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Title: SCIENCE INQUIRY KITS AND TEACHER PREPAREDNESS TO TEACH SCIENCE AS INQUIRY IN ELEMENTARY CLASSROOMS.
Creator: Clayton, Angela, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: The National Science Education Standards (1996) indicate that science education should include inquiry instruction. Many teachers still struggle with how to implement inquiry in their classrooms and a lack of high quality inquiry-based instructional materials has been posited as a hindrance. The purpose of this qualitative study was to observe the instructional practices of three elementary teachers when using an inquiry-based science kit program in their fourth grade classrooms. Teacher...
Show moreThe National Science Education Standards (1996) indicate that science education should include inquiry instruction. Many teachers still struggle with how to implement inquiry in their classrooms and a lack of high quality inquiry-based instructional materials has been posited as a hindrance. The purpose of this qualitative study was to observe the instructional practices of three elementary teachers when using an inquiry-based science kit program in their fourth grade classrooms. Teacher practices and their attitudes towards their preparedness to teach science with the support of the curricular program were examined. Data were collected through pre/post survey comparisons, observations, and a focus group session. Results indicated that these teachers' attitudes were positively impacted. Teachers' access to science kits provided resources which facilitated more inquiry experiences with their students; however, resources alone did not fully address teacher science content needs.
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Date Issued: 2009
Identifier: CFE0002568, ucf:52844
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002568

Title: ELEMENTARY SCHOOL STUDENT ACHIEVEMENT: AN ANALYSIS OF SCHOOL SIZE AND STUDENT ACHIEVEMENT.
Creator: Odom, Natalie, Murray, Kenneth, University of Central Florida
Abstract / Description: Student achievement is the cornerstone of educational intuitions. Having a comprehensive understanding of what factors into having a successful student achievement rate requires the use of previous research and analyzing of historical accounts. The purpose of this study was to determine if there was a difference in student achievement when elementary school size was a factor. The analysis of the results offered beneficial information pertaining to Florida's public schools while providing...
Show moreStudent achievement is the cornerstone of educational intuitions. Having a comprehensive understanding of what factors into having a successful student achievement rate requires the use of previous research and analyzing of historical accounts. The purpose of this study was to determine if there was a difference in student achievement when elementary school size was a factor. The analysis of the results offered beneficial information pertaining to Florida's public schools while providing a stepping stone towards future research. The results of this study and subsequent studies can provide information and guidance to decision makers regarding school size relative to student achievement. The population for this data was obtained from the Florida Department of Education's Florida Schools Indicator Reports. Three elementary schools were selected from each school district in the state of Florida based on its student enrollment. A small school consisted of an enrollment of 1-300 students, a medium school consisted of 301-500 students, and a school was considered large if its enrollment was 600 students or more. From these schools, the 3rd, 4th, and 5th grade Florida Comprehensive Assessment Test (FCAT) mathematics and reading scores were analyzed. Analysis of the data revealed that there was no statistically significant difference found for student achievement in mathematics when school size was a factor. However, there was a statistically significant difference found in student achievement in reading. The significance was found to lie between medium and large schools, with large schools scoring significantly better than medium schools.
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Date Issued: 2009
Identifier: CFE0002696, ucf:48207
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002696

Title: LEVELS OF LINE GRAPH QUESTION INTERPRETATION WITH INTERMEDIATE ELEMENTARY STUDENTS OF VARYING SCIENTIFIC AND MATHEMATICAL KNOWLEDGE AND ABILITY: A THINK ALOUD STUDY.
Creator: Keller, Stacy, Biraimah, Karen, University of Central Florida
Abstract / Description: This study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed...
Show moreThis study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed using an assessment rubric created from previously cited factors affecting students' graphing ability. Factors were categorized using Bertin's (1983) three graph question levels. The assessment rubric was validated by Padilla and a veteran mathematics and science teacher. Observational notes were also collected. Data were analyzed using Roth and Bowen's semiotic process of reading graphs (2001). Key findings from this analysis included differences in the use of heuristics, self-generated questions, science knowledge, and self-motivation. Students with higher prior achievement used a greater number and variety of heuristics and more often chose appropriate heuristics. They also monitored their understanding of the question and the adequacy of their strategy and answer by asking themselves questions. Most used their science knowledge spontaneously to check their understanding of the question and the adequacy of their answers. Students with lower and moderate prior achievement favored one heuristic even when it was not useful for answering the question and rarely asked their own questions. In some cases, if students with lower prior achievement had thought about their answers in the context of their science knowledge, they would have been able to recognize their errors. One student with lower prior achievement motivated herself when she thought the questions were too difficult. In addition, students answered the TOGS in one of three ways: as if they were mathematics word problems, science data to be analyzed, or they were confused and had to guess. A second set of findings corroborated how science background knowledge affected graph interpretation: correct science knowledge supported students' reasoning, but it was not necessary to answer any question correctly; correct science knowledge could not compensate for incomplete mathematics knowledge; and incorrect science knowledge often distracted students when they tried to use it while answering a question. Finally, using Roth and Bowen's (2001) two-stage semiotic model of reading graphs, representative vignettes showed emerging patterns from the study. This study added to our understanding of the role of science content knowledge during line graph interpretation, highlighted the importance of heuristics and mathematics procedural knowledge, and documented the importance of perception attentions, motivation, and students' self-generated questions. Recommendations were made for future research in line graph interpretation in mathematics and science education and for improving instruction in this area.
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Date Issued: 2008
Identifier: CFE0002356, ucf:47810
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002356

Title: RECREATIONAL TECHNOLOGY AND ITS IMPACT ON THE LEARNING DEVELOPMENT OF CHILDREN AGES 4-8: A META-ANALYSIS FOR THE 21ST CENTURY CLASSROOM.
Creator: Templeton, Joey, Dombrowski, Paul, University of Central Florida
Abstract / Description: This research focuses on technology (specifically video games and interactive software games) and their effects on the cognitive development of children ages 4-8. The research will be conducted as a meta-analysis combining research and theory in order to determine if the educational approach to this age group needs to change/adapt to learners who have been affected by this technology. I will focus upon both the physical and mental aspects of their development and present a comprehensive...
Show moreThis research focuses on technology (specifically video games and interactive software games) and their effects on the cognitive development of children ages 4-8. The research will be conducted as a meta-analysis combining research and theory in order to determine if the educational approach to this age group needs to change/adapt to learners who have been affected by this technology. I will focus upon both the physical and mental aspects of their development and present a comprehensive review of current educational theory and practice. By examining current curriculum goals and cross-referencing them to research conducted in fields other than education (i.e. technology, child development, media literacy, etc.) I hope to demonstrate a need for change; and, at the end of my research, be able to make recommendations for curriculum adaptations that will work within the current educational structure. These recommendations will be made with respect to budget and time constraints.
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Date Issued: 2007
Identifier: CFE0001970, ucf:47458
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001970

Title: Internet Reading and Learning in a Guided Reading Context.
Creator: Van Allen, Jennifer, Zygouris-Coe, Vassiliki, Boote, David, Damico, Nicole, Vitale, Thomas, Butler, Lorrie, University of Central Florida
Abstract / Description: Many employers are calling for high school graduates who are equipped with skills to research, manage, and process information from multiple sources and communicate effectively to others through a variety of sources. Yet, students are not being appropriately prepared with online research and comprehension skills in schools today. A major factor impacting this problem is that teachers do not possess the knowledge and skills to effectively address online research and comprehension skills in the...
Show moreMany employers are calling for high school graduates who are equipped with skills to research, manage, and process information from multiple sources and communicate effectively to others through a variety of sources. Yet, students are not being appropriately prepared with online research and comprehension skills in schools today. A major factor impacting this problem is that teachers do not possess the knowledge and skills to effectively address online research and comprehension skills in the intermediate grades. This dissertation in practice proposes a solution to this problem of practice through the design of an educative curriculum that introduces online research and comprehension skills to upper elementary students. It also provides teachers with necessary knowledge to aid their pedagogical design capacity throughout the curriculum. Prior to the development of the curriculum, a case study was conducted to determine how a fourth-grade teacher integrates digital tools during guided reading lessons to support students' development of online research and comprehension skills. The results showed that the implementation was challenging and resulted in role changes for both the teacher and students. These findings supported the design choices of the base curriculum for students, set within the guided reading framework, and educative features to support teachers.
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Date Issued: 2016
Identifier: CFE0006702, ucf:51909
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006702

Title: Using argument as a bridge between literacy and science: An intervention study in a science methods course for elementary preservice teachers.
Creator: Grysko, Rebeca, Zygouris-Coe, Vassiliki, Gao, Su, Roberts, Sherron, Fang, Zhihui, Bai, Haiyan, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the impact of an intervention on teaching science as argument within a science methods course on elementary preservice teachers' (PSTs') (a) understandings of the nature of science (NOS), (b) knowledge about argumentation, (c) complexity of their written explanations, and (d) ability to incorporate components of the framework for teaching science as argument to support students' literacy and science learning. This mixed-methods study utilized an...
Show moreThe purpose of this study was to investigate the impact of an intervention on teaching science as argument within a science methods course on elementary preservice teachers' (PSTs') (a) understandings of the nature of science (NOS), (b) knowledge about argumentation, (c) complexity of their written explanations, and (d) ability to incorporate components of the framework for teaching science as argument to support students' literacy and science learning. This mixed-methods study utilized an embedded quasi-experimental design with a treatment (n = 20) and control group (n = 25). The treatment group instructor, who completed an eight-week professional development course, implemented the intervention protocol across a 12-week period. Throughout the intervention, emphasis was placed on three key components of teaching science as argument (i.e., argument structure, public reasoning, and the language of science). The control group instructor, who did not partake in any professional learning activities, implemented business-as-usual instruction. Results from a repeated measures MANOVA revealed that, although the intervention did not have a significant impact on PSTs' knowledge of argumentation, PSTs who received the intervention did demonstrate a significant increase in their understanding of the NOS and in the complexity of their written explanations, as compared to PSTs who did not receive the intervention. Furthermore, analysis of PSTs' written lesson plans revealed several themes (i.e., opportunities for students to collect and analyze data, use of scaffolds for helping students construct scientific explanations, emphasis on the use of text to support scientific inquiry, and attention to developing students' science vocabulary) consistent with the framework for teaching science as argument. These findings contribute to a growing body of evidence illustrating the effectiveness of intentionally designed teacher preparation experiences for developing PSTs' knowledge, beliefs, and practices for supporting students' engagement in scientific explanation and argument.
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Date Issued: 2019
Identifier: CFE0007643, ucf:52477
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007643

Title: FINDERS KEEPERS: A COMPARATIVE STUDY INVESTIGATING TEACHING THE FLORIDA RESEARCH PROCESS FINDS MODEL THROUGH THREE DIFFERENT APPROACHES AT THE ELEMENTARY SCHOOL LEVEL.
Creator: Serrell, Karen, Beile, Penny, University of Central Florida
Abstract / Description: The children's taunt "Finders Keepers, Losers Weepers" gives new credence to the information search process at the elementary school level. Children keep what they find, claim it as their own, and accept information without discernment or critique. This study examines the effectiveness of teaching information literacy skills through three different approaches. The first curricular approach uses direct instruction to teach children how to do research using the Florida Research Process...
Show moreThe children's taunt "Finders Keepers, Losers Weepers" gives new credence to the information search process at the elementary school level. Children keep what they find, claim it as their own, and accept information without discernment or critique. This study examines the effectiveness of teaching information literacy skills through three different approaches. The first curricular approach uses direct instruction to teach children how to do research using the Florida Research Process FINDS Model. The second approach pairs the FINDS Model with a unit of study that is related to classroom curriculum. The third approach examines the FINDS Model in conjunction with project learning, a constructivist model based on student interest. One hundred twenty- eight third grade students attending a public elementary school in Southwest Florida during the 2008-2009 school year participated in the study. A mixed-methods research approach was used to gather data. Quantitative data was collected with an information literacy pre and post test, and an anonymous media lessons' survey about student preferences. Qualitative data were gathered through a review of student work samples and student interviews. Statistically significant gains were found between the pre to post test scores for all three groups, however no statistically significant differences were found among groups. Although quantitative data did not reveal differences among the treatment groups, qualitative findings revealed that the group taught research skills through the connection to classroom curriculum approach performed better. Thus the findings of this study support existing research which proposes that the best practice for teaching research skills to young children is through a connection to classroom curriculum.
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Date Issued: 2009
Identifier: CFE0002957, ucf:47963
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002957

Title: An Examination of Perceptions and Intentions of Preservice Educators in Title I Settings.
Creator: Kaczmarczyk, Annemarie, Roberts, Sherron, Lue, Martha, Hoffman, Elizabeth, Donley, Amy, University of Central Florida
Abstract / Description: With the shifting demographics of our nation and increased vacancies in schools, teacher preparation programs must equip teachers to work with today's culturally, academically, racially, and economically (CARE) diverse student population effectively. University-based teacher preparation programs are called to examine the steps taken and experiences provided to develop effective teachers to work with CARE students and fill vacancies, specifically in Title I schools. Preservice teachers, 15...
Show moreWith the shifting demographics of our nation and increased vacancies in schools, teacher preparation programs must equip teachers to work with today's culturally, academically, racially, and economically (CARE) diverse student population effectively. University-based teacher preparation programs are called to examine the steps taken and experiences provided to develop effective teachers to work with CARE students and fill vacancies, specifically in Title I schools. Preservice teachers, 15 total, participated in this qualitative study examining the perceptions and intentions of PSTs who were exposed to course content and field experiences that focused on Title I and CARE students. The PSTs were placed into two focus groups based on the number of times they were exposed to both throughout their undergraduate career. Participants who had one to two episodes of previous exposure comprised the first group. Participants who had three opportunities for exposure (course content, field experience, and/or first internship) comprised the second focus group. All PSTs were completing their final internship with placements in Title I schools. Findings gleaned from the transcripts indicated that stereotypes and previous perceptions of Title I schools and CARE students were positively impacted through their experiences. Throughout their internship semester, all participants used words that denoted respect and understanding for their diverse students and for their beginning challenges to implement instruction. PSTs noted a need for additional preparation in undergraduate courses related to best practice and classroom management within their Title I school settings. Despite challenges, six participants opted to seek employment in Title I schools. Of the remaining participants, five indicated intentions to teach in non-Title I, while four remained neutral. Future related research will focus on creating and providing meaningful experiences for PSTs that lead to positive intentions for teaching in Title I schools.
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Date Issued: 2018
Identifier: CFE0007202, ucf:52270
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007202

Title: Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010.
Creator: Kearney, Janet, Taylor, Rosemarye, Bai, Haiyan, Kaplan, Jeffrey, Pawlas, George, Roberts, Sherron, University of Central Florida
Abstract / Description: The focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student...
Show moreThe focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student achievement and were viewed as second-order in nature. In many cases, second-order change was needed (a) to accomplish the student achievement improvements necessary to attain Adequate Yearly Progress (AYP) and (b) to ensure that all students would read on grade level by 2014. For this study, 66 principals from schools with fewer than 60% of students who qualified for free and reduced-price lunches from five urban Florida school districts completed an online survey, Principal Actions Survey (PAS), created to determine which of the seven leadership behaviors successful principals utilized in their schools. Principals were specifically asked to comment on those actions that they felt impacted student achievement and achievement of AYP. Principals consistently responded that they used the seven leadership behaviors, but the results from this study indicated very few statistically significant relationships or predictive relationships. The 66 principal responses were also compared to responses on the PAS of principals from urban Florida elementary schools with more than 60% of students who qualified for free and reduced-price lunches (La Cava, 2009). These comparisons indicated that principals of schools with a higher level of poverty reported utilization of the seven leadership behaviors on a more frequent basis or with a higher success rate than principals at schools with lower poverty levels.
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Date Issued: 2012
Identifier: CFE0004560, ucf:49255
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004560

Title: The Integration of Technology Into Instruction by Elementary Teachers In Brevard County, Florida: An Investigative Study.
Creator: Spainhour, Cynthia, Allen, Kay, Gunter, Glenda, Xu, Lihua, University of Central Florida
Abstract / Description: Technology has become a part of the very fabric of society today. Technology's infiltration into business, industries, the medical field, and entertainment has accounted for huge advances. However, in the field of education the impact technology has had is regarded as less impressive. Muller, Wood, Wiloughby, Ross, and Specht (2008) stated (")it is critical to understand teachers' perspectives regarding computer integration in the classrooms(") (p.1523). With the Improving America's Schools...
Show moreTechnology has become a part of the very fabric of society today. Technology's infiltration into business, industries, the medical field, and entertainment has accounted for huge advances. However, in the field of education the impact technology has had is regarded as less impressive. Muller, Wood, Wiloughby, Ross, and Specht (2008) stated (")it is critical to understand teachers' perspectives regarding computer integration in the classrooms(") (p.1523). With the Improving America's Schools Act of 1994 (Public Law 103-382) the integration of technology in schools should be strongly evident. Currently, twenty years after the commitment to develop technologically literate students, technology integration should be well defined, seamless in its usefulness within the learning environment, a part of the very fabric of the educational setting, and consist of a proven track record verifying the positive results for utilization in student learning and achievements. However, a review of the relevant literature revealed the goal has not been achieved and the same issues related to the integration of technology into education are still being discussed, researched, and questioned today as they were in its infancy (Anthony, 2011; Bauer (&) Kenton, 2005; Roschelle, Pea, Hoadley, Gordin, (&) Means, 2000). Allowing teachers to voice what integration meant to them in both practice and definition and the barriers encountered, could shed light on the underutilization of use discovered in literature. New insights provided from teachers could also be utilized by administration and policymakers towards the development of new policies and mandates. Taking a qualitative, investigative approach, two individual and two focus group (n=6, n=8) interviews from four elementary schools in Brevard County were conducted which focused on understanding the practices and experiences of teachers. Results found time, support structures provided by administration, and specific professional development and training's were challenges that hampered successful implementation.
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Date Issued: 2015
Identifier: CFE0006007, ucf:51025
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006007

Title: The Effect of Cognitively Guided Instruction on Students' Problem Solving Strategies and The Effect of Students' Use of Strategies on their Mathematics Achievement.
Creator: Sahin, Nesrin, Dixon, Juli, Haciomeroglu, Erhan, Ortiz, Enrique, Bai, Haiyan, Schoen, Robert, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the effect of teachers attending Cognitively Guided Instruction (CGI) professional development on students' problem solving strategies and the effect of students' use of strategies on their mathematics achievement as measured by a standardized test. First, the study analyzed the differences in students' use of strategies between treatment and control groups. The treatment was CGI professional development, and the teachers in the treatment group...
Show moreThe purpose of this study was to investigate the effect of teachers attending Cognitively Guided Instruction (CGI) professional development on students' problem solving strategies and the effect of students' use of strategies on their mathematics achievement as measured by a standardized test. First, the study analyzed the differences in students' use of strategies between treatment and control groups. The treatment was CGI professional development, and the teachers in the treatment group attended CGI workshops whereas the teachers in the control group did not. Next, the study analyzed the differences in the mathematics achievement of students between different strategy groups. A student posttest, which was ITBS (Math Problems and Math Computation), was used to compare students' mathematics achievement. A student pretest was used as a covariate. The results of this study showed that there were statistically significant differences in the students' use of strategies between the treatment and control groups at the second grade level. A greater percentage of treatment students used derived facts / recall strategies (the most advanced strategy for single-digit addition and subtraction) than control students did. The results related to the effect of students' use of strategies on their mathematics achievement showed that the students who used derived facst/recall strategies for single-digit problems had significantly higher mathematics achievement than students who used counting or concrete modeling strategies. Furthermore, the students who used invented algorithms for multi-digit problems had significantly higher mathematics achievement than the students who used standard algorithms.
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Date Issued: 2015
Identifier: CFE0005704, ucf:50137
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005704

Title: Applying the Technology Acceptance Model to Predict and Explain Elementary and Secondary Preservice Teachers' Continuance Behavioral Intentions and Pedagogical Usage of Twitter to build Professional Capital: A Structural Equation Modeling Inquiry.
Creator: Gurjar, Nandita, Sivo, Stephen, Roberts, Sherron, Xu, Lihua, Vie, Stephanie, University of Central Florida
Abstract / Description: The purpose of this research study was to predict and explain elementary and secondary preservice teachers' continuance behavioral intentions and pedagogical usage of Twitter, a web based social networking, microblogging platform, to build professional growth and capital. The objective of the research study was to examine preservice teachers' beliefs associated with the specified constructs that formed the latent variables of the hypothesized research model; these latent variables were then...
Show moreThe purpose of this research study was to predict and explain elementary and secondary preservice teachers' continuance behavioral intentions and pedagogical usage of Twitter, a web based social networking, microblogging platform, to build professional growth and capital. The objective of the research study was to examine preservice teachers' beliefs associated with the specified constructs that formed the latent variables of the hypothesized research model; these latent variables were then measured with their associated indicators or manifest variables, and the relationship between the manifest variables was examined through the Structural Equation Modeling (SEM) process. A non-experimental empirical research study was conducted using the survey methodology; purposive, criterion referenced, sampling of elementary and secondary preservice teachers, N=379, was employed using social media platforms and intern listserv at a large Southeastern university. The final sample of N= 250 participants was determined through the process of regression imputation of elementary and secondary preservice teachers' survey responses. The results demonstrated that constructs of the extended Technology Acceptance Model showed significant goodness-of-fit indices and coefficients of determination after analyzing the data from the survey. Implications of this research contribute significantly toward teacher education and training by providing insights into the factors that impact the pedagogical use of Twitter, a web-based social networking and microblogging platform, for building professional capital in preservice teachers.
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Date Issued: 2016
Identifier: CFE0006314, ucf:51551
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006314

Title: PREPARING ELEMENTARY TEACHERS TO TEACH STUDENTS WITH DISABILITIES: A COMPARISON OF PROGRAM STRUCTURES & ELEMENTS ACROSS TEACHER PREPARATION INSTITUTIONS.
Creator: Close, Jessica, Williams, Karri, University of Central Florida
Abstract / Description: Students with disabilities have the right to the least restrictive environment (IDEA, 2004). Elementary teachers are teaching more of these students in the inclusive classroom because of this right. Elementary teachers are willing to take on this responsibility, but most feel they are not prepared to do so. In order to address this concern, elementary teacher preparation at the institution level must be addressed. This is a descriptive thesis which identifies and compares methods that...
Show moreStudents with disabilities have the right to the least restrictive environment (IDEA, 2004). Elementary teachers are teaching more of these students in the inclusive classroom because of this right. Elementary teachers are willing to take on this responsibility, but most feel they are not prepared to do so. In order to address this concern, elementary teacher preparation at the institution level must be addressed. This is a descriptive thesis which identifies and compares methods that different institutions across the country use to prepare teachers to teach students with disabilities. Institutions chosen for this thesis were recognized by either the U.S. News and World Report (2010) or the Report of the Blue Ribbon Panel (2010) for effective preparation of preservice elementary teachers. This thesis addresses the University of Central Florida with the aforementioned institutions. A continuum with three main types of structures was used to identify programs ranging from "discrete" meeting minimum requirements, to completely "merged" programs between special education and elementary education. While "merged" results in dual certification and the most effective preparation according to Blanton and Pugach (2007), it is most often offered as a choice and not as a requirement. Through analysis of program requirements of elementary education and special education programs, course descriptions, and syllabi, this investigator concluded that there were inconsistencies across teacher preparation programs. Institutions are distributed widely across the continuum. If elementary teachers are required to teach to all students, then teacher preparation programs should address all students thoroughly. The investigator's hope is that the evidence presented and the suggestions made in this thesis will incite changes in institutions that are preparing elementary teachers to teach students with disabilities.
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Date Issued: 2011
Identifier: CFH0004072, ucf:44781
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004072

Title: UNDERSTANDING AND ACHIEVING BRAIN-BASED INSTRUCTION IN THE ELEMENTARY CLASSROOM: A QUALITATIVE STUDY OF STRATEGIES USED BY TEACHERS.
Creator: Siercks, Amy, Ergle, Roberta, University of Central Florida
Abstract / Description: There are many approaches taken by teachers in order to effectively teach students the information they will need to be successful. One of these approaches is that of brain-based instruction. No one single definition is the same as another when it comes to brain-based teaching and learning. Definitions may include incorporating music and movement into lessons, using techniques to reach both hemispheres of the brain, and differentiating instruction to teach to the needs of the individual...
Show moreThere are many approaches taken by teachers in order to effectively teach students the information they will need to be successful. One of these approaches is that of brain-based instruction. No one single definition is the same as another when it comes to brain-based teaching and learning. Definitions may include incorporating music and movement into lessons, using techniques to reach both hemispheres of the brain, and differentiating instruction to teach to the needs of the individual students. This study takes a closer look at the perspective of teachers when it comes to what brain-based instruction strategies are. Teachers were given a survey to voice their opinions about brain-based instruction and how they incorporate it into their classrooms. This study gathered information about how teachers perceive and understand brain-based instruction. The use of brain-based instruction is quickly becoming vital to the education field. Understanding more about it will help teachers effectively teach students.
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Date Issued: 2012
Identifier: CFH0004294, ucf:44928
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004294

Title: A Qualitative Inquiry Investigating the Inclusive Practices of Teachers within Catholic Schools.
Creator: Bell, Alicia, Little, Mary, Vitale, Thomas, Gresham, Gina, Flanigan, Jacquelyn, University of Central Florida
Abstract / Description: This phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by...
Show moreThis phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by administrators and faculty members provided initial knowledge and perspectives of inclusive practices for instruction of students with disabilities (SWDs) within inclusive settings. Structured interviews and classroom observation were then completed with participants at the school to investigate the inclusive practices used within their classrooms and school for SWDs. All data were collected and analyzed from the observations of students with disabilities and educators in inclusive classrooms at the Elementary School site of this study, along with the data from surveys and interviews with the administrators and key faculty members at the school. The analyses across data sources resulted in five key themes attributed to inclusive practices within the school setting. The five themes that emerged were: (a) Catholic educators' belief to educate all students; (b) support provided of inclusive education; (c) planning for inclusive education; (d) differentiated instruction; and (e) consistency of vision and goals for inclusive education across the grade levels and throughout the school. This study exposed the key factors and practices that educators in a Catholic school attributed to successful inclusive practices for students with moderate to severe disabilities. This research provides initial research and data about inclusive practices in Catholic schools.
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Date Issued: 2017
Identifier: CFE0006720, ucf:51895
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006720

Title: Effects of a Mathematics Graphic Organizer and Virtual Video Modeling on the Word Problem Solving Abilities of Students with Disabilities.
Creator: Delisio, Lauren, Dieker, Lisa, Vasquez, Eleazar, Hines, Rebecca, Dixon, Juli, University of Central Florida
Abstract / Description: Over the last decade, the inclusion of students with disabilities (SWD) in the general education classroom has increased. Currently, 60% of SWD spend 80% or more of their school day in the general education classroom (U.S. Department of Education, 2013). This includes students with autism spectrum disorders (ASD), a developmental disability characterized by impairments in behavior, language, and social skills (American Psychological Association, 2013). Many of these SWD struggle with...
Show moreOver the last decade, the inclusion of students with disabilities (SWD) in the general education classroom has increased. Currently, 60% of SWD spend 80% or more of their school day in the general education classroom (U.S. Department of Education, 2013). This includes students with autism spectrum disorders (ASD), a developmental disability characterized by impairments in behavior, language, and social skills (American Psychological Association, 2013). Many of these SWD struggle with mathematics in the elementary grades; fewer than 20% of SWD are proficient in mathematics when they begin middle school, compared to 45% of their peers without disabilities. Furthermore, 83% of SWD are performing at the basic or below basic level in mathematics in the fourth grade (U.S. Department of Education, 2013). As the rate of ASD continues to increase (Centers for Disease Control, 2013), the number of students with this disability who are included in the general education classroom also continues to rise. These SWD and students with ASD are expected to meet the same rigorous mathematics standards as their peers without disabilities. This study was an attempt to address the unique needs of SWD and students with ASD by combining practices rooted in the literature, strategy instruction and video modeling.The purpose of this study was to determine the effects of an intervention on the ability of students with and without disabilities in inclusive fourth and fifth grade classrooms to solve word problems in mathematics. The intervention package was comprised of a graphic organizer, the K-N-W-S, video models of the researcher teaching the strategy to a student avatar from a virtual simulated classroom, TeachLivE, and daily word problems for students to practice the strategy. The researcher used a quasi-experimental group design with a treatment and a control group to determine the impact of the intervention. Students were assessed on their performance via a pretest and posttest. Analyses of data were conducted on individual test items to assess patterns in performance by mathematical word problem type.The effects of the intervention on SWD, students with ASD, and students without disabilities varied widely between groups as well as amongst individual students, indicating a need for further studies on the effects of mathematics strategy instruction on students with varying needs and abilities.
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Date Issued: 2015
Identifier: CFE0005782, ucf:50065
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005782

Title: Staffing Practices of Elementary School Principals for Teachers in Primary Grades and Implications for the PreK-3rd Continuum.
Creator: Albers-Biddle, Laura, Boote, David, Culp, Anne, Levin, Judith, Hayes, Grant, University of Central Florida
Abstract / Description: Principals are considered the educational leaders of their schools and face pressure to improve the quality of education across all levels and disciplines. Principals were interviewed to understand their beliefs, knowledge, and dispositions on staffing teachers in the primary grades. A purposive sample of elementary school principals was drawn from one mid-size suburban district in Florida. Data were analyzed using Bolman and Deal's four-frame organizational theory framework, Cohen's...
Show morePrincipals are considered the educational leaders of their schools and face pressure to improve the quality of education across all levels and disciplines. Principals were interviewed to understand their beliefs, knowledge, and dispositions on staffing teachers in the primary grades. A purposive sample of elementary school principals was drawn from one mid-size suburban district in Florida. Data were analyzed using Bolman and Deal's four-frame organizational theory framework, Cohen's cognitive frame, and Boote's theory of professional discretion.The data strongly suggest that principals do not understand the foundations of early childhood practice. In addition, they do not understand the differences between Early Childhood Education (ECE) and Elementary Education (EE). The principals tend to hire teachers with EE certification as opposed to ECE training. This is partially due to their lack of understanding of ECE and to the perceived advantage of being able to place teachers in a wide range of grade levels. Although all principals stated that primary teaching requires specialized knowledge, most principals consider flexibility to move teachers into the upper grades more important.Three main implications for practice are suggested based on recommendations for advocacy and public education for young children within PreK(-)3rd continuum initiatives. (1) Professional development in ECE should be implemented at the district level for principals to learn and understand the differences in preparation between ECE and EE teacher preparation and to demonstrate the importance of the early years of child development and education. (2) Curriculum enrichment in ECE needs to be added to higher education, graduate teacher leadership programs to demonstrate the importance of the early years of child development and education. (3) The policy for hiring should be centralized at the district level and require teachers with training in ECE for the primary grades. The limitations of the study and recommendations for future research are also discussed.
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Date Issued: 2014
Identifier: CFE0005294, ucf:50547
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005294

Title: MUSIC STANDARDS IMPLEMENTATION AND THE RELATIONSHIP TO FOURTH GRADE FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES FROM 2004 TO 2006.
Creator: Phillips, Neal, Taylor, Rosemarye, University of Central Florida
Abstract / Description: This study examined the possible relationships among the perceived implementation levels of elementary music standards and Florida Comprehensive Assessment Test (FCAT) scores for fourth graders in reading, mathematics, and writing for the years 2004, 2005, and 2006. Survey data for the study were obtained from 32 school district music supervisors from large, medium, and small districts who returned fully or partially completed questionnaires. The study was focused on the relationships, if any...
Show moreThis study examined the possible relationships among the perceived implementation levels of elementary music standards and Florida Comprehensive Assessment Test (FCAT) scores for fourth graders in reading, mathematics, and writing for the years 2004, 2005, and 2006. Survey data for the study were obtained from 32 school district music supervisors from large, medium, and small districts who returned fully or partially completed questionnaires. The study was focused on the relationships, if any, between a school district's mean scale scores in reading, mathematics, and writing from 2004 to 2006 in grade 4 and (a) elementary music standards implementation, (b) the average amount of time spent in elementary school music classes per week, (c) demographic and economic factors, and (d) the reported average amount of time spent in elementary school music classes per week. Findings of the study indicated that, when all variables were considered, a relationship existed among district music supervisors' views on two variables, degree of music standards implementation and the amount of time allotted per month for elementary music in respondents' school districts in 2004, 2005, and 2006; and (a) the percentage of students achieving at proficient or higher on FCAT reading who were also identified as free and reduced lunch in 2004, 2005, and 2006, (b) the percentage of students achieving at proficient or higher on FCAT mathematics who were also identified as free and reduced lunch in 2004, 2005, and 2006, and (c) the percentage of students achieving at proficient or higher on FCAT writing who were also identified as Hispanic in 2004, 2005, and 2006. Finally, implications for educational decision making were offered and recommendations were made for future studies dealing with elementary music standards implementation in Florida's schools. These recommendations included (a) investigating reasons for achievement gaps on FCAT between majority and minority ethnic groups and between minorities themselves, (b) exploring socio-economic factors affecting FCAT scores, (c) continuing research giving special attention to brain research involving music and its impact on the brain, (d) determining why high-stakes testing is necessary, and (e) devising controlled studies both in Florida and nationwide that would compare the elementary students receiving consistent and varied teaching in music with those students not receiving consistent musical instruction. Controlled and experimental group studies of pre-schoolers should be conducted to determine the extent to which the use of musical rhythms impacts the rate of language acquisition.
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Date Issued: 2008
Identifier: CFE0002063, ucf:47566
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002063

Title: A STUDY OF THE RELATIONSHIP BETWEEN SECOND-ORDER CHANGE LEADERSHIP BEHAVIORS OF PRINCIPALS AND SCHOOL GRADES OF FLORIDA TITLE I ELEMENTARY SCHOOLS.
Creator: La Cava, Gonzalo, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a)...
Show moreThe purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a) knowledge of curriculum, instruction, assessment, (b) optimizer, (c) intellectual stimulation, (d) change agent, (e) monitoring/evaluating, (f) flexibility, and (g) ideals/beliefs. The findings of this study were delineated through an examination of the data as it was related to the following questions: (a) What are the differences, if any, in the Principal Actions Survey scores of Title I elementary principals based on the 2008 school grade, according to the FLDOE? (b) What relationship, if any, exists among professional demographics of the principals (years at the school, years as an educator, years as an administrator prior to becoming a principal, years as a principal, highest degree earned, age, gender) and the second-order change leadership behaviors? (c) What are the differences, if any, in the second-order change leadership behavior subgroup scores based on the 2008 school grade according to the FLDOE? Although Research Question 1 had no statistical significance, principals who had a higher mean on the Principal Actions Survey led A and B-rated schools. Statistical significance was found in Research Question 2 for the second-order change leadership behavior of Change Agent and Ideals/Beliefs. Though statistical significance was not found in Research Question 3, each mean score for each sub-group in each grade group indicated consistent answers between Strongly Agree and Agree, which demonstrated a large degree of agreement. Additionally, comments from telephone interviews with selected principals determined that these leadership behaviors could positively impact elementary schools and the field of education. Recommendations of the study were to: (a) Conduct a follow-up study to gather the perceptions of teachers from the same Title I schools regarding their principals' second-order change leadership behaviors, (b) conduct a similar study with principals in Title I middle and high school settings, (c) conduct a qualitative study on second-order change leadership behaviors of non-Title I elementary, middle, and high school principals, (d) engage in further research to investigate professional development activities that may assist principals in enhancing second-order change leadership behaviors and improve instruction, (e) investigate the relationship between principals' second-order change leadership behaviors and achievement of Adequate Yearly Progress (f) replicate the study in states other than Florida (g) explore the relationship between second-order change leadership behaviors of district administrators and their district's academic success.
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Date Issued: 2009
Identifier: CFE0002876, ucf:48031
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002876

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: Blanch, Norine, Roberts, Sherron, Lue, Martha, Zygouris-Coe, Vassiliki, Zugelder, Bryan, University of Central Florida
Abstract / Description: 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.
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Date Issued: 2016
Identifier: CFE0006265, ucf:51049
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006265

elementary education (14)	+ -
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Elementary Education (5)	+ -
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science education (4)	+ -
Education (3)	+ -
inquiry (3)	+ -
mathematics (3)	+ -
preservice teachers (3)	+ -
special education (3)	+ -
students with disabilities (3)	+ -
teacher education (3)	+ -
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elementary school (2)	+ -
literacy (2)	+ -
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teacher preparation (2)	+ -
technology (2)	+ -
CGI (1)	+ -
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Honors Collection (7)	+ -

English (41)	+ -
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University of Central Florida (42)	+ -
Roberts, Sherron (5)	+ -
Boote, David (4)	+ -
Taylor, Rosemarye (4)	+ -
Bai, Haiyan (3)	+ -

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