELEMENTARY SCHOOL PRINCIPALS' PERCEPTIONS OF THEIR LEADERSHIP ROLE.
Creator
Kish, Kathryn, Wenzel, Taylar, University of Central Florida
Abstract / Description
A growing body of research supports the idea that large-scale school reform efforts often fail to create sustained change within the public school sector. When implementing deep organizational change, both novice and veteran educators are challenged to learn new skills, reexamine their instructional practice and content knowledge, and re-shape their underlying beliefs and values about schools. This qualitative study explored principals' perceptions of their leadership roles in the school...
Show moreA growing body of research supports the idea that large-scale school reform efforts often fail to create sustained change within the public school sector. When implementing deep organizational change, both novice and veteran educators are challenged to learn new skills, reexamine their instructional practice and content knowledge, and re-shape their underlying beliefs and values about schools. This qualitative study explored principals' perceptions of their leadership roles in the school system. Data collection was done through a series of three interviews with three elementary school principals in Central Florida. In addition to their perceptions, it also studied factors that may influence their perceptions, including revised curriculum standards, new teacher evaluation models, and state assessments mandates. The findings of this research considered the demographic, educational, and professional background of each participant as well as the school to which they are assigned. It also examined the principals' self-reported responsiveness to current educational reform mandates and their perceptions of areas of leadership strength and weakness with their teachers and staff at their school.
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Date Issued
2015
Identifier
CFH0004908, ucf:45494
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004908
CENTRAL AUDITORY PROCESSING DISORDER: A LITERATURE REVIEW ON INTER-DISCIPLINARY MANAGEMENT, INTERVENTION, AND IMPLICATIONS FOR EDUCATORS
Title
CENTRAL AUDITORY PROCESSING DISORDER: A LITERATURE REVIEW ON INTER-DISCIPLINARY MANAGEMENT, INTERVENTION, AND IMPLICATIONS FOR EDUCATORS.
Creator
Patrusky, Lauren, Wenzel, Dr. Taylar, University of Central Florida
Abstract / Description
Clinical Questions: What top-down and bottom-up interventions across the psychology, audiology, educational, and speech language pathology domains are most effective for children and adolescents with Central Auditory Processing Disorder (CAPD)? What considerations for planning research and intervention might be offered to a classroom teacher to further support students diagnosed with CAPD, especially in relation to the Multi-Tiered System of Supports (MTSS), formerly known as Response to...
Show moreClinical Questions: What top-down and bottom-up interventions across the psychology, audiology, educational, and speech language pathology domains are most effective for children and adolescents with Central Auditory Processing Disorder (CAPD)? What considerations for planning research and intervention might be offered to a classroom teacher to further support students diagnosed with CAPD, especially in relation to the Multi-Tiered System of Supports (MTSS), formerly known as Response to Intervention (RTI)? Method: Inter-Disciplinary Literature Review Study Sources: PsycInfo, Linguistics and Language Behavior Abstracts, ProQuest, International Journal of Audiology, American-Speech-Language Hearing Association, Journal of Neurotherapy, Medline-Esbcohost, ERIC Ebscohost, Professional Development Collection Education, and What Works Clearinghouse Number of Included Studies: 16 Age Range: 2-13 years Primary Results: 1) Phonological awareness training was the primary reading educational construct found among the included interventions in this literature review. 2) Most CAPD studies employed a combination of both bottom-up and top-down treatments in intervention. This finding may possibly indicate that in order for a CAPD intervention to be even more beneficial to the student, both bottom-up and top-down treatments should be considered and incorporated in relation to the student's individualized needs. Conclusions: Results confirmed very little research and few intervention implications on CAPD students within the educational research discipline, including special education. Search results primarily included methods to improve listening in the classroom environment, but did not specifically mention intervention in relation to CAPD and its implications. Results also confirmed that a multi-disciplinary effort is needed to provide clinical decision and effective intervention for the CAPD population.
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Date Issued
2013
Identifier
CFH0004389, ucf:45014
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004389
Exploring High Performing Second Grade Students' Reading Achievement and Time Spent on i-Ready with Their Motivation to Read.
Title
Exploring High Performing Second Grade Students' Reading Achievement and Time Spent on i-Ready with Their Motivation to Read.
Creator
Webb, Chloe, Zygouris-Coe, Vassiliki, Kelley, Michelle, Wenzel, Taylar, University of Central Florida
Abstract / Description
The motivation to read plays a key role in any student's reading development and success. In the context of 21st century literacies and learning, students engage in reading with print and digital texts and read in traditional and multimodal settings. This situated thesis explored the topic of second grade students' motivation to read through the lens of reading performance and time spent reading and improving their reading skills using i-Ready. Fourteen second grade students in a Central...
Show moreThe motivation to read plays a key role in any student's reading development and success. In the context of 21st century literacies and learning, students engage in reading with print and digital texts and read in traditional and multimodal settings. This situated thesis explored the topic of second grade students' motivation to read through the lens of reading performance and time spent reading and improving their reading skills using i-Ready. Fourteen second grade students in a Central Florida elementary school classroom received the Motivation to Read Profile- Revised (MRP-R) (2013), an established survey, that is designed to gauge elementary school age students' motivation to read. In addition, the researcher selected the top 25% students who showed progress in reading using i-Ready results from Diagnostic 1 and Diagnostic 2 and conducted one informal conversation interview about their motivation to read. The MRP-R (2013) data was analyzed using elementary statistics in the areas of reader self-concept and value of reading. The informal conversational interview data was analyzed in terms of themes in the area of value of reading(-)i.e., other sources/books students like to read, if they like to read electronic sources or print ones, and what they read when they use the Internet. In summary, this study may guide myself as a teacher, and potentially other teachers, to make connections between what students are motivated to read and selecting text(s) for them to read when on i-Ready. The ultimate value of this study lies in guiding teacher instruction and decisions to maximize student motivation to read. The results from this study showed that the group that spent the most time was more positively motivated to read than the remaining second graders. However, the group that showed the most growth was not more or less motivated to read.
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Date Issued
2018
Identifier
CFE0007113, ucf:51934
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007113
Exploring the Trends Between the Reading Attitudes and Habits of Children and their Parents at a Community Reading Camp
Title
Exploring the Trends Between the Reading Attitudes and Habits of Children and their Parents at a Community Reading Camp.
Creator
Patterson, Darlshawn, Zygouris-Coe, Vassiliki, Wenzel, Taylar, Samuel, Dana, University of Central Florida
Abstract / Description
Reading attitude plays a vital role in the academic achievement of students. This thesis reports findings from a study of how parents' reading attitudes and habits may influence their children's reading attitudes and habits. Students and parents attending a metropolitan university's Saturday Reading Camp (SRC) in the United States participated in this study. Participants completed a survey that examined participants' reading attitudes and habits. Results from this study showed minor...
Show moreReading attitude plays a vital role in the academic achievement of students. This thesis reports findings from a study of how parents' reading attitudes and habits may influence their children's reading attitudes and habits. Students and parents attending a metropolitan university's Saturday Reading Camp (SRC) in the United States participated in this study. Participants completed a survey that examined participants' reading attitudes and habits. Results from this study showed minor similarities between the reading attitudes of parents and their children. However, there were more significant similarities between the reading habits of parents and their children.
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Date Issued
2017
Identifier
CFE0006901, ucf:51721
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006901