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(1 - 7 of 7)
- Title
- A Case Study of the Percieved Effectiveness of the Two-Semester, Job-Embedded Internship.
- Creator
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Osmond, Stephanie, Taylor, Rosemarye, Baldwin, Lee, Kennedy, Mary, Zugelder, Bryan, University of Central Florida
- Abstract / Description
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The purpose of the study was to examine the perceived effectiveness of the two-semester, job-embedded internship for the development of effective Science, Technology, Engineering, and Mathematics (STEM) teachers. Students who were enrolled in the Resident Teacher Professional Preparation Program (RTP3) were able to earn a Master's in the Art of Teaching (MAT), which included a two-semester, job-embedded internship. This study was designed to analyze the perceived effectiveness of the two...
Show moreThe purpose of the study was to examine the perceived effectiveness of the two-semester, job-embedded internship for the development of effective Science, Technology, Engineering, and Mathematics (STEM) teachers. Students who were enrolled in the Resident Teacher Professional Preparation Program (RTP3) were able to earn a Master's in the Art of Teaching (MAT), which included a two-semester, job-embedded internship. This study was designed to analyze the perceived effectiveness of the two-semester, job-embedded internship model at one urban high school from not only the resident teachers', but also designees and stakeholders of the RTP3. Resident teachers participated in the two-semester, job-embedded internship with the support of school site based mentors, school district and school site coaches, and university intern coordinators. The resident teachers participated in all aspect of the teaching process, and were evaluated using the school site evaluation instrument. As part of their internship, the resident teachers were evaluated using the Internship Assessment Summary Sheet. The resident teachers were also asked to participate in Lesson Study. Data were gathered through both qualitative and quantitative sources. To collect qualitative data, interviews were conducted with the resident teachers, school site designees, school district designees and university designees. Each respondent was asked 10 questions developed by the researcher and vetted by experts in the field. The questions were designed to gather perceptions of effectiveness in preparation of the resident teachers, as well as strengths and weaknesses of the model. Recommendations for future use of the two-semester, job-embedded internship model were also gathered. Quantitative data were collected and analyzed using the Internship Assessment Summary Sheet to assess the perception of the intern coordinators.The findings were that the two-semester, job-embedded internship was overall perceived as an effective model in preparing STEM teachers. The model allowed resident teachers to be engaged in the teaching process from the beginning of the school year. The support that was given throughout the internship was beneficial in helping resident teachers with teaching practice. It was recommended that using frequent and actionable feedback should be continued. The one weakness of the model was the need for more pedagogical preparation, especially in the area of classroom management.
Show less - Date Issued
- 2015
- Identifier
- CFE0005860, ucf:50935
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005860
- Title
- A Study on the Relationships Between Participation in Tutoring and Accountability Measures in One Urban High School.
- Creator
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Maestre, Hector, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Zugelder, Bryan, University of Central Florida
- Abstract / Description
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The purpose of this study was to identify relationships between an urban high school's student participation in an after-school tutoring program and its relationship to accountability measures on the Florida Comprehensive Assessment Test (FCAT) Reading and End of Course (EOC) exams in the 2013-2014 school year. The research aimed to determine the influence of tutoring participation for urban high school students.Participants included students enrolled in one urban high school who participated...
Show moreThe purpose of this study was to identify relationships between an urban high school's student participation in an after-school tutoring program and its relationship to accountability measures on the Florida Comprehensive Assessment Test (FCAT) Reading and End of Course (EOC) exams in the 2013-2014 school year. The research aimed to determine the influence of tutoring participation for urban high school students.Participants included students enrolled in one urban high school who participated in the FCAT Reading and EOC assessments and is was identified if they participated in the school tutoring program or not.Quantitative results revealed the relationship between students' frequency of participation and performance outcomes on state assessments. Then, the relationship between achievement on state assessments for all students, students with disabilities, and English Learners who participated in after school tutoring and those who did not participate in after school tutoring were examined. Finally, the relations of frequency of participation in tutoring to corresponding final grades were evaluated. Participants included students enrolled in one urban high school who participated in the FCAT Reading and EOC assessments and it was identified if they participated in the after school tutoring program or not. Statistically significant differences in performance outcomes existed between tutored students in mathematics courses who participated in tutoring and those who did not. However, there was no statistically significant difference in performance outcomes with students in courses that were heavily based on reading as a result of their participation in tutoring. The students with disabilities subgroup as well as the English Learners subgroup both experienced statistically significant differences in reading scores as a result in tutoring participation. These same subgroups did not experience statistically significant difference on other assessments: Algebra 1 EOC, Geometry EOC, Biology EOC, and U.S. History EOC.Although this study identified relationships tutoring participation had with accountability measures achieved by students there is still much to be understood. The structure and approach to tutoring intervention programs should continue to be sought after in research in an effort to continue providing all students with opportunities for success on high stakes testing.
Show less - Date Issued
- 2015
- Identifier
- CFE0005832, ucf:50906
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005832
- Title
- Establishing and Clarifying the Roles and Responsibilities of K-12 Mathematics Coaches in a Rural Urban School District in Central Florida.
- Creator
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Davis, Beth, Hopp, Carolyn, Zugelder, Bryan, Little, Mary, Behrens, Cherie, University of Central Florida
- Abstract / Description
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This dissertation in practice establishes roles and responsibilities for K-12 mathematics coaches in a rural, urban school district in central Florida. To do this, coach roles and responsibilities from existing coaching approaches were examined. The roles and responsibilities were closely examined for alignment with the objectives of the work of the coach (-) improving instruction and increasing student achievement. The result was proposed roles and responsibilities for K-12 mathematics...
Show moreThis dissertation in practice establishes roles and responsibilities for K-12 mathematics coaches in a rural, urban school district in central Florida. To do this, coach roles and responsibilities from existing coaching approaches were examined. The roles and responsibilities were closely examined for alignment with the objectives of the work of the coach (-) improving instruction and increasing student achievement. The result was proposed roles and responsibilities for K-12 mathematics coaches in a targeted district in central Florida. Review of the literature found that clearly delineated and communicated roles and responsibilities are vital to the success of mathematics coaches. Poorly defined and/or communicated roles and responsibilities result in barriers that prevent the coach from meeting the objectives of his/her job: improving instruction and student achievement. Clearly established and communicated job responsibilities for mathematics coaches positively impact the effectiveness of the coach, resulting in support for teachers and students and, in turn, a positive impact on student achievement. Research suggests that in addition to instructional practices, teachers also need support in content knowledge, curriculum, assessment, and data analysis.
Show less - Date Issued
- 2015
- Identifier
- CFE0006214, ucf:51102
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006214
- Title
- Global Perspectives of Pre-Service Teachers: A Comparative Study.
- Creator
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Poole, Cynthia, Russell, William, Hewitt, Randall, Owens, Tom, Zugelder, Bryan, University of Central Florida
- Abstract / Description
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The importance of global education cannot be overstated in modern American society. A crucial first step to promoting global perspectives in the K-12 classroom is to ensure that the teachers have developed their own global perspectives. Multiple global education frameworks have suggested that two keys to globalizing teacher education curricula are the integration of global content courses and participation in co-curricular cross-cultural experiences. Therefore, this study sought to determine...
Show moreThe importance of global education cannot be overstated in modern American society. A crucial first step to promoting global perspectives in the K-12 classroom is to ensure that the teachers have developed their own global perspectives. Multiple global education frameworks have suggested that two keys to globalizing teacher education curricula are the integration of global content courses and participation in co-curricular cross-cultural experiences. Therefore, this study sought to determine the extent to which global content courses and co-curricular cross-cultural experiences had been integrated into the teacher preparation of pre-service teachers in multiple certification areas at a large public university in Florida, as well as the effects of that integration on the global perspectives of pre-service teachers. The questionnaire used in this study was the Global Perspectives Inventory (GPI) which was designed by Braskamp, Merrill, Braskamp, and Engberg (2012). The GPI was designed to measure individuals' development of global perspectives along three interrelated domains: cognitive, intrapersonal, and interpersonal. This study examined the extent to which pre-service teachers in different certification areas reported participating in global content courses and co-curricular cross-cultural experiences and the effects on their global perspectives.Significant differences in the rate of participation were found in pre-service teachers in one of seven types of global content courses examined, but in none of the eleven types of co-curricular cross-cultural experiences examined. The results of this investigation also confirmed that higher rates of participation in both global content courses and co-curricular cross-cultural experiences have a significant positive relationship with pre-service teachers' global perspectives.
Show less - Date Issued
- 2014
- Identifier
- CFE0005400, ucf:50449
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005400
- Title
- Deconstructing Differences in Effectiveness of Reading Teachers of Ninth Grade Non-Proficient Readers in One Florida School District.
- Creator
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Wysong, Jason, Taylor, Rosemarye, Murray, Barbara, Baldwin, Gordon, Doherty, Walter, Zugelder, Bryan, University of Central Florida
- Abstract / Description
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ABSTRACT This study was undertaken to identify specific instructional and professional differences between the most effective and least effective teachers of ninth grade students enrolled in intensive reading courses in one Florida school district. Teachers from eleven schools were invited to complete a survey that included categorical, Likert, and open-ended response items. Principals and assistant principals at these schools were also invited to complete a similar survey. Teacher...
Show moreABSTRACT This study was undertaken to identify specific instructional and professional differences between the most effective and least effective teachers of ninth grade students enrolled in intensive reading courses in one Florida school district. Teachers from eleven schools were invited to complete a survey that included categorical, Likert, and open-ended response items. Principals and assistant principals at these schools were also invited to complete a similar survey. Teacher respondents were then divided into three effectiveness groups based on the percentage of their students who met 2011-2012 FCAT performance targets established by Florida's value-added learning growth model. Inferential statistics were used to identify specific attributes that differed among the most and least effective teachers. These attributes included years of classroom teaching experience, status of Florida Reading Endorsement, belief in collaboration with others as a source of effectiveness, valuation of classroom strategies including teaching students to self-monitor their progress and cooperative learning activities, and frequency of use of reading strategies including sustained silent reading and paired/partner student readings. School administrators and the most effective classroom teachers reported similar beliefs about valuation and frequency of use of the four aforementioned classroom strategies. Analysis of responses to open-ended response items resulted in the identification of three instructional themes(-)importance of building positive relationships with students, student practice, and student self-reflection(-)and three resource needs(-)increased access to technology, print resources, and professional learning.
Show less - Date Issued
- 2013
- Identifier
- CFE0004963, ucf:49571
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004963
- Title
- Deconstructing Differences in Effectiveness of Teachers of Tenth Grade Non-Proficient Readers in One Florida School District.
- Creator
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Williams, Mary, Taylor, Rosemarye, Doherty, Walter, Murray, Barbara, Baldwin, Gordon, Zugelder, Bryan, University of Central Florida
- Abstract / Description
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Despite an intense focus and considerable financial commitment to remediate non-proficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in...
Show moreDespite an intense focus and considerable financial commitment to remediate non-proficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in practice will inform future decisions related to staffing, scheduling, and professional learning. This study sought to identify the underlying professional and instructional differences between the most effective and least effective teachers of tenth grade intensive reading courses through teacher and principal/assistant principal surveys along with teacher evaluation data. This study revealed with regards to a teacher's preparation to teach reading (research question one), that years of experience in the classroom and years of experience as a high school reading teacher were the only significant factors that influenced a teacher's effectiveness. For research questions two and three; which had to do with the beliefs and professional practices of the teacher, the educationally relevant belief that the more effective teachers were more confident about their abilities than their less effective peers was noted. Research question four provided the data with regards to the general classroom teaching strategies and the adolescent reading strategies the effective teachers employed. This data revealed that the more effective teachers implemented posting and communicating daily and long term learning goals more frequently than their less effective peers. In addition, the general classroom teaching practices of efficient use of learning time, establishing and maintaining classroom routines, and checking for understanding proved to be educationally relevant. Additionally, the adolescent reading strategies of sustained silent reading, paired/partner readings, and students reading one-on-one with teacher, were educationally relevant as well. Finally, in regards to research question five, it was of statistical significance that administrators valued the use of the general classroom teaching strategy of posting and communicating daily and long term learning goals and were able to recognize the use of this strategy when observing and evaluating the teachers.?
Show less - Date Issued
- 2013
- Identifier
- CFE0004960, ucf:49573
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004960
- Title
- EXAMINING ELEMENTARY PRESERVICE TEACHER EFFICACY TO TEACH WRITING IN A TITLE 1 SCHOOL: A MIXED METHOD STUDY OF A SCHOOL-BASED TEACHER EDUCATION COURSE INTERVENTION.
- Creator
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Blanch, Norine, Roberts, Sherron, Lue, Martha, Zygouris-Coe, Vassiliki, Zugelder, Bryan, University of Central Florida
- Abstract / Description
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As the demographics of the United States change, barriers persistently thwart efforts to ensure that all students, regardless of ethnicity, academic ability, or family circumstance, have equal opportunities to learn. Diminished retention rates of effective educators in Title 1 schools, elevated rates at which students from low-income families are taught by inexperienced or unqualified teachers and insufficient preparation of preservice teachers (PSTs) to teach in Title 1 schools are three...
Show moreAs the demographics of the United States change, barriers persistently thwart efforts to ensure that all students, regardless of ethnicity, academic ability, or family circumstance, have equal opportunities to learn. Diminished retention rates of effective educators in Title 1 schools, elevated rates at which students from low-income families are taught by inexperienced or unqualified teachers and insufficient preparation of preservice teachers (PSTs) to teach in Title 1 schools are three such barriers. Policy reform organizations interested in improving the effectiveness of teacher education programs nationwide suggest forging strong clinical partnerships between universities and schools by relocating coursework to school-based settings that more closely resemble the reality of today's classrooms. PSTs, 27 in total, participated in a school-based teacher education intervention situated in a Title 1 school in central Florida to examine the influences of this intervention on PSTs efficacy for culturally responsive teaching and their sense of efficacy for teaching writing to students of diversity in a Title 1 school. Preliminary results indicated that while some PSTs tended to overestimate their efficacy for teaching students of diversity in Title 1 schools prior to the intervention, the school-based course disrupted that reality. Through weekly teaching experiences, PSTs' misconceptions about Title 1 schools, and their own pedagogical practices were challenged. Results yielded a purportedly more efficacious group of PSTs as measured by quantitative survey research and post qualitative responses in this mixed method study.
Show less - Date Issued
- 2016
- Identifier
- CFE0006265, ucf:51049
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006265
