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- Title
- TEACHING AND ASSESSING CRITICAL THINKING IN RADIOLOGIC TECHNOLOGY STUDENTS.
- Creator
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Gosnell, Susan, Biraimah, Karen, University of Central Florida
- Abstract / Description
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The purpose of this study was primarily to explore the conceptualization of critical thinking development in radiologic science students by radiography program directors. Seven research questions framed three overriding themes including 1) perceived definition of and skills associated with critical thinking; 2) effectiveness and utilization of teaching strategies for the development of critical thinking; and 3) appropriateness and utilization of specific assessment measures for documenting...
Show moreThe purpose of this study was primarily to explore the conceptualization of critical thinking development in radiologic science students by radiography program directors. Seven research questions framed three overriding themes including 1) perceived definition of and skills associated with critical thinking; 2) effectiveness and utilization of teaching strategies for the development of critical thinking; and 3) appropriateness and utilization of specific assessment measures for documenting critical thinking development. The population for this study included program directors for all JRCERT accredited radiography programs in the United States. Questionnaires were distributed via Survey Monkey©, a commercial on-line survey tool to 620 programs. A forty-seven percent (n = 295) response rate was achieved and included good representation from each of the three recognized program levels (AS, BS and certificate). Statistical analyses performed on the collected data included descriptive analyses (median, mean and standard deviation) to ascertain overall perceptions of the definition of critical thinking; levels of agreement regarding the effectiveness of listed teaching strategies and assessment measures; and the degree of utilization of the same teaching strategies and assessment measures. Chi squared analyses were conducted to identify differences within each of these themes between various program levels and/or between program directors with various levels of educational preparation as defined by the highest degree earned. Results showed that program directors had a broad and somewhat ambiguous perception of the definition of critical thinking, which included many related cognitive processes that were not always classified as attributes of critical thinking according to the literature, but were consistent with definitions and attributes identified as critical thinking by other allied health professions. These common attributes included creative thinking, decision making, problem solving and clinical reasoning as well as other high-order thinking activities such as reflection, judging and reasoning deductively and inductively. Statistically significant differences were identified for some items based on program level and for one item based on program director highest degree. There was general agreement regarding the appropriateness of specific teaching strategies also supported by the literature with the exception of on-line discussions and portfolios. The most highly used teaching strategies reported were not completely congruent with the literature and included traditional lectures with in-class discussions and high-order multiple choice test items. Significant differences between program levels were identified for only two items. The most highly used assessment measures included clinical competency results, employer surveys, image critique performance, specific course assignments, student surveys and ARRT exam results. Only one variable showed significant differences between programs at various academic levels.
Show less - Date Issued
- 2010
- Identifier
- CFE0003261, ucf:48518
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003261
- Title
- Transparency in human-agent teaming and its effect on complacent behavior.
- Creator
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Wright, Julia, Hancock, Peter, Szalma, James, Jentsch, Florian, Chen, Jessie, University of Central Florida
- Abstract / Description
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This study examined how transparency of an intelligent agent's reasoning affected complacent behavior in a route selection task in a simulated environment. Also examined was how the information available to the operator affected those results.In two experiments, participants supervised a three-vehicle convoy as it traversed a simulated environment and re-routed the convoy when needed with the assistance of an intelligent agent, RoboLeader. Participants were randomly assigned to an Agent...
Show moreThis study examined how transparency of an intelligent agent's reasoning affected complacent behavior in a route selection task in a simulated environment. Also examined was how the information available to the operator affected those results.In two experiments, participants supervised a three-vehicle convoy as it traversed a simulated environment and re-routed the convoy when needed with the assistance of an intelligent agent, RoboLeader. Participants were randomly assigned to an Agent Reasoning Transparency condition. Participants received communications from a commander confirming either the presence or absence of activity in the area. They also received information regarding potential events along their route via icons that appeared on a map displaying the convoy route and surrounding area. Participants in Experiment 1 (low information setting) received information about their current route only; they did not receive any information about the suggested alternate route. Participants in Experiment 2 (high information setting) received information about both their current route and the agent recommended an alternative route. In the first experiment, access to agent reasoning was found to be an effective deterrent to complacent behavior when the operator has limited information about their task environment. However, the addition of information that created ambiguity for the operator encouraged complacency, resulting in reduced performance and poorer trust calibration. Agent reasoning did not increase response time or workload and appeared to have improved performance on the secondary task. These findings align with studies that have shown ambiguous information can increase workload and encourage complacency, as such, caution should be exercised when considering how transparent to make agent reasoning and what information should be included.In the second experiment, access to agent reasoning was found to have little effect on complacent behavior when the operator had complete information about the task environment. However, the addition of information that created ambiguity for the operator appeared to encourage complacency, as indicated by reduced performance and shorter decision times. Agent reasoning transparency did not increase overall workload, and operators reported higher satisfaction with their performance and reduced mental demand. Access to agent reasoning did not improve operators' secondary task performance, situation awareness, or operator trust. However, when agent reasoning transparency included ambiguous information complacent behavior was again encouraged. Unlike the first experiment, there were notable differences in complacent behavior, performance, operator trust, and situation awareness due to individual difference factors. As such, these findings would suggest that when the operator has complete information regarding their task environment, access to agent reasoning may be beneficial, but not dramatically so. However, individual difference factors will greatly influence performance outcomes. The amount of information the operator has regarding the task environment has a profound effect on the proper use of the agent. Increased environmental information resulted in more rejections of the agent recommendation regardless of the transparency of agent reasoning. The addition of agent reasoning transparency appeared to be effective at keeping the operator engaged, while complacent behavior appeared to be encouraged both when agent reasoning was either not transparent or so transparent as to become ambiguous. Even so, operators reported lower trust and usability for the agent than when environmental information was limited. Situation awareness (SA2) scores were also higher in the high information environment when agent reasoning was either not transparent or so transparent as to become ambiguous, compared to the low information environment. However, when a moderate amount of agent reasoning was available to the operator, the amount of information available to the operator had no effect on the operators' complacent behavior, subjective trust, or SA. These findings indicate that some negative outcomes resulting from the incongruous transparency of agent reasoning may be mitigated by increasing the information the operator has regarding the task environment.
Show less - Date Issued
- 2016
- Identifier
- CFE0006422, ucf:51469
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006422
- Title
- Life Cycle Sustainability Assessment Framework for the U.S. Built Environment.
- Creator
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Kucukvar, Murat, Tatari, Mehmet, Oloufa, Amr, Behzadan, Amir, Al-Deek, Haitham, Pazour, Jennifer, University of Central Florida
- Abstract / Description
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The overall goals of this dissertation are to investigate the sustainability of the built environment, holistically, by assessing its Triple Bottom Line (TBL): environmental, economic, and social impacts, as well as propose cost-effective, socially acceptable, and environmentally benign policies using several decision support models. This research is anticipated to transform life cycle assessment (LCA) of the built environment by using a TBL framework, integrated with economic input-output...
Show moreThe overall goals of this dissertation are to investigate the sustainability of the built environment, holistically, by assessing its Triple Bottom Line (TBL): environmental, economic, and social impacts, as well as propose cost-effective, socially acceptable, and environmentally benign policies using several decision support models. This research is anticipated to transform life cycle assessment (LCA) of the built environment by using a TBL framework, integrated with economic input-output analysis, simulation, and multi-criteria optimization tools. The major objectives of the outlined research are to (1) build a system-based TBL sustainability assessment framework for the sustainable built environment, by (a) advancing a national TBL-LCA model which is not available for the United States of America; (b) extending the integrated sustainability framework through environmental, economic, and social sustainability indicators; and (2) develop a system-based analysis toolbox for sustainable decisions including Monte Carlo simulation and multi-criteria compromise programming. When analyzing the total sustainability impacts by each U.S. construction sector, (")Residential Permanent Single and Multi-Family Structures" and "Other Non-residential Structures" are found to have the highest environmental, economic, and social impacts compared to other construction sectors. The analysis results also show that indirect suppliers of construction sectors have the largest sustainability impacts compared to on-site activities. For example, for all U.S. construction sectors, on-site construction processes are found to be responsible for less than 5 % of total water consumption, whereas about 95 % of total water use can be attributed to indirect suppliers. In addition, Scope 3 emissions are responsible for the highest carbon emissions compared to Scope 1 and 2. Therefore, using narrowly defined system boundaries by ignoring supply chain-related impacts can result in underestimation of TBL sustainability impacts of the U.S. construction industry.Residential buildings have higher shares in the most of the sustainability impact categories compared to other construction sectors. Analysis results revealed that construction phase, electricity use, and commuting played important role in much of the sustainability impact categories. Natural gas and electricity consumption accounted for 72% and 78% of the total energy consumed in the U.S. residential buildings. Also, the electricity use was the most dominant component of the environmental impacts with more than 50% of greenhouse gases emitted and energy used through all life stages. Furthermore, electricity generation was responsible for 60% of the total water withdrawal of residential buildings, which was even greater than the direct water consumption in residential buildings. In addition, construction phase had the largest share in income category with 60% of the total income generated through residential building's life cycle. Residential construction sector and its supply chain were responsible for 36% of the import, 40% of the gross operating surplus, and 50% of the gross domestic product. The most sensitive parameters were construction activities and its multiplier in most the sustainability impact categories.In addition, several emerging pavement types are analyzed using a hybrid TBL-LCA framework. Warm-mix Asphalts (WMAs) did not perform better in terms of environmental impacts compared to Hot-mix Asphalt (HMA). Asphamin(&)#174; WMA was found to have the highest environmental and socio-economic impacts compared to other pavement types. Material extractions and processing phase had the highest contribution to all environmental impact indicators that shows the importance of cleaner production strategies for pavement materials. Based on stochastic compromise programming results, in a balanced weighting situation, Sasobit(&)#174; WMA had the highest percentage of allocation (61%), while only socio-economic aspects matter, Asphamin(&)#174; WMA had the largest share (57%) among the WMA and HMA mixtures. The optimization results also supported the significance of an increased WMA use in the United States for sustainable pavement construction. Consequently, the outcomes of this dissertation will advance the state of the art in built environment sustainability research by investigating novel efficient methodologies capable of offering optimized policy recommendations by taking the TBL impacts of supply chain into account. It is expected that the results of this research would facilitate better sustainability decisions in the adoption of system-based TBL thinking in the construction field.
Show less - Date Issued
- 2013
- Identifier
- CFE0005018, ucf:50007
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005018
- Title
- A Comparison of Sixth Grade Student Achievement in Reading and Mathematics at School Transition Year.
- Creator
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Roseboom, Julie, Taylor, Rosemarye, Doherty, Walter, Bai, Haiyan, Beattie, Karen, University of Central Florida
- Abstract / Description
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This study contributed information for consideration as school districts determine grade span configuration as part of school design. The problem addressed was the extent to which student achievement may be impacted by the transition from one school to another from fifth to sixth grade in Florida public schools in order to provide data to school policy makers and school district administrators and add to the body of knowledge on the grade level configuration that contributed the most to...
Show moreThis study contributed information for consideration as school districts determine grade span configuration as part of school design. The problem addressed was the extent to which student achievement may be impacted by the transition from one school to another from fifth to sixth grade in Florida public schools in order to provide data to school policy makers and school district administrators and add to the body of knowledge on the grade level configuration that contributed the most to student achievement in sixth grade. This was a causal-comparative study using quantitative data to analyze student scores at the school level for reading and mathematics on the 2014 Florida Comprehensive Achievement Test (FCAT) 2.0 assessment to explore the difference in achievement for sixth grade students with no school transition compared to those who had school transitions during middle school. A multivariate analysis of covariance (MANCOVA) was used to examine if a difference existed in the dependent variables of sixth-grade reading and mathematics achievement as measured by school mean developmental scale scores and the school percentage of students making learning gains on the FCAT 2.0 between schools with sixth grade as the transition year and without sixth grade as the transition year. The analyses were controlled for the covariates of the school percentages of socio-economic status as determined by free and reduced lunch rate, English Learner status, and exceptional student education status. Findings signified that schools with no school transition between fifth and sixth grade in Florida public schools had higher sixth-grade mean scores in reading and mathematics as measured by school mean developmental scale scores and in reading as measured by the percentage of school learning gains. This study offers insight into what grade configuration is more likely to positively impact student achievement during the middle grades and supports students remaining in an elementary setting with fewer transitions during the middle grades to most benefit reading and mathematics achievement. Findings are useful to school boards, superintendents, and school district administrators interested in educational policy development and research on transition especially when restructuring school grade configurations and building new school sites.
Show less - Date Issued
- 2015
- Identifier
- CFE0006545, ucf:51347
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006545
- Title
- MISSING THE CONSEQUENCES: MISPERCEPTIONS OF THE 1967 SIX-DAY ISRAELI-ARAB WAR.
- Creator
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Miniello, Jonathan, Houghton, David, University of Central Florida
- Abstract / Description
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In recent times, the issues surrounding the "67 borders" have become part of the public debate. In recent speeches, President Obama has suggested that Israel should return to pre-1967 borders with "land-swaps" in exchange for some form of peace with the Palestinians living within current Israeli territory. The validity of Obama's suggestion has been questioned by both members of the political left and right and in the opinion of this author, with considerable merit. However, the ultimate...
Show moreIn recent times, the issues surrounding the "67 borders" have become part of the public debate. In recent speeches, President Obama has suggested that Israel should return to pre-1967 borders with "land-swaps" in exchange for some form of peace with the Palestinians living within current Israeli territory. The validity of Obama's suggestion has been questioned by both members of the political left and right and in the opinion of this author, with considerable merit. However, the ultimate judgment on the validity of Obama's suggestion should be based on a study encompassing the decisions, both correct and flawed, of the leaders during the 1967 war. For this, a study of collective misperceptions, decision making, and the eventual consequences such decisions brought is necessary. That is the purpose of this thesis. For a proper analysis of the misperceptions and decision making surrounding the 1967 war, its proper to review the source material. In that light, there is no shortage of material written about the 1967 war; American, Israel, and Arab authors have all contributed to the historical records. However, much of the material is focused on a historical perspective and not on the decision-making process. There are not many exceptions. Therefore, it becomes important to compare the newer analyzed material against the primary source material and discuss the discrepancies. At the end, it will be determined whether the collective governmental decisions based upon misperceptions accelerated, decelerated, or had a neutral effect on the outbreak of the war. Comparing the source material and viewing it through the filter of newly released information will constitute the methodology whenever possible. The results of this study have revealed a mixed bag of results depending on the nation in question. This was to be expected because individual nations are subject to different misperceptions. Nations falling under the spell of different misperceptions experience different consequences and outcomes than those who do not. Additionally, even if two separate nations are exposed to the same stimulus, their response may be completely different. In terms of the 1967 war, it can be stated that Israeli misperceptions staved off the start of the 1967 War, whereas Soviet and Arab misperceptions served to accelerate it. By contrast American misperceptions seemed to have little if any affect whatsoever. The purpose of thesis is to expose and documents misperceptions and the resulting consequences that arose from them. It is not designed to make judgments about the current political situation. However, it is the sincere hope of this author that when a situation runs parallel to the events of the 1967, some of the same mistakes can be avoided. Exactly what runs parallel, and what is significant in today's world, is left to the reader's own judgment.
Show less - Date Issued
- 2011
- Identifier
- CFH0004120, ucf:44889
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004120
- Title
- An Examination of School Principals' Moral Reasoning and Decision-Making along the Principalship Track and across Years of Experience.
- Creator
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Ling, Trent, Murray, Barbara, Baldwin, Lee, Murray, Kenneth, Holt, Larry, University of Central Florida
- Abstract / Description
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Previous research by Vitton (&) Wasonga (2009) and Strenth (2013) found public school K-12 principals struggling in the moral reasoning and decision-making measures of the second Defining Issues Test ((")DIT-2(")). In response to these studies, this research sought to collect, to examine, and to compare DIT-2 data for educational leaders at various stages of the principalship track in an effort to determine and/or to isolate the locus of principals' reported underperformance. The moral...
Show morePrevious research by Vitton (&) Wasonga (2009) and Strenth (2013) found public school K-12 principals struggling in the moral reasoning and decision-making measures of the second Defining Issues Test ((")DIT-2(")). In response to these studies, this research sought to collect, to examine, and to compare DIT-2 data for educational leaders at various stages of the principalship track in an effort to determine and/or to isolate the locus of principals' reported underperformance. The moral reasoning and decision-making of regular-education K-12 public school principals and assistant principals in Florida, and current master's degree students in educational leadership programs at a large public Florida university were measured and compared. Research questions were posed: 1) to find the levels of moral reasoning and decision-making reached by acting principals, acting assistant principals, and current master's students in educational leadership programs; 2) to determine if there was a difference between these principals, assistant principals, and master's students in moral reasoning and decision-making; and 3) to see if there was a difference in moral reasoning and decision-making between principals across various years of experience. The DIT-2 was administered anonymously to participants through an online link, and was scored by the University of Alabama's Office for the Study of Ethical Development. Data were analyzed through descriptive and inferential statistical methods principally to determine the degree to which participants reasoned and made decisions based upon personal interests, upon the maintenance of norms, or upon the basis of more sophisticated principles.Results showed master's students in educational leadership outperforming active principals and assistant principals in moral reasoning and decision-making by more often employing sophisticated principles and by more often avoiding choices associated with personal interests. With regard to principals, the difference was statistically significant on DIT-2 N-2 scores (based on ANOVA and t-test results) and P-scores (based on t-test results, but not based on ANOVA results). Principals not only underperformed master's students in educational leadership statistically significantly, but also underperformed active assistant principals in comparisons of group means on DIT-2 sub-scores.This research confirms the prior works of Strenth (2013) and Vitton (&) Wasonga (2009), where principals had been found to struggle in measures of moral reasoning and decision-making. These consecutive and consistent findings now require consideration, discussion, and action by the array of K-12 public school stakeholders. In response to the startling findings that K-12 principals are significantly underperforming those still aspiring for the principalship, a substantial, alarmed, and sober re-examination must take place as to what has happened to principals in K-12 public schools, and as to what can and must be done about it.
Show less - Date Issued
- 2014
- Identifier
- CFE0005368, ucf:50485
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005368
- Title
- Uncovering The Sub-Text: Presidents' Emotional Expressions and Major Uses of Force.
- Creator
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Assaf, Elias, Houghton, David, Kim, Myunghee, Dolan, Thomas, University of Central Florida
- Abstract / Description
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The global context of decision making continues to adapt in response to international threats. Political psychologists have therefore considered decision making processes regarding major uses of force a key area of interest. Although presidential personality has been widely studied as a mitigating factor in the decision making patterns leading to uses of force, traditional theories have not accounted for the emotions of individuals as they affect political actions and are used to frame public...
Show moreThe global context of decision making continues to adapt in response to international threats. Political psychologists have therefore considered decision making processes regarding major uses of force a key area of interest. Although presidential personality has been widely studied as a mitigating factor in the decision making patterns leading to uses of force, traditional theories have not accounted for the emotions of individuals as they affect political actions and are used to frame public perception of the use of force. This thesis therefore measures expressed emotion and cognitive expressions in the form of expressed aggression, passivity, blame, praise, certainty, realism, and optimism as a means of predicting subsequent major uses of force. Since aggression and blame are precipitated by anger and perceived vulnerability, they are theorized to foreshadow increased uses of force (Gardner and Moore 2008). Conversely, passivity and praise are indicative of empathy and joy respectively, and are not expected to precede aggressive behavior conducted to maintain emotional regulation (Roberton, Daffer, and Bucks 2012). Additionally, the three cognitive variables of interest expand on existing literature on beliefs and decision making expounded by such authors as Walker (2010), Winter (2003) and Hermann (2003). DICTION 6.0 is used to analyze all text data of presidential news conferences, candidate debates, and State of the Union speeches given between 1945 and 2000 stored by The American Presidency Project (Hart and Carroll 2012). Howell and Pevehouse's (2005) quantitative assessment of quarterly U.S. uses of force between 1945 and 2000 is employed as a means of quantifying instances of major uses of force. Results show systematic differences among the traits expressed by presidents, with most expressions staying consistent across spontaneous speech contexts. Additionally, State of the Union speeches consistently yielded the highest scores across the expressed traits measured; supporting the theory that prepared speech is used to emotionally frame situations and setup emotional interpretations of events to present to the public. Time sensitive regression analyses indicate that expressed aggression within the context of State of the Union Addresses is the only significant predictor of major uses of force by the administration. That being said, other studies may use the comparative findings presented herein to further establish a robust model of personality that accounts for individual dispositions toward emotional expression as a means of framing the emotional interpretation of events by audiences.
Show less - Date Issued
- 2014
- Identifier
- CFE0005300, ucf:50513
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005300
- Title
- The Relationship Between Reading Coaches' Utilization of Data Technology and Teacher Development.
- Creator
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Behrens, Cherie, Blair, Timothy, Taylor, Rosemarye, Kelley, Michelle, Cartwright, Vickie, Flanigan, Jacquelyn, University of Central Florida
- Abstract / Description
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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
- Role Ambiguity: Defining the Elusive Role of the Special Education Teacher Who Works in Inclusive Settings.
- Creator
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Slanda, Dena, Little, Mary, Martin, Suzanne, Pearl, Cynthia, Boote, David, University of Central Florida
- Abstract / Description
-
This phenomenological study examined the lived experiences of special education teachers who worked in inclusive settings. Given the increasing number of students with disabilities receiving special education services in the general education classroom (U.S. Department of Education, 2016), there is a critical need to understand the dynamic role of a special education teacher who works in inclusive settings. Federal mandates have required special education teachers working in inclusive...
Show moreThis phenomenological study examined the lived experiences of special education teachers who worked in inclusive settings. Given the increasing number of students with disabilities receiving special education services in the general education classroom (U.S. Department of Education, 2016), there is a critical need to understand the dynamic role of a special education teacher who works in inclusive settings. Federal mandates have required special education teachers working in inclusive settings to rethink their roles (McLeskey, Landers, Hoppey, (&) Williamson, 2011) and restructure their approach to providing specially-designed services. Further, these roles are dependent on those who interpret and implement policy and access to finite resources. This study used a phenomenological research method to examine the roles and responsibilities of special education teachers. Semi-structured interviews were conducted with seven participants (N = 7). A thematic analysis resulted in five overarching themes. The five themes included: (a) supporting students with disabilities within a support facilitation model; (b) role ambiguity of the special education teacher; (c) the lack of roles and responsibilities of the special education teacher within the MTSS framework; (d) the changing role of collaboration and communication; and (e) the challenges impacting the inclusion of students with disabilities in the general education setting. This study exposed the multiple facets of school and district policies that directly affected special educators' roles and responsibilities, as well as the emergence of a new role as a support facilitator.
Show less - Date Issued
- 2017
- Identifier
- CFE0006796, ucf:51821
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006796
- Title
- Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms.
- Creator
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Becker, Theresa, Hines, Rebecca, Beverly, Monifa, Hopp, Carolyn, Hamed, Kastro, University of Central Florida
- Abstract / Description
-
Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little...
Show moreImprovisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and..., mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student.Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
Show less - Date Issued
- 2012
- Identifier
- CFE0004516, ucf:49273
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004516
