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- Title
- Deconstructing Differences in Effectiveness of Teachers of Tenth Grade Non-Proficient Readers in One Florida School District.
- Creator
-
Williams, Mary, Taylor, Rosemarye, Doherty, Walter, Murray, Barbara, Baldwin, Gordon, Zugelder, Bryan, University of Central Florida
- Abstract / Description
-
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
- AN INVESTIGATION OF THE EFFECTS OF USING DIGITAL FLASH CARDS TO INCREASE BIOLOGY VOCABULARY KNOWLEDGE IN HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES.
- Creator
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Grillo, Kelly, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
The field of science education, specifically biology, is becoming more challenging due to richer and more rigorous content demands. Along with new demands is the emergence of National Common Core Standards and End of Course Exams. Despite these changes, one factor remains consistent: As content knowledge increases, language demands also increase. For students with learning disabilities (LD), specifically those with language-based disabilities, the increasing vocabulary demand can lead to...
Show moreThe field of science education, specifically biology, is becoming more challenging due to richer and more rigorous content demands. Along with new demands is the emergence of National Common Core Standards and End of Course Exams. Despite these changes, one factor remains consistent: As content knowledge increases, language demands also increase. For students with learning disabilities (LD), specifically those with language-based disabilities, the increasing vocabulary demand can lead to failure due not to a lack of understanding biology but the vocabulary associated with the content. In an attempt to impact high school students with learning disabilities'success in biology, a vocabulary intervention was investigated. Research suggests as more and more content is compressed into science courses, teachers are looking toward technology to assist with vocabulary mastery. The current research study examined the effects of a digital flash card intervention, Study Stack, versus a paper flash card intervention in biology for students with LD by measuring students'word knowledge and overall biology course achievement. Findings from repeated measures ANOVA showed a statistically significant increase on both the vocabulary assessment as well as the course grades in biology over time. However, the test of between effects considering card type yielded no differential change on vocabulary assessment and course grades in biology. Based on qualitative data, students interviewed liked the tool and found it to be helpful in learning biology terminology.
Show less - Date Issued
- 2011
- Identifier
- CFE0003972, ucf:48662
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003972
- Title
- Can Best Practices in Writing Instruction and Standardized Testing Coexist?.
- Creator
-
Cannavino, Karen, Bell, Kathleen, Wardle, Elizabeth, Roozen, Kevin, University of Central Florida
- Abstract / Description
-
At the high school level, teachers are tasked with a twofold agenda: they must prepare their students for college level and other post-secondary writing, and they must also make sure they perform well on the standardized writing tests that are required by the state. The stakes in standardized testing continue to rise, especially in Florida. Since the passing of the No Child Left Behind Act in 2002 (NCLB) and the implementation of the Race to the Top Assessment Program (RTTT) in 2009, teachers...
Show moreAt the high school level, teachers are tasked with a twofold agenda: they must prepare their students for college level and other post-secondary writing, and they must also make sure they perform well on the standardized writing tests that are required by the state. The stakes in standardized testing continue to rise, especially in Florida. Since the passing of the No Child Left Behind Act in 2002 (NCLB) and the implementation of the Race to the Top Assessment Program (RTTT) in 2009, teachers across the nation have experienced intense pressures related to standardized testing. Many schools' efforts to conform to testing requirements have had the unintended consequence of narrowing their focus to the content of the test. As teachers and administrators experience the pressure to meet the requirements, it has become impossible to implement any pedagogy without test results in mind. The challenge facing high school writing teachers is formidable: how can they best choose their new approach to pedagogy, given the pressures of standardized testing, the new curriculum requirements, and the need to ensure that they equip students with the skills they will need to write in college? This thesis explores the question by analyzing the key factors that impact writing instruction in Florida high school classrooms: testing requirements, curriculum requirements, and the content of writing textbooks being used. Do these factors encourage teachers to follow the best practices in writing instruction recommended by field-based research? What knowledge can we gain from comparing these factors, which may be helpful to today's writing instructors in light of the challenges they face? Through this research and analysis, I hope to provide insight that can inform high school writing teachers on the heart of the issue: is it possible for best practices in writing instruction and standardized testing to coexist in their classrooms?
Show less - Date Issued
- 2016
- Identifier
- CFE0006084, ucf:50956
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006084
- Title
- A Case Study of the Percieved Effectiveness of the Two-Semester, Job-Embedded Internship.
- Creator
-
Osmond, Stephanie, Taylor, Rosemarye, Baldwin, Lee, Kennedy, Mary, Zugelder, Bryan, University of Central Florida
- Abstract / Description
-
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
- Consequences of Skipping First Year Composition: Mapping Student Writing from High School to the Academic Disciplines.
- Creator
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Bell, Craig, Roozen, Kevin, Bryan, Matthew, Rounsaville, Angela, University of Central Florida
- Abstract / Description
-
Research in writing studies has focused on students who make the traditional transition from high school to first year composition, to the entry level discipline specific courses in their chosen majors (Wardle, 2007, 2009; Sommers and Saltz, 2004; Beaufort, 2007; Carroll, 2002). Very little scholarship addresses those students who (")skip(") first year composition and find themselves in entry level discipline specific courses classrooms. With three former students, I conduct a case study over...
Show moreResearch in writing studies has focused on students who make the traditional transition from high school to first year composition, to the entry level discipline specific courses in their chosen majors (Wardle, 2007, 2009; Sommers and Saltz, 2004; Beaufort, 2007; Carroll, 2002). Very little scholarship addresses those students who (")skip(") first year composition and find themselves in entry level discipline specific courses classrooms. With three former students, I conduct a case study over the course of eight months via a series of face to face, facetime, skype and email interviews. Each of these students, through earning high test scores in high school, forego first year composition and move directly to entry level discipline specific courses. Using third generation activity theory as a lens (Engestr(&)#246;m, 1996, 1999, 2001; Roth and Lee, 2007; Russell, 1995, 1997; Kain and Wardle, 2002), I examine these students' understanding of what they have experienced in high school writing(-)specifically high school English class(-)what they think college writing will demand, and finally what, in fact, they find the college writing demands to be. Not only do I find that each of the students felt very prepared for the demands they will encounter, but they remained confident. The study does, however, illuminate unforeseen challenges for both students and those who teach them: student literate lives are incredibly complex, and there is a real potential for a writing gap between formal writing instruction and when students will engage in intensive discipline writing tasks.
Show less - Date Issued
- 2017
- Identifier
- CFE0006933, ucf:51636
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006933
- Title
- The Lived Experiences of First-Year, First Semester Honors College Students Placed on Academic Probation.
- Creator
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Robinson, Mary-Margaret, Boote, David, Malaret, Stacey, Vitale, Thomas, Cox, Dr. Thomas, Wang, Alvin, University of Central Florida
- Abstract / Description
-
This study was conducted to examine the experiences of first-year, traditional aged Honors College students who were placed on academic probation at the conclusion of the first semester and how they perceive their current circumstances, reasons for their inability to meet the honors requirements, and future academic pursuits. A comprehensive literature review was performed, specifically in the areas of first-year college students, retention, Honors Colleges and Honors Programs, high achievers...
Show moreThis study was conducted to examine the experiences of first-year, traditional aged Honors College students who were placed on academic probation at the conclusion of the first semester and how they perceive their current circumstances, reasons for their inability to meet the honors requirements, and future academic pursuits. A comprehensive literature review was performed, specifically in the areas of first-year college students, retention, Honors Colleges and Honors Programs, high achievers, honors students in trouble, help-seeking behaviors, and academic probation at the collegiate level. A phenomenological research design was employed where participants met with the investigator one-on-one for a semi-structured interview. Ten students participated in the study; six were first-year students on honors probation, and four were in academic good standing following the end of the first semester. Participants described several common experiences, including: difficulty with the high school to college transition, planning and organizational challenges, overconfidence in academic abilities, and poor attendance and class participation. Based on these findings, several recommendations are made.
Show less - Date Issued
- 2015
- Identifier
- CFE0005877, ucf:50870
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005877
- Title
- An Investigation of the Academic Impact of the Freshman Transition Course at One Urban Central Florida High School.
- Creator
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Flynn, Timothy, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Bradshaw, Leigh, University of Central Florida
- Abstract / Description
-
The purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a...
Show moreThe purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a historical cohort of students who attended the target school. The impact of the course was statistically significant for persistence to the tenth grade, on-track to graduation status, and academic success; however ANOVA found statistical significance favored Algebra 1 EOC and not FCAT Reading. Effect size statistics revealed little to no effect among Freshman Experience and the dependent variables. These findings will help school-level and district administrators design research-based transition interventions which encourage academic success and graduation.
Show less - Date Issued
- 2016
- Identifier
- CFE0006684, ucf:51902
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006684
- Title
- An Analysis of Sustained Positive Behavior Intervention Support in Florida and Related Disciplinary Outcomes.
- Creator
-
Sweeney, Kristin, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, LaFrance, Jason, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine the outcomes associated with sustained school-wide Positive Behavior Intervention Support (PBIS) programs in the State of Florida and the impact the length of time of implementation of these programs had on those outcomes. The link between discipline outcomes, as measured by the number of office discipline referrals (ODRs) written over the course of a school year per 100 students and sustained implementation of PBIS systems with documented fidelity, as...
Show moreThe purpose of this study was to examine the outcomes associated with sustained school-wide Positive Behavior Intervention Support (PBIS) programs in the State of Florida and the impact the length of time of implementation of these programs had on those outcomes. The link between discipline outcomes, as measured by the number of office discipline referrals (ODRs) written over the course of a school year per 100 students and sustained implementation of PBIS systems with documented fidelity, as well as the connection between discipline outcomes for subgroups of students and sustained PBIS programs were examined for schools in the initial implementation phase (one to three years of implementation) compared to schools in the sustaining phase of implementation (four or more years of implementation). As more schools move to implement school-wide PBIS programs, little research is available to educational leaders focusing on sustainability of school-wide PBIS programs (Coffey (&) Horner, 2012, McIntosh, Kim, Mercer, Strickland-Cohen, (&) Horner, 2015). This study aimed to address this lack of research by analyzing the link between sustained school-wide PBIS programs and discipline outcomes. Schools in the State of Florida (987 schools - 654 elementary, 210 middle, and 123 high schools), representing 842,430 students were analyzed in a series of five research questions. The discipline outcomes, as measured by the rate of office discipline referrals per 100 students, from schools in the initial phase of implementation were compared to those of schools with sustained implementation of their school-wide PBIS programs. Research questions focused on whole school data as well as specific subgroups to determine if there was a difference in discipline outcomes. Overall, the analysis of this data found limited significant differences when examining the impact length of implementation has on discipline outcomes. While not statistically significant, several educationally important trends emerged that can help inform educational leaders as they make decisions about the allocation of time and resources for the future of school-wide PBIS programs in their schools and districts.
Show less - Date Issued
- 2017
- Identifier
- CFE0006957, ucf:51652
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006957
- Title
- The Moral Reasoning and Moral Decision Making of Urban High-Poverty Elementary School Principals in a Large Urban Southeastern School District.
- Creator
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Strenth, Robert, Murray, Barbara, Taylor, Rosemarye, Murray, Kenneth, Hayes, Burnice, University of Central Florida
- Abstract / Description
-
The focus of this research was to identify the moral reasoning and moral judgment of elementary school principals who serve in high-poverty schools. The study was undertaken at the request of the client public school district who was attempting to identify characteristics of current elementary principals serving in high-poverty schools. Two research questions guided this study concerning the moral operational level of the principals. The theoretical framework of the study was based on the...
Show moreThe focus of this research was to identify the moral reasoning and moral judgment of elementary school principals who serve in high-poverty schools. The study was undertaken at the request of the client public school district who was attempting to identify characteristics of current elementary principals serving in high-poverty schools. Two research questions guided this study concerning the moral operational level of the principals. The theoretical framework of the study was based on the work of Lawrence Kohlberg and his stages of moral development. Participating principals were administered the Defining Issues Test-2 (DIT-2), a pencil-paper questionnaire that presented five moral dilemmas and a series of statements asking for the participant to rank solutions to the dilemmas. The results indicated that the majority of participants operated from lower levels of moral development, reasoning, and judgment. Participants' scores were matched with their schools' performance grades. There was not an indication that high moral scores and high school performance were linked. This study confirmed the results of an early study conducted by Vitton and Wasonga (2009) and encourages a deeper examination of the results of accountability and principal decision making.
Show less - Date Issued
- 2013
- Identifier
- CFE0004943, ucf:49609
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004943
- Title
- The Source and Impact of Student Engagement for Black Students in an Urban High School.
- Creator
-
Sims, Deshawn, Hopp, Carolyn, Butler, S. Kent, Puig, Enrique, Butler, Malcolm, Waddell, Jennifer, University of Central Florida
- Abstract / Description
-
The achievement of Black students has repeatedly met only the lowest standards of performance on standardized assessments, which begs the question; do American schools have the capacity to educate Black children? The purpose of this action research manuscript dissertation was to explore the teacher behaviors and instructional strategies that developed a culture of high achievement among Black students as measured by student engagement and discourse, immediately before and after desegregation,...
Show moreThe achievement of Black students has repeatedly met only the lowest standards of performance on standardized assessments, which begs the question; do American schools have the capacity to educate Black children? The purpose of this action research manuscript dissertation was to explore the teacher behaviors and instructional strategies that developed a culture of high achievement among Black students as measured by student engagement and discourse, immediately before and after desegregation, and in classrooms today. The examination of popular theories concerning the education of Black people in the early 1900's and narratives of individuals who attended segregated schools, provided a historical description of the state of Black education. In addition, the connection between student engagement and teacher dispositions was recognized. A review of relevant literature informed this study by providing a conceptual understanding and operational definition of student engagement, teacher dispositions, and discourse. Last, a case study was conducted to bring a local, practical focus to the research. The purpose of this case study was to examine the impact of student engagement on student learning in an urban school with a majority Black student population, as evidenced by student actions and discourse. Data were collected through meetings and classroom observations using the Student Action Coding Sheet. This research found student engagement to be highest in classrooms that balanced certain teacher dispositions and discourse.
Show less - Date Issued
- 2016
- Identifier
- CFE0006396, ucf:51518
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006396
- Title
- Investigating the relationships between preferences, gender, and high school students' geometry performance.
- Creator
-
Mainali, Bhesh, Haciomeroglu, Erhan, Dixon, Juli, Andreasen, Janet, Bai, Haiyan, University of Central Florida
- Abstract / Description
-
In this quantitative study, the relationships between high school students' preference for solution methods, geometry performance, task difficulty, and gender were investigated. The data was collected from 161 high school students from six different schools at a county located in central Florida in the United States. The study was conducted during the 2013(-)2014 school year. The participants represented a wide range in socioeconomic status, were from a range of grades (10-12), and were...
Show moreIn this quantitative study, the relationships between high school students' preference for solution methods, geometry performance, task difficulty, and gender were investigated. The data was collected from 161 high school students from six different schools at a county located in central Florida in the United States. The study was conducted during the 2013(-)2014 school year. The participants represented a wide range in socioeconomic status, were from a range of grades (10-12), and were enrolled in different mathematics courses (Algebra 2, Geometry, Financial Algebra, and Pre-calculus). Data were collected primarily with the aid of a geometry test and a geometry questionnaire. Using a think-aloud protocol, a short interview was also conducted with some students.For the purpose of statistical analysis, students' preferences for solution methods were quantified into numeric values, and then a visuality score was obtained for each student. Students' visuality scores ranged from -12 to +12. The visuality scores were used to assess students' preference for solution methods. A standardized test score was used to measure students' geometry performance. The data analysis indicated that the majority of students were visualizers. The statistical analysis revealed that there was not an association between preference for solution methods and students' geometry performance. The preference for solving geometry problems using either visual or nonvisual methods was not influenced by task difficulty. Students were equally likely to employ visual as well as nonvisual solution methods regardless of the task difficulty. Gender was significant in geometry performance but not in preference for solution methods. Female students' geometry performance was significantly higher than male students' geometry performance. The findings of this study suggested that instruction should be focused on incorporating both visual and nonvisual teaching strategies in mathematics lesson activities in order to develop preference for both visual and nonvisual solution methods.
Show less - Date Issued
- 2014
- Identifier
- CFE0005374, ucf:50448
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005374
- Title
- The Relationship Between Reading Coaches' Utilization of Data Technology and Teacher Development.
- Creator
-
Behrens, Cherie, Blair, Timothy, Taylor, Rosemarye, Kelley, Michelle, Cartwright, Vickie, Flanigan, Jacquelyn, University of Central Florida
- Abstract / Description
-
The use of technology in assisting educators to use student data in well-devised ways to enhance the instruction received by students is gaining headway and the support of federal dollars across the nation. Since research has not provided insight as to whether or not reading coaches are using data technology tools with teachers, this mixed methods study sought to examine what behavioral intentions reading coaches have in using data technology tools with teachers, what variables may influence...
Show moreThe use of technology in assisting educators to use student data in well-devised ways to enhance the instruction received by students is gaining headway and the support of federal dollars across the nation. Since research has not provided insight as to whether or not reading coaches are using data technology tools with teachers, this mixed methods study sought to examine what behavioral intentions reading coaches have in using data technology tools with teachers, what variables may influence their behavioral intentions, and what trends may emerge in their views about using technology data tools with teachers. A mixed methods approach was deployed via a survey embedded in an email, and data from 61 Florida reading coaches from elementary, middle, and high schools in a large urban school district were examined using an adaptation of the Technology Acceptance Model (TAM). The results showed that collectively all reading coaches have a high level of behavioral intentions towards using a data technology tool with teachers. The study also showed that elementary, middle, and high school reading coaches vary in their degree of behavioral intentions in using a data technology tool based on different variables. Trends in data showed that reading coaches think data technology tools are helpful, but that trainings are needed and that technology tools should be user-friendly. Discussion is provided regarding the implications of the study results for all stakeholders.
Show less - Date Issued
- 2012
- Identifier
- CFE0004357, ucf:49425
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004357
- Title
- INTEGRATING STUDENT-CENTERED LEARNING TO PROMOTE CRITICAL THINKING IN HIGH SCHOOL SOCIAL STUDIES CLASSROOMS.
- Creator
-
Sayre, Elaine, Russell, William, University of Central Florida
- Abstract / Description
-
Traditional teacher-centered methods of lectures and PowerPoint presentations are commonly used when teaching secondary social studies, yet these methods continually prove to be boring for most high school students and neglect to teach critical thinking skills. Student-centered methods are different than teacher-centered methods because these methods incorporate several learning styles, cooperative activities, and even technology in order to engage the student and promote critical thinking...
Show moreTraditional teacher-centered methods of lectures and PowerPoint presentations are commonly used when teaching secondary social studies, yet these methods continually prove to be boring for most high school students and neglect to teach critical thinking skills. Student-centered methods are different than teacher-centered methods because these methods incorporate several learning styles, cooperative activities, and even technology in order to engage the student and promote critical thinking skills. Critical thinking is important for students to master because it gives them the skills to move past the obvious and make individual connections with the text. The intent of this thesis was to explore the effectiveness of integrating student-centered methods in high school social studies classrooms as a means of promoting critical thinking skills. All students were given the same pretest and posttests. Students were divided into three groups: one was taught using student-centered methods, one was taught using teacher-centered methods, and one was the control group and was not directly taught by anyone. Based on analyzing students' posttest scores compared to their pre-test scores, student-centered teaching produced a higher average score increase, though all methods had students who scored higher, and students whose scores remained constant. Evidence and student feedback showed that continued future research should be conducted to see if student-centered methods should be used throughout all secondary social studies classrooms to promote critical thinking.
Show less - Date Issued
- 2013
- Identifier
- CFH0004486, ucf:45078
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004486
- Title
- DEVELOPING THE INDIVIDUAL TO STRENGTHEN THE WHOLE: THE APPLICATION OF VIEWPOINTS TRAINING TO IMPACT THE SOCIAL COGNITIVE DEVELOPMENT OF ACTORS IN A HIGH SCHOOL ENSEMBLE.
- Creator
-
Horn, Elizabeth, Listengarten, Julia, University of Central Florida
- Abstract / Description
-
This research explores the application of Viewpoints and Composition training with a cast of high school students to measure changes in the social cognitive development (SCD) of individuals and the collective group. The research centers on the writing of Michael F. Mascolo and Deborah Margolis, which takes a coactive approach to the relationship between oneÂÂÂÂ's social cognitive development...
Show moreThis research explores the application of Viewpoints and Composition training with a cast of high school students to measure changes in the social cognitive development (SCD) of individuals and the collective group. The research centers on the writing of Michael F. Mascolo and Deborah Margolis, which takes a coactive approach to the relationship between oneÂÂÂÂ's social cognitive development and how it is manifested in his or her actions within a social group. Using this framework, the researcher assesses the personality types within the cast and analyzes how utilizing Viewpoints training creates shifts within these personalities. The researcher approaches this study from both a theoretical standpoint as a student during a two-week intensive training course for adults with SITI Company, and a practical standpoint in the direction of a fully mounted production with high school actors. The objective of the research is to propose a method to implement advanced Viewpoints training within a high school ensemble in order to cultivate ensemble and ultimately aid the social cognitive development of the individual actors.
Show less - Date Issued
- 2010
- Identifier
- CFE0002996, ucf:47936
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002996
- Title
- Secondary and Postsecondary Calculus Instructors' Expectations of Student Knowledge of Functions: A Multiple-case Study.
- Creator
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Avila, Cheryl, Ortiz, Enrique, Dixon, Juli, Hynes, Michael, Andreasen, Janet, Mohapatra, Ram, University of Central Florida
- Abstract / Description
-
This multiple-case study examines the explicit and implicit assumptions of six veteran calculus instructors from three types of educational institutions, comparing and contrasting their views on the iteration of conceptual understanding and procedural fluency of pre-calculus topics. There were three components to the research data recording process. The first component was a written survey, the second component was a (")think-aloud(") activity of the instructors analyzing the results of a...
Show moreThis multiple-case study examines the explicit and implicit assumptions of six veteran calculus instructors from three types of educational institutions, comparing and contrasting their views on the iteration of conceptual understanding and procedural fluency of pre-calculus topics. There were three components to the research data recording process. The first component was a written survey, the second component was a (")think-aloud(") activity of the instructors analyzing the results of a function diagnostic instrument administered to a calculus class, and for the third component, the instructors responded to two quotations. As a result of this activity, themes were found between and among instructors at the three types of educational institutions related to their expectations of their incoming students' prior knowledge of pre-calculus topics related to functions. Differences between instructors of the three types of educational institutions included two identifiable areas: (1) the teachers' expectations of their incoming students and (2) the methods for planning instruction. In spite of these differences, the veteran instructors were in agreement with other studies' findings that an iterative approach to conceptual understanding and procedural fluency are necessary for student understanding of pre-calculus concepts.
Show less - Date Issued
- 2013
- Identifier
- CFE0004809, ucf:49758
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004809
- Title
- An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments.
- Creator
-
Shepherd, Andrew, Taylor, Rosemarye, Doherty, Walter, Johnson, Jerry, Border, Harold, University of Central Florida
- Abstract / Description
-
The purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to...
Show moreThe purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to complete the DILRI(&)copy; at two separate points in time: September 2016 and June 2017. Based on these two administrations, this study's six Research Questions were answered. Research Questions 1, 2, 3, 4, and 6 were addressed quantitatively using descriptive statistics, along with two MANOVA analyses for Research Question 6. Research Question 5 was answered qualitatively by examining open-ended responses found within the DILRI(&)copy;. Based on the data collected, Experience Supervising Others and Colleagues were two factors ranked highest by administrators as influencing their knowledge and confidence. Additionally, high school administrators perceive themselves to be knowledge and confident in recognizing Student Engagement and Student Collaboration, and in developing digital school culture factors of Leadership Teams, Empowering Teachers, and Shared Vision. Overall means increased for knowledge and confidence on each scale between the September 2016 and June 2017 DILRI(&)copy; administrations. Much research relating to the digital school environment has only focused on the preparation required of teachers; therefore, this study provides administrators, directors, school boards, superintendents, and other school district leaders with relevant information relating to the self-reported readiness of high school administrators to lead in a digital school environment.
Show less - Date Issued
- 2017
- Identifier
- CFE0007295, ucf:52173
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007295
- Title
- Social Disorganization and Florida Public High School Academic Performance.
- Creator
-
Kanaan, David, Wan, Thomas, Wolf, Ross, Stevenson, Robyne, Mitchell, David, University of Central Florida
- Abstract / Description
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Failing public high schools are a perpetual limitation to community sustainability. Conversely, economically disadvantaged communities more often produce schools with reduced academic performance. Unfortunately, comprehensive community-based remedies are generally outside the scope of a school district's control. Social disorganization theory attributes variations in crime and delinquency to a breakdown in communal structure and relationships. Applied in a similar manner, social...
Show moreFailing public high schools are a perpetual limitation to community sustainability. Conversely, economically disadvantaged communities more often produce schools with reduced academic performance. Unfortunately, comprehensive community-based remedies are generally outside the scope of a school district's control. Social disorganization theory attributes variations in crime and delinquency to a breakdown in communal structure and relationships. Applied in a similar manner, social disorganization has also been associated with lower student achievement.This research examined how social disorganization is associated with Florida public high school academic performance in a two phase analysis at the community and school district levels. In addition, the research tested a potential moderating effect of receiving the Five Star School Award, recognizing family and community involvement, and Florida public high school academic performance with social disorganization factors simultaneously considered. In the first phase, the study used a cross-sectional, non-experimental design analyzing secondary data by structural equation modeling (SEM) at the community-level. For the second phase, the study used a cross-sectional, non-experimental design analyzing aggregated secondary data in multiple linear regressions assessing statistically significant associations between social disorganization predictors and school academic performance variables at the school district-level. SEM analysis found a statistically significant and large negative association between the social disorganization factors residential mobility, single-parent households, socio-economic status and percentage of divorced or separated persons, and Florida public high school academic performance at the community-level. Also at the community-level, results showed that receiving the Five Star School award for satisfying family and community involvement criteria had a statistically significant but small positive association with Florida public high school performance when social disorganization factors were simultaneously considered. At the district or county level, multiple regression analyses found relevant negative associations between social disorganization predictors low median income and ethnic heterogeneity and school district average FCAT scores and Adequate Yearly Progress (AYP) percentages. The study results reinforce existing neighborhood deprivation and social disorganization literature and articulate the need for a community-based approach to improve high school academic performance. Finally, the research suggests prominent education policy reforms may exacerbate social disorganization in communities and proposes alternative policy implementations.
Show less - Date Issued
- 2016
- Identifier
- CFE0006335, ucf:51548
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006335
- Title
- Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities.
- Creator
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Mayes, Zerek, Martin, Suzanne, Boote, David, Butler, S. Kent, Berrio, Gabriel, University of Central Florida
- Abstract / Description
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This phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education...
Show moreThis phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education Statistics, 2018). The current failings of reform efforts to improve the academic achievement of students with EBD brings the roles, responsibilities and practices of teachers and their preparation into view. This study examined the impact of culture on the attitudes, beliefs, and practices of special education teachers. Semi-structured interviews were conducted with eight participants (N = 8). A thematic analysis resulted in three overarching themes. The three themes included: (a) the essentials: keys to student engagement, (b) the frustrations regarding effective program implementation, and (c) elements of an effective program. This study exposed multiple factors affecting the effectiveness of special educators' practices as well as offered recommendations for teachers, schools, districts, policies, and future research.
Show less - Date Issued
- 2019
- Identifier
- CFE0007682, ucf:52510
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007682
- Title
- The Impact of using a Computer Algebra System in High School Calculus on High Performing Students' Conceptual and Procedural Understanding.
- Creator
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Bawatneh, Zyad, Haciomeroglu, Erhan, Dixon, Juli, Ortiz, Enrique, Saleh, Suha, University of Central Florida
- Abstract / Description
-
Recently, there has been an increasing interest in high school mathematics education, especially in the teaching and learning of calculus. For example, studies conducted by Bressoud (2010); Judson and Nishimori (2005); Koh and Divaharan (2011); and St. Jarre (2008) all looked at how to improve the understanding of calculus students and what roles the educator must take to ensure that their students are successful. The purpose of this study was to determine if there was a significant...
Show moreRecently, there has been an increasing interest in high school mathematics education, especially in the teaching and learning of calculus. For example, studies conducted by Bressoud (2010); Judson and Nishimori (2005); Koh and Divaharan (2011); and St. Jarre (2008) all looked at how to improve the understanding of calculus students and what roles the educator must take to ensure that their students are successful. The purpose of this study was to determine if there was a significant difference between instruction using computer algebra system (CAS) compared to instruction using the graphing calculator in high school calculus on students' conceptual and procedural understanding. This study explored and compared two different types of instruction based on the use of two different types of technology, CAS and graphing calculator. The total population for this study consisted of 333 students. There were 187 students classified as using the graphing calculator and 146 students classified as using CAS. The data for this study were collected from four Advanced Placement (AP) calculus AB courses from high schools in Florida. The study used observations and two sets of calculus tasks in order to gather data. The research questions for this study looked at comparing the grades of students categorized based on the type of instruction received during the learning of calculus. The statistical procedure that was used was a simple one-way analysis of variance (ANOVA). The results indicated that there was no significant difference between the two types of instruction on the students' procedural knowledge, however, there was statistical significance on the students' conceptual understanding in favor of the CAS students. The study introduces a framework on how to obtain information about the effects of different types of instruction on students' understanding of calculus. The results of this study contribute in assisting teachers and future researchers on how to analyze student work in order to obtain information about the students' conceptual and procedural understanding of first semester calculus.
Show less - Date Issued
- 2012
- Identifier
- CFE0004514, ucf:49278
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004514
- Title
- THE RELATIONSHIP OF 10TH-GRADE DISTRICT PROGRESS MONITORING ASSESSMENT SCORES TO FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES IN READING AND MATHEMATICS FOR 2008-2009.
- Creator
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Underwood, Marilyn, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to...
Show moreThe focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to modify instruction and positively impact student achievement. This study expanded a prior limited study which correlated district benchmark assessment scores to FCAT scores for students in grades three through five in five elementary schools in the targeted county. The high correlations suggested further study. This research focused on secondary reading, specifically in 10th grade where both state and targeted county FCAT scores were low in years preceding this research. Investigated were (a) the district formative assessment in reading as a predictor of FCAT Reading scores, (b) differences in strength of correlation and prediction among student subgroups and between high schools, and (c) any relationships between reading formative assessment scores and Mathematics FCAT scores. An additional focus of this study was to determine best leadership practices in schools where there were the highest correlations between the formative assessment and FCAT Reading scores. Research on best practices was reviewed, and principals were interviewed to determine trends and themes in practice. Tenth grade students in the seven Florida targeted district high schools were included in the study. The findings of the study supported the effective use of formative assessments both in instruction and as predictors of studentsÂÂÂÂÂÂ' performance on the FCAT. The results of the study also showed a significant correlation between performance on the reading formative assessment and performance on FCAT Mathematics. The data indicated no significant differences in the strength of correlation between student subgroups or between the high schools included in the study. Additionally, the practices of effective principals in using formative assessment data to inform instruction, gathered through personal interviews, were documented and described.
Show less - Date Issued
- 2010
- Identifier
- CFE0003214, ucf:48573
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003214
