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TRAINING PROFESSIONAL SCHOOL COUNSELING STUDENTS TO FACILITATE A CLASSROOM GUIDANCE LESSON AND STRENGTHEN CLASSROOM MANAGEMENT SKILLS USING A MIXED REALITY ENVIRONMENT
Title
TRAINING PROFESSIONAL SCHOOL COUNSELING STUDENTS TO FACILITATE A CLASSROOM GUIDANCE LESSON AND STRENGTHEN CLASSROOM MANAGEMENT SKILLS USING A MIXED REALITY ENVIRONMENT.
Creator
Gonzalez, Tiphanie, Robinson, Edward, University of Central Florida
Abstract / Description
According to the ASCA National Model, school counselors are expected to deliver classroom guidance lessons; yet, there has been little emphasis on graduate coursework targeting the development and implementation of guidance curriculum lessons in PSC training. A national study conducted by Perusse, Goodnough and Noel (2001) was conducted looking at how counselor educators were training "entry level school counseling students" in the skills needed for them to be successful as PSCs. They found...
Show moreAccording to the ASCA National Model, school counselors are expected to deliver classroom guidance lessons; yet, there has been little emphasis on graduate coursework targeting the development and implementation of guidance curriculum lessons in PSC training. A national study conducted by Perusse, Goodnough and Noel (2001) was conducted looking at how counselor educators were training "entry level school counseling students" in the skills needed for them to be successful as PSCs. They found that of the 189 school counseling programs surveyed only 3% offered a guidance curriculum course and 13.2% offered a foundations in education course. Inferring that many of programs surveyed did not have a course specific to classroom guidance and/or classroom management. A classroom guidance curriculum is a developmental, systematic method by which students receive structured lessons that address academic, career, and personal/social competencies (ASCA, 2005). Classroom guidance lessons provide a forum for school counselors to address such student needs as educational resources, postsecondary opportunities, school transitions, bullying, violence prevention, social-emotional development, and academic competence in a classroom environment (Akos & Levitt, 2002; Akos, Cockman & Strickland, 2007; Gerler & Anderson, 1986). Through classroom guidance, school counselors can interact with many of the students that they would normally not see on a day-to-day basis while providing information, building awareness and having discussions on topics that affect these student populations every day. The present study seeks to explore the use of an innovative method for training PSCs in classroom guidance and classroom management. This method involves the use of a mixed reality simulation that allows PSC students to learn and practice classroom guidance skills in a simulated environment.
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Date Issued
2011
Identifier
CFE0003624, ucf:48873
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003624
A COMPARATIVE REVIEW OF THE WORKS OF FELDMAN, STERNBERG, GARDNER AND EISNER AND THE RESULTING PRACTICAL APPLICATION FOR THE SECONDARY ART CLASSROOM
Title
A COMPARATIVE REVIEW OF THE WORKS OF FELDMAN, STERNBERG, GARDNER AND EISNER AND THE RESULTING PRACTICAL APPLICATION FOR THE SECONDARY ART CLASSROOM.
Creator
Denmark, Heather, Kaplan, Jeffrey, University of Central Florida
Abstract / Description
Some fields come and go, but there will always be a need for older generations to teach the younger generations. For this reason, teachers will always be needed. The material that they choose to teach can sometimes determine the outcome of a nation. Take a look into German and Roman histories; they are littered with teachers convincing students that their way is right. I think that it is imperative that we research the full potential of what we are teaching our students. For that reason, my...
Show moreSome fields come and go, but there will always be a need for older generations to teach the younger generations. For this reason, teachers will always be needed. The material that they choose to teach can sometimes determine the outcome of a nation. Take a look into German and Roman histories; they are littered with teachers convincing students that their way is right. I think that it is imperative that we research the full potential of what we are teaching our students. For that reason, my thesis will consist of analyzing and synthesizing the research of Feldman, Sternberg, Gardner and Eisner, gathering information on their works and applying them to art education. I will apply my findings to the modern day secondary art classroom; whether it is classroom design or visual handouts, I will use the knowledge gathered to better equip the room to the advancement of multiple intelligences in hopes of inspiring my future students to be creative and lifetime learners.
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Date Issued
2011
Identifier
CFH0003803, ucf:44741
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0003803
School Has a Bad Storyline: Gamification in Educational Environments
Title
School Has a Bad Storyline: Gamification in Educational Environments.
Creator
Pynn, Irene, Brenckle, Martha, Janz, Bruce, Underberg-Goode, Natalie, Hopp, Carolyn, University of Central Florida
Abstract / Description
School often has low engagement and frustrating or absent options for the kind of agency the Federal Government's 2016 National Education Technology Plan now recommends educators include in their curriculum. Video games offer opportunities for people to participate in critical problem solving through creative projects. From balancing character statistics, to collaborating with other players, to making ethical and tactical decisions that can change the outcome of the story, successful games...
Show moreSchool often has low engagement and frustrating or absent options for the kind of agency the Federal Government's 2016 National Education Technology Plan now recommends educators include in their curriculum. Video games offer opportunities for people to participate in critical problem solving through creative projects. From balancing character statistics, to collaborating with other players, to making ethical and tactical decisions that can change the outcome of the story, successful games draw on the player's interest in learning and analyzing numbers, locations, visual clues, narrative elements, people, and more. One useful example may be found in visual novels (VNs), a medium that pulls from narrative structures found in Choose Your Own Adventure Novels. These interactive narratives are a largely untapped resource (for educational uses) of guided critical thinking. My ongoing research explores the efficacy of implementing VNs into digital pedagogies to encourage the development of (")creatigational skills.(") This term is a response to the problematic wording already in use for skills such as creative thinking and collaborative abilities, skills encouraged by and developed through interactive activities, such as gaming and many of the arts. Current terminology labels them (")soft(") or (")non-cognitive(") skills, which are clear misnomers that passively diminish the importance of creative thought. This research explores how gaming, specifically so-called (")narrative(") gaming, of which VNs are one example, might contribute to the development of creatigational skills in students. Through the creation of VNs for this study, I examine both the ability of this genre to engage and encourage imaginative thought, as well as the practicality of designing and developing VNs for classroom use.
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Date Issued
2017
Identifier
CFE0006906, ucf:51728
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006906
INVESTING IN AN INTERCONNECTED WORKFORCE:GLOBAL EDUCATION REFORM
Title
INVESTING IN AN INTERCONNECTED WORKFORCE:GLOBAL EDUCATION REFORM.
Creator
Klug, Amelia, Bryer, Thomas, University of Central Florida
Abstract / Description
Regardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational...
Show moreRegardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational outcomes. This study analyzes high, middle, and low quality education systems around the world and the infrastructures that lead to educational success or failure. Fifteen education systems are chosen for this study which includes Shanghai-China, Singapore, Japan, Finland, Canada, Portugal, United States, Luxembourg, Spain, Hungary, Brazil, Argentina, Indonesia, Qatar, and Peru. Each system is analyzed in terms of its teacher quality, curriculum, school system structure, and educational equity. From this study, it appears that there is a high-correlation between four indicators and top-educational success. These four indicators include having a highly selective model for hiring teachers, recruiting teachers from a top-pool of graduates, having a high-level of prestige held for teachers in society, and insuring students of low socio-economic status are given equal educational opportunities for success. Recommendations for a new teacher training and selection model are discussed based on the top four indicators. These recommendations could cause educational gains for both the United States and other systems around the world.
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Date Issued
2014
Identifier
CFH0004691, ucf:45247
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004691

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