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- Title
- ANALYZING CHILDREN'S LITERATURE AWARDS, LITERARY CRITERIA, AND DISTRICT DEMOGRAPHICS TO CREATE A DIVERSE AND INCLUSIVE ELEMENTARY SCHOOL CLASSROOM LIBRARY.
- Creator
-
Lavallee, Casey L, Trimble Spalding, Lee-Anne, University of Central Florida
- Abstract / Description
-
Future elementary school teachers are tasked with the responsibility to ensure that the children in their classrooms have access to high quality books every day. This can be accomplished by building classroom libraries with titles that are not only of high literary quality but are also inclusive of the students in the classroom as well as the people these children will encounter outside of the classroom. Children should be able to see themselves represented in the literature they read, and...
Show moreFuture elementary school teachers are tasked with the responsibility to ensure that the children in their classrooms have access to high quality books every day. This can be accomplished by building classroom libraries with titles that are not only of high literary quality but are also inclusive of the students in the classroom as well as the people these children will encounter outside of the classroom. Children should be able to see themselves represented in the literature they read, and they should also be able to develop empathy for people who are different than they are. Diverse literature can have a huge impact on children and their outlook on themselves and the world. Because of the importance of quality diverse books for young children, this thesis outlines the resources, such as the plethora of children's literature awards for diverse books, that are available to teachers. It also includes a checklist for teachers to follow as they build their classroom libraries. This checklist helps teachers ensure that the books they choose meet the needs of the diverse population in their class. Once teachers know the resources available to them, they have a checklist that they can follow to build or evaluate their library, and they are aware of the diverse populations represented in their districts, schools, and classes, they are able to create an inclusive and impactful collection of books for their students.
Show less - Date Issued
- 2018
- Identifier
- CFH2000426, ucf:45813
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000426
- Title
- A SURVEY OF PRESERVICE TEACHERS IN REGARDS TO THEIR ATTITUDES AND PERCEPTIONS OF SCIENCE FICTION AND ITS USE IN THE CLASSROOM.
- Creator
-
Kosky, Amy, Hoffman, Elizabeth, University of Central Florida
- Abstract / Description
-
In 1957 at the University of Chicago, Robert Heinlein asserted that through science fiction humanity can wonder upon important questions without causing harm to the real world. "Through such speculative experiments science fiction can warn against dangerous solutions, urge toward better solutions. Science fiction joyously tackles the real and pressing problems of our race, wrestles with them, never ignores them—problems which other forms of fiction cannot challenge. For this reason I assert...
Show moreIn 1957 at the University of Chicago, Robert Heinlein asserted that through science fiction humanity can wonder upon important questions without causing harm to the real world. "Through such speculative experiments science fiction can warn against dangerous solutions, urge toward better solutions. Science fiction joyously tackles the real and pressing problems of our race, wrestles with them, never ignores them—problems which other forms of fiction cannot challenge. For this reason I assert that science fiction is the most realistic, the most serious, the most significant, the most sane and healthy and human fiction being published today" (Davenport, 1959). Preservice teachers enrolled in the education program at a large metropolitan university were surveyed to determine if they had preconceived notions about science fiction, if they would use science fiction within their classrooms and if science fiction would be available to the students in their classrooms. Also explored was if these future educators believed science fiction was too complex for English language learners and students with exceptionalities. Analysis of this survey revealed that although most preservice teachers believe science fiction literature has value within the classroom and they planned to use it at least part of the time, about one in five believed the concepts and themes were too complex for English language learners and students with exceptionalities. The researcher of this study hopes the information contained in this study can help educators encourage students to read science fiction as well as provide the educators with a resource of science fiction literature book titles which are grade level and ability level appropriate for their students.
Show less - Date Issued
- 2014
- Identifier
- CFH0004633, ucf:45313
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004633
- Title
- EXPLORING PRESERVICE TEACHER ATTITUDES TOWARD BLACK STUDENTS.
- Creator
-
Greuel, Audra L, Puig, Enrique A., University of Central Florida
- Abstract / Description
-
The majority of the preservice teacher population is young, White, and female; however, the urban school system student population continues to become increasingly diverse, including an increasing population of underserved Black students in urban schools. The racial differences between the preservice teacher population and the urban student population complicates the challenges faced in educating Black students effectively. Teachers and students often encounter misunderstandings, and thus,...
Show moreThe majority of the preservice teacher population is young, White, and female; however, the urban school system student population continues to become increasingly diverse, including an increasing population of underserved Black students in urban schools. The racial differences between the preservice teacher population and the urban student population complicates the challenges faced in educating Black students effectively. Teachers and students often encounter misunderstandings, and thus, utilize incompatible styles of classroom management and instruction, often resulting in Black students experiencing difficulties with learning. Many of these complications derive from the profound presence of race, racial difference, and racial inequality throughout U.S. history. The purpose of this research was to explore the racial ideas, experiences, and attitudes of preservice teachers, who self-identify as White, toward future Black students at a large, southeastern, Research I university through a qualitative interview process. More specifically, this study examined preservice teachers' cultural sensitivity towards Black students. This study also observed preservice teachers' ability to discuss these issues. Using information from a 10-question qualitative interview of three (3) research participants, this thesis explored the following questions: Research question one (RQ1): How do preservice teachers define race and racism?, Research question two (RQ2): What factors contribute to preservice teachers' racial perspectives?, and Research question three (RQ3): What are preservice teachers' attitudes towards students who are racially different from themselves, specifically Black students?
Show less - Date Issued
- 2016
- Identifier
- CFH2000121, ucf:46027
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000121
- Title
- PREPARING TEACHERS TO PARTNER WITH FAMILIES.
- Creator
-
Senne, Mary, Martin, Suzanne, University of Central Florida
- Abstract / Description
-
Decades of research have demonstrated that family involvement significantly contributes to improved student outcomes relating to learning and overall school success. Teachers must be prepared to promote effective family involvement in the education of all children including those students with disabilities. Many factors can be attributed to successful outcomes for a student with a disability both in the school and the broader community. Families of children with disabilities can be one of...
Show moreDecades of research have demonstrated that family involvement significantly contributes to improved student outcomes relating to learning and overall school success. Teachers must be prepared to promote effective family involvement in the education of all children including those students with disabilities. Many factors can be attributed to successful outcomes for a student with a disability both in the school and the broader community. Families of children with disabilities can be one of these significant factors, yet teachers and those who prepare teachers are often ill prepared and lack essential skills and basic knowledge about the process of partnering with families of children with disabilities. The present study attempted to build on what we already know about family involvement and teacher preparation. The research was situated within an urban metropolitan university college of education. This study sought to determine the effectiveness of a content related module on the knowledge and disposition of pre-service teachers. The module contained content centered on the areas of family involvement, partnerships, and assumptions about families. The study included two dependant variables: level of knowledge and disposition. The independent variable was the experimental treatment, an online instructional module. The module was conceptualized as an instructional tool to expose participants, students preparing to be teachers, to the role attitudes and beliefs play in developing relationships with others; understanding family perspectives; and examining one's own attitudes and beliefs about families of children with disabilities. The control variables included age, gender and GPA. The research question was: does increasing knowledge regarding family involvement of children with disabilities have an impact on pre service teachers' disposition? The sample included 93 pre service general education students attending the same undergraduate college of education. Subjects were enrolled in an introductory special education course. Sample comprised of all females between the ages of 20 and 50. In order to test the outcome of the treatment intervention, the study utilized a quasi-experimental design with an experimental group and comparison group, and pretest and posttest means. Randomization of the experimental group and comparison group was not possible. It was hypothesized that, while controlling for age, gender and pretest scores, those students who participated in the group intervention by completing the instructional online module would have a change in disposition and increase in knowledge scores as compared to those in the comparison group. It was further hypothesized, while controlling for age, gender and pre test scores, student written responses to two questions based on a case study (scored using rubric) would correlate positively with their disposition and knowledge scores as measured by self report following completion of the intervention. Findings indicate that students' level of knowledge increased significantly over time. The measure of disposition did not change significantly over time
Show less - Date Issued
- 2005
- Identifier
- CFE0000397, ucf:46323
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000397
- Title
- A PROFILE OF THE LITERACY PRACTICES OF K-5 CENTRAL FLORIDA TEACHERS OF THE YEAR 2004-2005.
- Creator
-
Cowern, Stephanie, Magann, Douglas, University of Central Florida
- Abstract / Description
-
The problem of this study was to develop a literacy teaching profile of the 2004-2005 Teachers of the Year in Kindergarten through grade 5 in four central Florida school districts. Of primary interest was the extent to which these teachers indicated their use of exemplary literacy practices as defined using the domains and indicators of the National Exemplary Literacy Teacher Assessment (NELTA). The NELTA results were analyzed using frequencies and percentages. The results of the NELTA were...
Show moreThe problem of this study was to develop a literacy teaching profile of the 2004-2005 Teachers of the Year in Kindergarten through grade 5 in four central Florida school districts. Of primary interest was the extent to which these teachers indicated their use of exemplary literacy practices as defined using the domains and indicators of the National Exemplary Literacy Teacher Assessment (NELTA). The NELTA results were analyzed using frequencies and percentages. The results of the NELTA were also evaluated and discussed when total length of years teaching, and length of years at present grade level were considered. The data were derived from the 66 (59.4%) classroom Teachers of the Year who responded to the survey. Overall, the findings showed little congruency between exemplary teaching practices as measured by the NELTA and teachers' self-described practices. Many teachers indicated utilizing grade level practices best suited for grade levels higher than the ones they were presently teaching. Demographic variables did little to clarify the profile of the Teachers of the Year; however, 18 teachers with 7 or more years of teaching experience (27.2%) responded with the highest levels of congruency. Furthermore, using the domains and indicators of the NELTA, 13 grade 4 teachers (19.7%) demonstrated the highest level of congruence with grade 4 best practices. Conclusions were made to explain this along with recommendations for future research.
Show less - Date Issued
- 2004
- Identifier
- CFE0000249, ucf:46229
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000249
- Title
- THE PATHS TO BECOMING A MATHEMATICS TEACHER.
- Creator
-
Lowry, Kimberly, Dixon, Juli K., University of Central Florida
- Abstract / Description
-
Increasing numbers of mathematics teachers must be recruited in coming years, because of a growing student population, teacher attrition, calls for smaller class size, and the need to replace out-of-subject teachers. Recruitment can be made more effective and efficient, if better information on career paths is provided to decision makers. This study attempts to analyze the academic decisions which lead to the outcome "becoming a mathematics teacher". Four groups were compared and contrasted:...
Show moreIncreasing numbers of mathematics teachers must be recruited in coming years, because of a growing student population, teacher attrition, calls for smaller class size, and the need to replace out-of-subject teachers. Recruitment can be made more effective and efficient, if better information on career paths is provided to decision makers. This study attempts to analyze the academic decisions which lead to the outcome "becoming a mathematics teacher". Four groups were compared and contrasted: mathematics teachers, science teachers, other teachers, and non-teachers. Science teachers were removed from the "other teachers" category because of their many similarities to mathematics teachers on the variables examined. The question of whether these groups differ in ways that could help predict the outcome of interest was examined using the NCES dataset Baccalaureate &Beyond:93/97, which provides thousands of variables on academic path, demographics, and labor market histories for over 8,000 individuals. It was analyzed using the NCES online analytic tool DAS to generate tables showing percentage distribution of the four groups on variables organized according to the concepts demographics, family environment, academic path, and academic achievement. Further examination was conducted by entering the variables into a discriminant analysis. Mathematics teachers were found to differ from teachers of other K-12 fields on all of the four conceptual categories. However, only a few such differences were statistically significant. More significant differences were observed when the analyses were conducted separately for women and men. The trend observed was that those who became mathematics teachers were more likely to have attended public high schools and to have first attended two-year colleges; to have lower GPAs, more mathematics credits, and midrange CEE scores; and to be female.
Show less - Date Issued
- 2006
- Identifier
- CFE0001002, ucf:46835
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001002
- Title
- STUDENT PERCEPTION OF THEIR INSTRUCTORS: DO COLLEGE STUDENTS RATE FEMALE PROFESSORS MORE HARSHLY?.
- Creator
-
Christovich, Courtney, Whitten, Shannon, University of Central Florida
- Abstract / Description
-
Student evaluations are often used by administrators to make important career decisions for professors such as offers of tenure, increase in salary or other monetary reward (see Frick, Chadha, Watson, & Zlatkovska, 2009). Research has consistently shown that helpfulness in its various operational definitions is one of the most important traits to students when evaluating a professor (For example Silva et al., 2008). Previous findings have demonstrated that inequalities exist among subjective...
Show moreStudent evaluations are often used by administrators to make important career decisions for professors such as offers of tenure, increase in salary or other monetary reward (see Frick, Chadha, Watson, & Zlatkovska, 2009). Research has consistently shown that helpfulness in its various operational definitions is one of the most important traits to students when evaluating a professor (For example Silva et al., 2008). Previous findings have demonstrated that inequalities exist among subjective student evaluation ratings of men and women, (see Bennet, 1982). The present study extended this research by manipulating the instruction styles (strict vs. permissive), as well as the gender of the instructor, in a hypothetical syllabus. Participants were randomly assigned to read 1 of 4 syllabi which varied only by instruction style and gender of the instructor. Subsequently, participants answered follow up questions on the content of the syllabus which emphasized the gender of the instructor. Evaluations were collected in the form of both Likert scale ratings and responses to open ended questions. The written evaluations were analyzed for emotional content using the Linguistic Inquiry and Word Count Software (LIWC, Pennebaker, Francis, & Booth, 2007). A 2 (male vs. female) X 2 (strict vs. permissive) between subjects ANOVA was applied to the data collected. The results support the hypothesis that gender inequalities do exist, particularly when the professor was established as having a strict style of student interaction.
Show less - Date Issued
- 2013
- Identifier
- CFH0004392, ucf:44994
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004392
- Title
- A MATTER OF RETENTION: THE ESSENTIAL PIECES OF COMPREHENSIVE INDUCTION AS SEEN THROUGH THE EYES OF NOVICE URBAN ELEMENTARY SCHOOL TEACHERS.
- Creator
-
Hixenbaugh-Dwenger, Kelly, Killingsworth Roberts, Sherron, University of Central Florida
- Abstract / Description
-
A substantial amount of research exists and was reviewed on why teachers leave the teaching profession and/or why they leave one school to teach at another school. Significantly less research exists on why teachers remain in an urban school and what they view as being the essential pieces of teacher induction. The purpose of this study was to contribute to the body of knowledge by identifying the key pieces of induction that influence teachers, with three or less years of experience in an...
Show moreA substantial amount of research exists and was reviewed on why teachers leave the teaching profession and/or why they leave one school to teach at another school. Significantly less research exists on why teachers remain in an urban school and what they view as being the essential pieces of teacher induction. The purpose of this study was to contribute to the body of knowledge by identifying the key pieces of induction that influence teachers, with three or less years of experience in an urban school, to remain teachers in their school. A case study design was utilized in this research in order to gain an in-depth understanding of what these teachers view as being the essential pieces of induction. In response to the larger problem stated here, I have organized my dissertation around three separate, but related manuscripts: 1. The first manuscript is a literature review on the essential pieces of comprehensive induction focusing on urban settings and the role that administrators play in novice urban teacher retention. The essential pieces of induction were identified through the literature as being effective administration, mentoring, formative evaluation, empowerment, and professional development. 2. The second manuscript is an exploration into the need for school-university partnerships through the results of a questionnaire on a one time professional development held at the university. The questionnaire results demonstrated the novice urban teachers' beliefs that professional development positively impacted their instructional practices, yet did not report that professional development would have a positive influence on their students' standardized test scores. 3. The third manuscript is a case study of Brookstay Elementary, an urban school successfully retaining novice urban teachers. This case study gives specific examples of how the essential pieces of comprehensive induction are seen through the eyes of novice urban teachers as well as provides evidence for the importance of building a positive school culture in order to retain novice urban teachers.
Show less - Date Issued
- 2008
- Identifier
- CFE0002290, ucf:47860
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002290
- Title
- An Analysis of Teacher Tenure Legislation in the United States.
- Creator
-
Bruckmeyer, Barbra, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
-
This study examined the legal issues of teacher tenure in public K-12 schools in the United States. Included in this study is a review of the pertinent case law as it pertains to teacher tenure as well as a conclusive review, analysis, and summary of all relevant state statutes concerning teacher tenure in the United States. The federal statutes that influence state teacher tenure laws are also included in this study.Teacher tenure in public K-12 schools was originally derived from the...
Show moreThis study examined the legal issues of teacher tenure in public K-12 schools in the United States. Included in this study is a review of the pertinent case law as it pertains to teacher tenure as well as a conclusive review, analysis, and summary of all relevant state statutes concerning teacher tenure in the United States. The federal statutes that influence state teacher tenure laws are also included in this study.Teacher tenure in public K-12 schools was originally derived from the Pendleton Civil Service Act of 1883, which provided job protections to federal civil service employees. The National Education Association (NEA) lobbied for teachers to be included in this law, and in 1909, New Jersey became the first state to offer tenure protections to public school teachers. Over the next century, every state in the union adopted similar laws and provided job protections to public school teachers. These laws have included the number of probationary years a teacher must work in order to earn tenure, the reasons a tenured teacher can be terminated, and the due process required in the event that a tenured teacher should require termination. In recent years, however, states have begun to alter or remove the tenure laws. Florida, Idaho, and Mississippi have already removed tenure protections for new teachers. Several states have bills moving through the state house and senate asking legislators to continue the elimination of tenure across the country. This study makes conclusions about the current state of tenure laws in the United States and the federal laws that are causing rapid changes in tenure legislation across the country. This study also makes conclusions from relevant research and case law about the legitimacy of further changes to teacher tenure legislation. This study makes recommendations to school officials and legislators about teacher tenure and its value within the school system, as well as how they might eliminate the flaws in the process that are driving the legislative changes.
Show less - Date Issued
- 2012
- Identifier
- CFE0004362, ucf:49415
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004362
- Title
- Volusia System For Empowering Teachers (VSET): Influence On Teacher Practice And Student Achievement.
- Creator
-
Sileo-Robinson, Lesley, Hewitt, Randall, Hopp, Carolyn, Vitale, Thomas, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
This study provides an empirical analysis of the primary assumptions of a newly implemented teacher evaluation system, namely that the specific teaching practices evaluated are related to student achievement, and that teacher-directed professional growth plans effectively shape teacher practices in a particular domain. Results of the study are intended to inform the interpretation and the refinement of the Volusia System for Empowering Teachers (VSET), which aims to build capacity in the...
Show moreThis study provides an empirical analysis of the primary assumptions of a newly implemented teacher evaluation system, namely that the specific teaching practices evaluated are related to student achievement, and that teacher-directed professional growth plans effectively shape teacher practices in a particular domain. Results of the study are intended to inform the interpretation and the refinement of the Volusia System for Empowering Teachers (VSET), which aims to build capacity in the Volusia teacher work force and ultimately to improve student performance (School Board of Volusia County Team Volusia, Race to the Top application, 2011). This study focused on 14 pilot schools within one school district that implemented VSET as a new teacher evaluation system. The data used in this study were drawn from a multi-metric teacher assessment used in VSET and measures of student achievement. The VSET evaluation model consists of three metrics that are assigned according to the specific categories of a teacher. Two of the metrics, the professional growth plan rating and the educator observation rating are based on Charlotte Danielson's (")Framework for Teaching(") (Danielson, 2007). The third metric, the valued added score is a measure of the teacher's impact on student learning. The current study focused on determining if there was a correlation between teaching practice and student achievement and to what extent teaching practice was impacted by teacher self-selection of components for professional growth in the teacher evaluation model. The findings suggest that there is not a statistically significant and reliable relationship between the value added score and teacher practices across components, as assessed by VSET evaluators. Follow up analyses did, however, show that higher evaluator observation scores are associated with improved school grades, suggesting a relationship between teacher impact on student performance. The results support the assumption that the successful completion of the VSET professional development growth plan is associated with teacher's instructional practices in the identified component.
Show less - Date Issued
- 2013
- Identifier
- CFE0004938, ucf:49614
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004938
- Title
- THE EFFECTS OF TEACHER SELF-DISCLOSURE OF POLITICAL VIEWS AND OPINIONS.
- Creator
-
Weiler, Regina, Katt, James, University of Central Florida
- Abstract / Description
-
This study explores the relationship between classroom disclosure of political views and opinions by professors and student perceptions. A sample of students (N = 158) chose to participate in a survey asking questions about their perceptions of the amount, depth, and inappropriateness of teacher political disclosure, as well as whether or not they agreed with their professor's disclosed political ideology. The questionnaire also measured student perceptions of the teacher's subsequent...
Show moreThis study explores the relationship between classroom disclosure of political views and opinions by professors and student perceptions. A sample of students (N = 158) chose to participate in a survey asking questions about their perceptions of the amount, depth, and inappropriateness of teacher political disclosure, as well as whether or not they agreed with their professor's disclosed political ideology. The questionnaire also measured student perceptions of the teacher's subsequent competence, goodwill, trustworthiness, student state motivation, and student affective learning (content and teacher). The data revealed negative relationships between perceived inappropriateness of political disclosure and perceived competence and goodwill of the professor. Another finding of this study was that students who disagreed with their professors' disclosed political views tended to perceive those professors as less competent and trustworthy, and reported lower state motivation and affective learning.
Show less - Date Issued
- 2009
- Identifier
- CFE0002575, ucf:48273
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002575
- Title
- THE EFFECTIVENESS OF STATE CERTIFIED, GRADUATE DEGREED, AND NATIONAL BOARD CERTIFIED TEACHERS AS DETERMINED BY STUDENT GROWTH IN READING.
- Creator
-
Gardner, David, Murray, Kenneth, University of Central Florida
- Abstract / Description
-
Federal, state, and local government agencies are promoting merit pay systems that are tied to student achievement. The main problem facing governments, school districts, and educators is that money is hard to come by in the current market and choosing where to spend merit pay monies to receive a maximum rate of return on the investment realized in increased student achievement is difficult to determine. This study did explore the student achievement results of third, fourth, and fifth grade...
Show moreFederal, state, and local government agencies are promoting merit pay systems that are tied to student achievement. The main problem facing governments, school districts, and educators is that money is hard to come by in the current market and choosing where to spend merit pay monies to receive a maximum rate of return on the investment realized in increased student achievement is difficult to determine. This study did explore the student achievement results of third, fourth, and fifth grade state certified, graduate degreed, and National Board Certified teachers in Brevard and Seminole County Public Schools as compared to those of other teachers within and across these schools. The goal of this study was to determine the effectiveness of state certified, graduate degreed, and National Board Certified teachers. For this study teacher effectiveness was defined by their studentsÂÂ' Lexile Framework for Reading scores from the 2008-2009 school year. The hypothesis is that the Lexile Framework for Reading data demonstrated that there was a statistically significant difference between the learning gains of the students between groups. Overall, the findings indicate that there was a statistically significant difference between the learning gains of the students between groups; however, that change could not be attributed to the factor of teacher category. Specific teacher education levels or certifications did not make any difference in the learning gains as measured by the Scholastic Reading Inventory (SRI), among 3rd, 4th, or 5th grade students in Brevard or Seminole County Public Schools.
Show less - Date Issued
- 2010
- Identifier
- CFE0003113, ucf:48637
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003113
- Title
- THE EFFECTS OF TEACHER IDEOLOGY ON STUDENT PERFORMANCE AS RELATED TO POVERTY AND ETHNICITY.
- Creator
-
Webb, Jessica, Murray, Barbara, University of Central Florida
- Abstract / Description
-
This study was conducted to explore the impact of teacher ideology on student performance. A definition of teacher ideology was drawn from the pupil control ideology, PCI, created by Willower, Eidell and Hoy (1967). Research concerned with teacher ideology has suggested that there is a definite difference between the custodial ideology and the humanistic ideology (Gaffney, 1997). In particular, the custodial teacher views rules and regulations as a priority, while the humanistic teacher views...
Show moreThis study was conducted to explore the impact of teacher ideology on student performance. A definition of teacher ideology was drawn from the pupil control ideology, PCI, created by Willower, Eidell and Hoy (1967). Research concerned with teacher ideology has suggested that there is a definite difference between the custodial ideology and the humanistic ideology (Gaffney, 1997). In particular, the custodial teacher views rules and regulations as a priority, while the humanistic teacher views the student as the priority. Factors which influenced student achievement, such as socioeconomic status, ethnicity, and behavior in relation to how teacher ideology affects student performance were investigated. More specifically, the researcher investigated whether teacher ideology had any effect on student achievement of the entire student body, on student achievement of economically disadvantaged students, and on student achievement of non-white students. In addition to achievement, the effect of teacher ideology on student behavior was also investigated. A slightly positive relationship was found between teacher ideology as indicated by the PCI score, and the percentage of students making learning gains. This learning gain was evident in mathematics scores for all students, economically disadvantaged students, and non-white students. A learning gain was only evident among non-white students in reading. The results demonstrated the need for professional development on teacher ideology and its effects. This study has also indicated the need for further research into iv the effects of teacher ideology on classroom management and teaching styles. The researcher determined that due to a limited number of responses, further research is needed.
Show less - Date Issued
- 2010
- Identifier
- CFE0003218, ucf:48570
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003218
- Title
- World Language Teachers' Preparation, Beliefs, and Instruction in Central Florida.
- Creator
-
Mann-Grosso, Valerie, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Nutta, Joyce, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate: (1) the extent to which world instructors report using specific communicative instructional strategies; (2) the difference between instructional strategies used by ESL only instructors, versus instructors of ESL and foreign languages, or instructors of only foreign languages; (3) the relationship between instructors' academic preparation and target language use in class; and (4) the relationship between instructors' pedagogical beliefs about...
Show moreThe purpose of this study was to investigate: (1) the extent to which world instructors report using specific communicative instructional strategies; (2) the difference between instructional strategies used by ESL only instructors, versus instructors of ESL and foreign languages, or instructors of only foreign languages; (3) the relationship between instructors' academic preparation and target language use in class; and (4) the relationship between instructors' pedagogical beliefs about second language learning and their reported target language use in class. The World Language Communicative Instructional Strategies Survey was administered to world language instructors from three academic institutions. Upon sending two requests, 48 instructors returned usable instruments (55%). Descriptive statistics revealed extensive use of communicative instructional strategies, yet a difference in application of these strategies exists. A comparison of means revealed that assuring that students learn collaboratively in 85% to 100% in target language, integration of all four language skills, and assuring students' independent target language practice were applied less than other strategies. ESL instructors reported a higher use of communicative instructional strategies than instructors of ESL and foreign languages, or foreign languages only. A comparison of means indicated the differences in communicative instructional strategies use are in integration of all four language skills and in assuring 85% to 100% in-target-language collaborative learning. Findings also revealed a discrepancy between the reported use of communicative instructional strategies and the academic preparation received in order to do so. This study provides implications for the preparation of world language instructors. Specifically, the findings focused on mastery of language taught, on specific instructional methodology courses, and the practicum experience.
Show less - Date Issued
- 2015
- Identifier
- CFE0005836, ucf:50899
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005836
- Title
- A Single Case Study on the Influence of Feedback on the Instructional Quality of a Preservice Elementary Teacher in Mathematics: The Instructional Quality Assessment Toolkit as a Resource.
- Creator
-
Campbell Sutherland, Makini, Dixon, Juli, Safi, Farshid, Hoffman, Elizabeth, Andreasen, Janet, Childs, Kristopher, University of Central Florida
- Abstract / Description
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The purpose of this single case study was to determine if a preservice elementary teacher's instruction would be influenced by feedback on mathematics lessons. The focus of the research was on the use of the Instructional Quality Assessment (IQA) (Boston 2012) toolkit as an integral part in the feedback process. The IQA toolkit provides number ratings as well as qualitative descriptive ratings of various aspects of the mathematics lesson, defined under two constructs, or groups, labeled...
Show moreThe purpose of this single case study was to determine if a preservice elementary teacher's instruction would be influenced by feedback on mathematics lessons. The focus of the research was on the use of the Instructional Quality Assessment (IQA) (Boston 2012) toolkit as an integral part in the feedback process. The IQA toolkit provides number ratings as well as qualitative descriptive ratings of various aspects of the mathematics lesson, defined under two constructs, or groups, labeled Academic Rigor and Accountable Talk. The researcher evaluated a preservice teacher's instruction on three occasions and facilitated feedback sessions following those observation sessions, integrating the number ratings of the IQA toolkit with the qualitative descriptions of expectations. It was found that there was an increase in ratings for both constructs of Academic Rigor and Accountable Talk over the period of three feedback cycles. There was a difference in how the students were facilitated in instruction over the three observations. The teacher became more aware of some of her behaviors in the classroom that contributed to the type of instruction given to students.In reviewing the literature, there was limited evidence of the use of the IQA toolkit for the iterative process of teaching, feedback, and teaching informed by feedback. This research is therefore useful in expanding the use of the IQA toolkit for feedback purposes. Preservice teachers as well as in-service teachers can benefit from feedback focused on mathematics teaching that makes them more aware of their strengths and weaknesses so they are able to adjust instruction based on the feedback received.
Show less - Date Issued
- 2018
- Identifier
- CFE0006983, ucf:51679
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006983
- Title
- EXAMINING ELEMENTARY PRESERVICE TEACHER EFFICACY TO TEACH WRITING IN A TITLE 1 SCHOOL: A MIXED METHOD STUDY OF A SCHOOL-BASED TEACHER EDUCATION COURSE INTERVENTION.
- Creator
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Blanch, Norine, Roberts, Sherron, Lue, Martha, Zygouris-Coe, Vassiliki, Zugelder, Bryan, University of Central Florida
- Abstract / Description
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As the demographics of the United States change, barriers persistently thwart efforts to ensure that all students, regardless of ethnicity, academic ability, or family circumstance, have equal opportunities to learn. Diminished retention rates of effective educators in Title 1 schools, elevated rates at which students from low-income families are taught by inexperienced or unqualified teachers and insufficient preparation of preservice teachers (PSTs) to teach in Title 1 schools are three...
Show moreAs the demographics of the United States change, barriers persistently thwart efforts to ensure that all students, regardless of ethnicity, academic ability, or family circumstance, have equal opportunities to learn. Diminished retention rates of effective educators in Title 1 schools, elevated rates at which students from low-income families are taught by inexperienced or unqualified teachers and insufficient preparation of preservice teachers (PSTs) to teach in Title 1 schools are three such barriers. Policy reform organizations interested in improving the effectiveness of teacher education programs nationwide suggest forging strong clinical partnerships between universities and schools by relocating coursework to school-based settings that more closely resemble the reality of today's classrooms. PSTs, 27 in total, participated in a school-based teacher education intervention situated in a Title 1 school in central Florida to examine the influences of this intervention on PSTs efficacy for culturally responsive teaching and their sense of efficacy for teaching writing to students of diversity in a Title 1 school. Preliminary results indicated that while some PSTs tended to overestimate their efficacy for teaching students of diversity in Title 1 schools prior to the intervention, the school-based course disrupted that reality. Through weekly teaching experiences, PSTs' misconceptions about Title 1 schools, and their own pedagogical practices were challenged. Results yielded a purportedly more efficacious group of PSTs as measured by quantitative survey research and post qualitative responses in this mixed method study.
Show less - Date Issued
- 2016
- Identifier
- CFE0006265, ucf:51049
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006265
- Title
- A Study of the Impact of Brevard Public School's Peer Coaching Model on Student Achievement Outcomes and Teacher Evaluation Results.
- Creator
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Pace, Debra, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Thedy, Elizabeth, University of Central Florida
- Abstract / Description
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This study investigated the effectiveness of a sustained professional development initiative, Brevard's Peer Coaching Model, on improving teacher performance and student achievement in a large Central Florida school district. The study analyzed professional practices scores and value-added scores for teachers who participated in a minimum of six of nine days of professional learning before the study, after year one of the training, and after year two of the training to evaluate growth in...
Show moreThis study investigated the effectiveness of a sustained professional development initiative, Brevard's Peer Coaching Model, on improving teacher performance and student achievement in a large Central Florida school district. The study analyzed professional practices scores and value-added scores for teachers who participated in a minimum of six of nine days of professional learning before the study, after year one of the training, and after year two of the training to evaluate growth in professional practices and student achievement, and also compared the scores of BPCM participants to the scores of teachers who did not participate in the study. The findings of the study replicated those of previous researchers who found that peer coaching generally has a positive impact on improving teacher practice but limited impact on student achievement. Both professional practices scores and value-added results improved over the course of the study, during and after implementation of BPCM. However, the results were not statistically significant when comparing improvements of value-added results for BPCM participants with the VAM scores of the population of Brevard Public Schools teachers who did not participate in the professional development. BPCM participants showed significant growth over the course of the study and demonstrated stronger improvements in observation scores when compared to the non-BPCM teachers. The most significant growth occurred after the first year of the BPCM training, with smaller levels of growth in year two. Implications for practice and recommendations for future research were provided.
Show less - Date Issued
- 2015
- Identifier
- CFE0005678, ucf:50159
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005678
- Title
- An Analysis of the Perceived Impact of Lesson Study on Improving Secondary School STEM Teacher Effectiveness.
- Creator
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Thompson, Daniel, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Ellis, Amanda, University of Central Florida
- Abstract / Description
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The purpose of this study was to determine the extent to which participating in lesson study was perceived to have an impact on teacher effectiveness. Secondary STEM graduates who come into education need a model of collaborative reflective practice for continuous improvement. Lesson study is one possible model of professional learning that is both reflective and collaborative (Sims (&) Walsh, 2009, p. 731). The cyclical nature of lesson study makes it a natural fit for continuous improvement...
Show moreThe purpose of this study was to determine the extent to which participating in lesson study was perceived to have an impact on teacher effectiveness. Secondary STEM graduates who come into education need a model of collaborative reflective practice for continuous improvement. Lesson study is one possible model of professional learning that is both reflective and collaborative (Sims (&) Walsh, 2009, p. 731). The cyclical nature of lesson study makes it a natural fit for continuous improvement. Yet, little research into the effectiveness of lesson study as a tool for new teacher preparation or for middle and high school teachers exists. As part of the University of Central Florida's RTP3 program, resident teachers from three school districts participated in lesson study. Their reflections on participating in lesson study were analyzed and interviews with designees from each school district were conducted. The resident teachers' reflections and the interviews with partner school district designees were analyzed using the constant comparison method (Parry, 2004). The reflections were closely examined for trends and patterns, and as commonalities emerged, they led to the findings of this study. After review of the school district lesson study models, they were confirmed and explored during the interviews with school district designees. Analysis showed lesson study was perceived to be beneficial by the resident teachers and two of the three school district designees described positive effects gained from participating in lesson study through RTP3. The literature review and the results of this study demonstrate that lesson study is a valuable tool for professional learning in both novice and veteran teachers. Themes frequently observed in lesson study reflections included increased focus on students, the value found in collaboration, and a desire to participate on future lesson study teams. Teachers, teacher preparation programs, and school administrators should consider the benefits of participating in lesson study and attempt to develop a plan to include this method of professional learning in their school or teacher preparation program.
Show less - Date Issued
- 2015
- Identifier
- CFE0005724, ucf:50130
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005724
- Title
- SECONDARY ENGLISH TEACHERS' PERCEPTIONS AND EXPECTATIONS OF HIGH SCHOOL ATHLETES.
- Creator
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Jarem, Sarah, Wise, W. Scott, University of Central Florida
- Abstract / Description
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In the United States, there are currently over seven million high school athletes, all of whom are required to take four years of core classes as well as elective classes. Core subject areas consist of math, science, social sciences, and English language arts. Of the four core subject areas, both national and state education committees place emphasis and scrutiny on English language arts. The research within this thesis, conducted in the form of an interview, is meant to explore English...
Show moreIn the United States, there are currently over seven million high school athletes, all of whom are required to take four years of core classes as well as elective classes. Core subject areas consist of math, science, social sciences, and English language arts. Of the four core subject areas, both national and state education committees place emphasis and scrutiny on English language arts. The research within this thesis, conducted in the form of an interview, is meant to explore English language arts teachers' possible attitudes and expectations of their student athletes in concern to their writing abilities. Special emphasis will be placed on secondary English language arts teachers' perceptions of student-athletes' use of the standard conventions of English, such as spelling, punctuation, syntax, and grammar, within their writing. The results of four interviews with secondary English language arts teachers revealed that these secondary English language arts teachers did not hold different perceptions of their student-athletes writing abilities as compared to their non-athlete peers. All four participants revealed that they believe that the student-athletes in their classroom have the same writing abilities as non-athletes, and that being labeled as a student-athlete does not give way to either positive or negative perception of their writing. This exploratory study is beneficial to both student-athletes and English language arts teachers, as it may have the ability to affect change in the way that teachers approach and teach their student-athletes.
Show less - Date Issued
- 2014
- Identifier
- CFH0004681, ucf:45318
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004681
- Title
- PROSPECTIVE TEACHERS' DEVELOPMENT OF WHOLE NUMBER CONCEPTS AND OPERATIONS DURING A CLASSROOM TEACHING EXPERIMENT.
- Creator
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Roy, George, Dixon, Juli, University of Central Florida
- Abstract / Description
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A classroom teaching experiment was conducted to document prospective teachers' development of whole number concepts and operations. The purpose of this mixed-methods study was to examine the collective understanding of prospective teachers in an elementary mathematics content course. Design research methodology, specifically a classroom teaching experiment was the methodology selected for this study since it allows learning to be documented in a classroom environment and is iterative in...
Show moreA classroom teaching experiment was conducted to document prospective teachers' development of whole number concepts and operations. The purpose of this mixed-methods study was to examine the collective understanding of prospective teachers in an elementary mathematics content course. Design research methodology, specifically a classroom teaching experiment was the methodology selected for this study since it allows learning to be documented in a classroom environment and is iterative in nature. A revised hypothetical learning trajectory and instructional tasks from a previous classroom teaching experiment were used in this study (Andreasen, 2006). Research about children's development of whole number concepts and operations was used in developing instructional learning goals. In addition, research regarding prospective teachers' development supported the instructional modification that all tasks would be presented and expected to be reasoned about in base-8. Both qualitative data and quantitative data were collected. Qualitative data included whole class dialogue that was videotaped and transcribed, as well as student work samples. Quantitative data included items from the Content Knowledge for Teaching Mathematics database that were administered prior to and subsequent to the instructional sequence in base-8 (Hill, Schilling, & Ball, 2005). It should be noted that the items selected from the database were in base-10. The emergent perspective served as the interpretive framework of the collected qualitative data. This perspective reflexively coordinates the social or group perspective simultaneously with psychological or individual perspective. As stated, this study sought to describe the communal mathematics understanding of prospective teachers in an elementary mathematics content course. Toulmin's (1969) model of argumentation and Rasmussen and Stephan's three-phase methodology served to document normative ways of group reasoning called classroom mathematical practices. The following classroom mathematical practices were identified as taken-as-shared by prospective teachers: (a) developing small number relationships using Double 10-Frames, (b) developing two-digit thinking strategies using the open number line, (c) flexibly representing equivalent quantities using pictures or Inventory Forms, and (d) developing addition and subtraction strategies using pictures or an Inventory Form. Quantitative results indicated that prospective teachers were able to apply mathematical understandings grounded in base-8 to whole number concepts in base-10. In the end, counting and calculating in base-8 provides a meaningful context for prospective teachers to reconstruct their knowledge of whole number concepts and operations.
Show less - Date Issued
- 2008
- Identifier
- CFE0002398, ucf:47754
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002398
