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Title: CHARACTER EDUCATION: EXAMINING THE PERCEPTIONS OF ELEMENTARY, MIDDLE, AND HIGH SCHOOL TEACHERS IN A CENTRAL FLORIDA SCHOOL DISTRICT.
Creator: Ampel, Jason, Holt, Larry, University of Central Florida
Abstract / Description: While schools are academic institutions to prepare our country's youth for their future, developing a child's character and civic responsibilities is necessary and is often deleted from the explicit curriculum set forth in most school districts throughout the country. This study investigated the perception of character education of teachers in a Central Florida school district, as it related to teacher importance, teacher efficacy, and teacher practice of character education. This...
Show moreWhile schools are academic institutions to prepare our country's youth for their future, developing a child's character and civic responsibilities is necessary and is often deleted from the explicit curriculum set forth in most school districts throughout the country. This study investigated the perception of character education of teachers in a Central Florida school district, as it related to teacher importance, teacher efficacy, and teacher practice of character education. This study investigated the responses of 497 classroom teachers surveyed within one Central Florida school district. The questionnaire used in this study was designed to illuminate teacher perceptions of character education, by examining a teacher's level of importance, efficacy, and practice of character education in their classrooms and schools. The three areas of importance, efficacy, and practice were examined to determine whether there was a statistically significant difference among Central Florida educators based upon demographic variables of a) grades level taught, b) years of experience, c) highest degree attained, d) gender, and e) National Board Certification. The results of this survey, in combination with existing research findings, proved to be beneficial in revealing the ideals and explicit actions that need to be prevalent in public schools today to insure a balance between academics and the development of civic behaviors and positive character values. This study was a step in a effort to depict the voices of all teachers as stakeholders in one Central Florida School district.
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Date Issued: 2009
Identifier: CFE0002556, ucf:47642
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002556

Title: PARENTAL INVOLVEMENT: TEACHERS' AND PARENTS' VOICES.
Creator: Shearer, Karen, Brown, Susan, University of Central Florida
Abstract / Description: Parents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students' education, the importance of parental...
Show moreParents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students' education, the importance of parental involvement is readily acknowledged. Confusing to both parents and educators is what constitutes parental involvement. The research revealed numerous definitions for the term, but none that were universally agreed upon. This lack of a clear delineation of roles has both parties struggling to make sense of their separate and joint responsibilities. Add to this confusion the complex issues surrounding linguistic and cultural diversity and both sides become mired in their differences rather than building upon their commonalities. Barriers to parental involvement can come from the family as well as the school. The purpose of this study was to examine those barriers from the perspective of educators as well as parents. A convenience sample was taken from the population of elementary schools in a Central Florida county. Parents of students from ethnic minorities were asked to complete a survey questionnaire regarding their experiences with the classroom teacher as well as involvement in their child's education. Elementary school teachers from the same county were given the opportunity to respond to an online survey questionnaire regarding their attitudes about cultural and language diversity and parental engagement at school and with learning. Five hundred and fifty parent surveys and one hundred sixty-six teacher surveys were completed. The data analysis will show which factors influence parent involvement and how similarly parents and teachers feel about parent involvement.
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Date Issued: 2006
Identifier: CFE0001506, ucf:47127
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001506

Title: FLORIDA FIRST YEAR TEACHERS' PERCEPTIONS OF PREPAREDNESS TO MEET NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR TEACHERS (NETS-T).
Creator: Bedenbaugh, Larry, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The purpose of this study was to determine if first year teachers in Florida perceived they were adequately prepared by their preservice education programs to meet the National Educational Technology Standards for Teachers (NETS-T). The study was designed to gather data about first year teacher perceptions of personal technology proficiency and self-reported technology integration practices. The data were measured using the First Year Teacher Perceptions Related to Preparedness to Meet...
Show moreThe purpose of this study was to determine if first year teachers in Florida perceived they were adequately prepared by their preservice education programs to meet the National Educational Technology Standards for Teachers (NETS-T). The study was designed to gather data about first year teacher perceptions of personal technology proficiency and self-reported technology integration practices. The data were measured using the First Year Teacher Perceptions Related to Preparedness to Meet National Educational Technology Standards for Teachers (NETS-T) survey instrument. The sample (N=257) for this study was drawn from the population of Florida first year PreK-12 public classroom teachers from the 2005–2006 school year who were still teaching during the 2006-2007 school year. Demographic variables, perceptions of personal technology skills, and self-reported technology integration practices were collected on the sample. Descriptive and comparative statistics were used to identify relationships between the variables. It was concluded that first year teachers in Florida who held a professional teaching certificate or graduated from a Florida public university's teacher education program perceived they were better prepared to meet national educational technology standards than first year teachers in Florida who did not. It was also determined that there was a statistically significant relationship between first year teacher perceptions for preparedness for technology integration and their perceived personal technology skills, as well as between self-reported technology integration practices of first year teachers and their perceptions of their ability to integrate technology. Two additional findings came to light during the study. The majority of first year teachers in Florida did not take the traditional university teacher preparation program as their path to certification. Additionally, the vast majority of first year teachers in Florida gave credit to independent learning in increasing their own personal technology skills.
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Date Issued: 2007
Identifier: CFE0001727, ucf:47320
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001727

Title: A PHENOMENOLOGICAL STUDY OF THE PERCEPTIONS AND EXPERIENCES OF SEVEN URBAN MIDDLE SCHOOL SCIENCE TEACHERS RELATED TO RETENTION.
Creator: Dunn, Lu, Boote, David, University of Central Florida
Abstract / Description: Background: Job satisfaction is essential to retain teachers in classrooms. Increased challenges in today's classrooms discourage many teachers from reaching veteran status. Teachers with a perception that they are making a difference appear to have more resilience in the difficult times in their classrooms. Purpose: To investigate the experiences of middle school science teachers. This study explored the influence of perceptions, beliefs, and experiences on job attrition and teacher...
Show moreBackground: Job satisfaction is essential to retain teachers in classrooms. Increased challenges in today's classrooms discourage many teachers from reaching veteran status. Teachers with a perception that they are making a difference appear to have more resilience in the difficult times in their classrooms. Purpose: To investigate the experiences of middle school science teachers. This study explored the influence of perceptions, beliefs, and experiences on job attrition and teacher satisfaction; and helps explain the cumulative effects that contributed to teachers' dissatisfaction. This study analyzed the intensification of the teaching profession and the increased emotional stress this causes for teachers. Setting: Five public middle schools in a large urban school district in central Florida. A total of seven teachers participated in the study. Subjects: Seven middle school science teachers were selected based on their years of experience, method of teacher training, and ability to participate in the entire study. Research Design: Phenomenological. Data Collection and Analysis: The data were collected through focus groups, interviews, journals, and classroom observations. The audio-taped portions were transcribed then analyzed with NVivo/NUD*IST, Revision 1.2 to find common themes. The initial themes were subsequently reduced for manageability. The teachers stories were separated to provide support as the themes emerged. Findings: Teachers who were more experienced by years on the job or more extensive initial training appeared to have more resilience for the difficulties in their job. Satisfaction with their job seemed to be influenced by professional identity, teacher preparation, personal experiences, curriculum policy, and cultural diversity. Conclusions: Analyzing the perceptions and beliefs of teachers who are in classrooms can provide insights to improve conditions to encourage teachers to stay. The analysis strongly suggests that teachers who feel supported and valued are more likely to remain in the classroom in spite of the challenges they encounter.
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Date Issued: 2008
Identifier: CFE0002494, ucf:47687
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002494

Title: "SET A LIGHT IN A DARK PLACE": TEACHERS OF FREEDMEN IN FLORIDA, 1863-1874.
Creator: Wakefield, Laura, Adams, Sean, University of Central Florida
Abstract / Description: As the Civil War closed and Reconstruction began, a small army of teachers arrived in Florida. Under the auspices of northern aid societies, churches, and educational associations, they proposed to educate the newly emancipated slaves, believing that education would prepare African Americans for citizenship. Teachers found Florida's freedmen determined to acquire literacy by whatever means they could, but they faced a white populace resistant to outsiders. Reformers, politicians, literate...
Show moreAs the Civil War closed and Reconstruction began, a small army of teachers arrived in Florida. Under the auspices of northern aid societies, churches, and educational associations, they proposed to educate the newly emancipated slaves, believing that education would prepare African Americans for citizenship. Teachers found Florida's freedmen determined to acquire literacy by whatever means they could, but they faced a white populace resistant to outsiders. Reformers, politicians, literate blacks, and Yankee businessmen intent on socially, politically, and economically transforming Florida joined educators in reconstructing Florida. Florida's educational system transformed during Reconstruction, and an examination of the reciprocity between Reconstruction-era teachers and Florida's freedmen provides a window into how Florida's learning community changed. Teachers exerted a profound influence on Florida's freedmen and on the development of Florida's educational system. But it was not simply a matter of outsiders transforming freedmen. While previous writers have emphasized the teachers' limitations, conservatism, or sacrifice, this study examines the complex interplay, and at times mutual dependence, between northern reformers and freedmen. Teachers partnered with Florida's black community, which was determined to seize education by whatever means available; they joined with the state's white community, struggling to come to terms with radical social changes; and they worked with Yankee strangers, who saw education of freedmen as an opportunity to transform the state politically. The reciprocal process of social change created a new politically charged educational system in Florida.
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Date Issued: 2004
Identifier: CFE0000199, ucf:46164
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000199

Title: THE LITERACY EXPERIENCES OF NINTH-GRADERS AND THEIR TEACHER IN AN ENGLISH LANGUAGE ARTS WORKSHOP.
Creator: Scanlon, Elizabeth, Ousley, Denise, University of Central Florida
Abstract / Description: The question guiding this qualitative study was: What are the literacy experiences of ninth-grade students in an English language arts workshop classroom? This study is an autoethnography and it chronicles six months in my ninth grade English classroom where I played the role of observant participant. It examines the process of reading and writing and how my perspective as a reader and a writer shapes my curricular decisions and influences my students as readers and writers.
Date Issued: 2005
Identifier: CFE0000804, ucf:46682
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000804

Title: COLLECTIVE TEACHER EFFICACY AND READING ACHIEVEMENT FOR HISPANIC STUDENTS IN READING FIRST AND NON-READING FIRST SCHOOLS IN SOUTHWEST FLORIDA.
Creator: Hylemon, Larry, Holt, Larry, University of Central Florida
Abstract / Description: This study examined explicit and systematic reading instruction for Hispanic, limited English, lower SES students in a southwest Florida school district. Additionally, collective teacher efficacy was assessed to determine if differences existed between a Reading First and a non-Reading First school. A total of 68 students participated in the study and were divided equally between a Reading First and non-Reading First school. While the Reading First school concentrated resources on grades 2...
Show moreThis study examined explicit and systematic reading instruction for Hispanic, limited English, lower SES students in a southwest Florida school district. Additionally, collective teacher efficacy was assessed to determine if differences existed between a Reading First and a non-Reading First school. A total of 68 students participated in the study and were divided equally between a Reading First and non-Reading First school. While the Reading First school concentrated resources on grades 2 and 3, all students received some degree of Reading First strategies. Available reading measures for analyses at the time of the study included the Group Reading Assessment and Diagnostic Evaluation (GRADE), the Florida Comprehensive Assessment Test (FCAT), and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Results from two-way analyses of variance (ANOVA) did not reveal significant differences between the two groups on a pre and posttest administration of the GRADE. When the two groups were combined, repeated measures ANOVA indicated a significant difference between pre and post administrations of the GRADE with the posttest being significantly higher. Grades 4 and 5 showed significant gains between pre and posttest while grades 2 and 3 did not. It was hypothesized that as students' English proficiency improved, reading instruction became more meaningful and thus positively influenced the posttest. Both the GRADE and the DIBELS Oral Reading Fluency test were significantly correlated with the FCAT. Regression analyses revealed that both were significant predictors individually and combined of the FCAT reading score. Collective teacher efficacy was assessed with the short-form of the Collective Teacher Efficacy Scale (CTES). A total of 38 Reading First teachers and 30 non-Reading First teachers completed the CTES and a brief biographical questionnaire. Results indicated significantly higher collective teacher efficacy in the non-Reading First school. Findings did not support the hypothesis that the intensity of the Reading First program and the teacher training required would result in significantly higher collective efficacy. Differences in level of teacher education, experience, and years teaching in a school were speculated as potential variables influencing the level of collective efficacy. Implications from this study were discussed along with recommendations for future research.
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Date Issued: 2005
Identifier: CFE0000737, ucf:46570
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000737

Title: WHAT TEACHERS WANT TO KNOW: A SYSTEMATIC REVIEW OF ACTION RESEARCH THESES RELATED TO K-8 MATHEMATICS AND SCIENCE.
Creator: Steele, Bridget, Hynes, Michael, University of Central Florida
Abstract / Description: The research conducted was a systemic review of 88 action research masters theses from a teacher enhancement program for K-8 mathematics and science at the University of Central Florida and the teachers that performed the studies. The purpose of this study is to synthesize existing research results of a collection of master's theses from a teacher enhancement program for K-8 mathematics and science teachers in order to arrive at meaningful conclusions regarding teachers' research...
Show moreThe research conducted was a systemic review of 88 action research masters theses from a teacher enhancement program for K-8 mathematics and science at the University of Central Florida and the teachers that performed the studies. The purpose of this study is to synthesize existing research results of a collection of master's theses from a teacher enhancement program for K-8 mathematics and science teachers in order to arrive at meaningful conclusions regarding teachers' research interests and classroom practices. Also, the study will help teacher educators who deliver the teacher enhancement program to improve the effectiveness of the program. A summary sheet was filled out for each thesis and teacher, and then entered into a spreadsheet that was later analyzed for reoccurring themes in the data. The results showed themes in topics of action research studies, questions in action research studies, and results of action research studies. There were no trends in characteristics of teachers performing the action research studies.
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Date Issued: 2006
Identifier: CFE0001199, ucf:46860
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001199

Title: SURVEYING EDUCATIONS PROFESSIONALS TO EXPLORE HOW TO INCORPORATE TRAUMA EDUCATION IN UCF'S TEACH PREPARATION PROGRAM.
Creator: Doman, Jordan, Jennings-Towle, Kelly, University of Central Florida
Abstract / Description: Traumatic events do not discriminate based on economic status, race, culture, or age. This is true for the hundreds of thousands of students who walk into classrooms every day having experienced trauma. Our teachers are then challenged to support these students in a time when their ability to learn may be affected by trauma. The goal of my thesis is to show the need to educate preservice teachers in the University of Central Florida's elementary education teacher preparation program about...
Show moreTraumatic events do not discriminate based on economic status, race, culture, or age. This is true for the hundreds of thousands of students who walk into classrooms every day having experienced trauma. Our teachers are then challenged to support these students in a time when their ability to learn may be affected by trauma. The goal of my thesis is to show the need to educate preservice teachers in the University of Central Florida's elementary education teacher preparation program about students experiencing trauma and how to best support these students. By analyzing existing literature and through interviews with professionals working with children experiencing trauma in and out of the classroom, a quick guide containing the definition of childhood trauma, how it affects the lives of students in elementary classrooms, and best practices to support these students will be constructed. Additionally, this thesis will survey UCF elementary education students preexisting knowledge of childhood trauma and their desire to learn more about the subject. This survey was completed by preservice teachers in the University of Central Florida elementary education preparation program The results of the survey will determine student interest in learning about teaching students who are experiencing trauma, as well as student knowledge of students experiencing trauma. The results from this survey suggest students are interested in learning more on how to support students going through trauma and that their depth of knowledge on the subject can be expanded.
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Date Issued: 2018
Identifier: CFH2000416, ucf:45735
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000416

Title: WHAT IS THE EFFECT OF STANDARDIZED TESTING ON TEACHER PRACTICE?.
Creator: Granato, Courtney, Hopp, Carolyn, University of Central Florida
Abstract / Description: This study examines the potential correlation between standardized testing and teacher practice. Building upon the conceptual framework, are constructs of school climate and assessment to develop themes such as leadership role, teacher role, district role, and coach's role as well as teacher practice, classroom assessment, standardized assessment, and the alignment of curriculum to standardized testing. In discovering the parallel between standardized testing and teacher practice, both...
Show moreThis study examines the potential correlation between standardized testing and teacher practice. Building upon the conceptual framework, are constructs of school climate and assessment to develop themes such as leadership role, teacher role, district role, and coach's role as well as teacher practice, classroom assessment, standardized assessment, and the alignment of curriculum to standardized testing. In discovering the parallel between standardized testing and teacher practice, both qualitative and quantitative data were collected through research and observations, but more importantly through a survey and focus group. Over a two-semester period, it became evident that there was an eminent parallel between each the themes and constructs within the conceptual framework, ultimately answering the research question. Although the data fulfilled the research question of this study, future research would require a more in-depth, longitudinal study in order to suggest possible ideas for solutions.
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Date Issued: 2015
Identifier: CFH0004790, ucf:45335
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004790

Title: AN EXPLORATION OF TEACHER CANDIDATE PERCEPTIONS CONCERNING THEIR POLITICAL ROLE IN SOCIAL STUDIES EDUCATION.
Creator: Zagrocki, Brian, Russell, William, University of Central Florida
Abstract / Description: This study argued that the purpose of social studies education is intimately connected with civic engagement. The function of civic engagement shifts in accordance with the political roles a teacher plays in the classroom (Westhaimer & Kahne, 2004). The literature review defined the possible parameters of these political roles. The research then explored how secondary social science and elementary teacher candidates, if at all, planned to address the political issue of civic engagement in...
Show moreThis study argued that the purpose of social studies education is intimately connected with civic engagement. The function of civic engagement shifts in accordance with the political roles a teacher plays in the classroom (Westhaimer & Kahne, 2004). The literature review defined the possible parameters of these political roles. The research then explored how secondary social science and elementary teacher candidates, if at all, planned to address the political issue of civic engagement in education and their self-awareness as political actors. This research study aimed to expand the available body of research on this topic by exploring the perceptions of social studies teacher candidates concerning their roles in promoting civic engagement. This study conducted a survey of social science and elementary teacher candidates to qualitatively measure these perceptions. The study found that teacher candidates possessed entrenched conceptions of good citizenry but fail to connect social studies� primary purpose of civic engagement with the promotion of good citizenry. The study also indicated teacher candidates lack sufficient civic engagement conceptual understanding and corresponding pedagogy to adequately perform their political roles as democratic gatekeepers. Consequently, the study�s educational implications were that social studies teachers� and teacher candidates� awareness of civic engagement in the social studies classroom is necessary to facilitate an effective, ethical, and objective education. Additionally, more attention must be given in teacher candidate education to address the political reality of the social science education profession.
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Date Issued: 2016
Identifier: CFH2000056, ucf:45510
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000056

Title: BOY STUDENT/ GIRL STUDENT:EXPLORING EARLY CHILDHOOD TEACHER PERCEPTIONS OF GENDER AND THEIR INFLUENCE ON CHILDREN'S LEARNING.
Creator: Oliver, Elizabeth, Levin, Judith, University of Central Florida
Abstract / Description: ABSTRACT Brain development in children has always been fascinating to me; it was the reason I chose to major in Early Childhood Education. I have often wondered how the expectations and behavior of parents and teachers affect young children academically .Specifically, how do early gender messages from adults, peers, and the popular media have a powerful impact on the development of young brains? The professional responsibility of all educators is to help every child reach their full potential...
Show moreABSTRACT Brain development in children has always been fascinating to me; it was the reason I chose to major in Early Childhood Education. I have often wondered how the expectations and behavior of parents and teachers affect young children academically .Specifically, how do early gender messages from adults, peers, and the popular media have a powerful impact on the development of young brains? The professional responsibility of all educators is to help every child reach their full potential. This thesis explored the potential impact early childhood educators have in developing and reinforcing stereotypes that can affect children academically by surveying teachers about their own backgrounds, thoughts and feelings about their male and female students. Confirming my belief that most teachers had similar backgrounds I was able to find that among the 59 respondents surveyed; 98% were female, 81% attended mixed gender public schools, 85% grew up in a two-parent home and 90% had a father working full-time outside of the home. While looking for similarities in descriptive language I was able to find that given a choice of 14 words from a word bank teachers used the same terms over and over to describe their male and female students. Teachers chose words that described physical characteristics when recalling their male students and chose emotional words when they were asked to describe their female students. When teachers were asked to recall which students they believed to be the most challenging in their classrooms and to identify the gender of these students, they identified male students three times more than their female students. I was left wondering if the mostly female teachers who all shared similar backgrounds were transferring unconscious bias onto their students. Why was the descriptive language they used so similar? Why were males students identified as challenging so much more than female students?
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Date Issued: 2013
Identifier: CFH0004514, ucf:45174
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004514

Title: AN EXPLORATORY CASE STUDY COMPARING THE TEACHING PRACTICES OF READING ENDORSED VERSUS NON-READING ENDORSED SECONDARY ENGLISH LANGUAGE ARTS TEACHERS.
Creator: Greenwell, Sabrina, Zygouris-Coe, Vicky, University of Central Florida
Abstract / Description: This comparative case study investigated the teaching practices of secondary English language arts teachers who are reading endorsed versus secondary English language arts teachers who are not reading endorsed. Florida Department of Education mandated that all reading teachers, and strongly encouraged all English language arts teachers be reading endorsed to meet the requirements of No Child Left Behind ("Just Read, Florida!" 2008). We now need research to see if this surge of reading...
Show moreThis comparative case study investigated the teaching practices of secondary English language arts teachers who are reading endorsed versus secondary English language arts teachers who are not reading endorsed. Florida Department of Education mandated that all reading teachers, and strongly encouraged all English language arts teachers be reading endorsed to meet the requirements of No Child Left Behind ("Just Read, Florida!" 2008). We now need research to see if this surge of reading endorsed teachers is using their training in the classroom. The purpose of this study was to explore and to compare the teaching practices of two secondary standard English I in a reading block teachers, one reading endorsed and the other not reading endorsed, and two honors English II language arts teachers, one reading endorsed and the other not reading endorsed. Did the classes in reading instruction and scientifically based reading research (SBRR) strategies carry over into teaching practices in the classroom? If yes, how, or in what capacity, and in what areas of student learning? The participants in this study included secondary standard English I in a reading block teachers and honors English II language arts teachers from a local central Florida high school. Their identities are confidential, but their years of teaching experience, their qualifications, and their classes' level are provided. This comparative case study used an observation protocol, interviews with teachers, classroom observations, a questionnaire for teachers, and observational and reflective field notes made while observing and documenting teachers' practices in secondary English classrooms. This study investigated the value of the Florida reading endorsement, its influence on secondary teachers' knowledge of instruction and practices, the role of comprehensive professional development, and the endorsement's influence on student engagement. The significance of these results may provide evidence for policymakers to further mandate reading endorsements for content area teachers or become more lenient on their demands for English language arts teachers to become reading endorsed. The input and opinions of the veteran teachers may help shape and change the current endorsement while examining theory to practice. The study was qualitative in nature; most of the evidence and research came from observations and interviews. The voice of the veteran English teachers, their beliefs, instructional practices, classroom environments, and students' motivation is a reflection of current practices in today's public schools. There is evidence that professional development in scientifically based reading research has an impact on the instructional practices of teachers. The study included the voice of the teachers; what they would like to experience in professional development; what they found useful; what they need; and what they did not value. The participants explained how they transformed theory into practice. The findings of this study concluded that further research and communication is needed between the researchers who design professional development statewide initiatives for secondary content area teachers, the teachers/practitioners who implement the knowledge and strategies, the administration for support, and policy makers who mandate the professional development efforts. The reading endorsed teachers did create enthusiastic classroom environments where student motivation increased, but the teachers voiced obstacles that inhibited their professional development that should be addressed.
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Date Issued: 2009
Identifier: CFE0002902, ucf:48006
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002902

Title: THE COMMITMENT OF ELEMENTARY SCHOOL TEACHERS TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES.
Creator: Cox, Margaret, Martin, Suzanne, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the commitment of elementary school teachers to inclusive education for students with disabilities (SWD), and whether the commitment to inclusive education between general and special education teachers was equal. Measurements were based on Richard Clarke's Commitmemt and Necessary Effort (CANE) theory, severity of disability, and demographic factors including teaching assignment, number of students in class, number of years teaching and number...
Show moreThe purpose of this study was to investigate the commitment of elementary school teachers to inclusive education for students with disabilities (SWD), and whether the commitment to inclusive education between general and special education teachers was equal. Measurements were based on Richard Clarke's Commitmemt and Necessary Effort (CANE) theory, severity of disability, and demographic factors including teaching assignment, number of students in class, number of years teaching and number of years working in an inclusive setting. A four-point Likert-type survey(Appendix A) adapted from a combination of Spencer Salend's (2008) "Teacher's Inclusion Survey and Interview Question to examine the Experience of Educators Working in Inclusive Classrooms" was used to collect the data. The data indicated that 57% of the respondents were committed to inclusive education, with special education teachers displaying a greater committment than their general education counterparts. In addition some of the earlier roadblocks to inclusive education such as needed support from administrators and ancillary personnel dealing with SWD, lack of resources, time for collaboration and consulation, along with a need for more training, still appear to be pervasive problems in implementing a fully inclusive program for all students nearly two decades later in contemporary schools.
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Date Issued: 2009
Identifier: CFE0002858, ucf:48070
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002858

Title: Development and Validation of a Scale to Measure Misconceptions About Educational Psychology Among Pre-Service Teachers.
Creator: McAfee, Morgan, Boote, David, Hayes, Grant, Vitale, Thomas, University of Central Florida
Abstract / Description: Misconceptions are widespread or commonly held beliefs explicitly contradicted by empirical evidence. When teachers harbor misconceptions or unjustified beliefs about teaching, learning, and human motivation, the potential pedagogical consequences are profound, and these inaccurate beliefs may be instilled into future students through ineffective teaching strategies and gross misinterpretations of learning science. While existing research has examined misconceptions about general psychology...
Show moreMisconceptions are widespread or commonly held beliefs explicitly contradicted by empirical evidence. When teachers harbor misconceptions or unjustified beliefs about teaching, learning, and human motivation, the potential pedagogical consequences are profound, and these inaccurate beliefs may be instilled into future students through ineffective teaching strategies and gross misinterpretations of learning science. While existing research has examined misconceptions about general psychology and neuroscience among various populations, no prior work has evaluated pre-service teachers' misconceptions about topics of educational psychology, comprising inaccurate beliefs about teaching, learning, and human motivation. The purpose of this research is to describe the development and validation of a scale to measure misconceptions about educational psychology among pre-service teachers. Employing an experimental 2 (scale: true/false, six-point Likert-type) x 2 (valence: positive, mixed) x 2 (order: true/false presented first, Likert-type presented first) factorial, repeated measures design, a randomized experiment was performed to systematically evaluate the conditions under which the proposed scale for misconceptions of educational psychology performed best. As expected, the Likert-type scale was more sensitive to detecting misconceptions relative to the true/false scale. However, contrary to extant research on the valence effect, mixed-valence scales outperformed the positively-valenced scales across conditions indicating that misconceptions are best measured with a Likert-type response format using a heterogeneous mix of positively- and negatively-valenced items rather than a homogeneous set of positively-valenced items. Implications for practice and future research are discussed.
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Date Issued: 2018
Identifier: CFE0007051, ucf:51969
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007051

Title: Structural Inclusion Tools for Theatre Teaching Artists.
Creator: Thomas, Leah, Wood, Vandy, Tollefson, Kristina, Martin, Suzanne, University of Central Florida
Abstract / Description: The term (")inclusion(") has been increasing in its use with students of various abilities, specifically students with autism. Creating inclusion work is a growing need within the field of theatre, and a catalyst for this work can be seen through the creation of the Theatre Development Fund's sensory-friendly performances in 2011. These sensory-friendly performances are primarily marketed to families and students who have been diagnosed with autism spectrum disorder, as ASD often creates a...
Show moreThe term (")inclusion(") has been increasing in its use with students of various abilities, specifically students with autism. Creating inclusion work is a growing need within the field of theatre, and a catalyst for this work can be seen through the creation of the Theatre Development Fund's sensory-friendly performances in 2011. These sensory-friendly performances are primarily marketed to families and students who have been diagnosed with autism spectrum disorder, as ASD often creates a sensory sensitivity to bright lights, sudden movements, or loud sounds. As a theatre practitioner, the guiding question of my research is exploring whether inclusion practices can be enforced beyond the stage and into educational programming for students with ASD? Can inclusion practices strengthen the intuitive skill sets of teaching artists? How can theatre artists seek inclusion training? Can the use of inclusion practices within classroom settings perpetuate consistent work for teaching artists? The goal for my research is to use the fields of education, psychology and theatre to acknowledge and inform the difficulty in defining inclusion and create a supplemental resource for theatre teaching artists to use in practice. My methodology is reflecting on my experiences as a graduate student pursuing the Autism Spectrum Disorders certificate in addition to my MFA in Theatre at the University of Central Florida.
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Date Issued: 2018
Identifier: CFE0007108, ucf:51937
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007108

Title: Utilizing Asynchronous Online Modules to Educate Preservice Teachers to Address Bullying Behaviors for Elementary Students with Autism Spectrum Disorder.
Creator: Best, Jaime, Vasquez, Trey, Marino, Matthew, Dieker, Lisa, Rose, Chad, University of Central Florida
Abstract / Description: Due to social and communication deficits, individuals with Autism Spectrum Disorder (ASD) are targeted for school bullying more than other populations. With an increased number of individuals with ASD being served in general education classrooms, teachers are at the front line of defense for this vulnerable population. Many teachers and preservice teachers lack experience and self-confidence when dealing with situations related to individuals with ASD in their inclusive classrooms. While...
Show moreDue to social and communication deficits, individuals with Autism Spectrum Disorder (ASD) are targeted for school bullying more than other populations. With an increased number of individuals with ASD being served in general education classrooms, teachers are at the front line of defense for this vulnerable population. Many teachers and preservice teachers lack experience and self-confidence when dealing with situations related to individuals with ASD in their inclusive classrooms. While research on educating preservice teachers to deal with bullying behaviors is limited, the importance of providing high-quality teacher preparation programs for upcoming teachers remains at the upmost importance. The purpose of this study was to examine the effects of three online modules on preservice teachers' ability to identify and respond appropriately to situations of bullying involving individuals with ASD in their classroom. This study utilized an experimental group design to determine the impact of the modules for participants in the treatment group compared to participants in the control group who received a prerecorded lecture on the topic of bullying in schools. The researcher found this intervention to have a positive change between the pre-test and the post-test for participants receiving the modules; however, the results were not statistically significant.
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Date Issued: 2019
Identifier: CFE0007786, ucf:52365
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007786

Title: Teacher Candidates' Civic Attitudes and Civic Knowledge: A Comparative Study.
Creator: Furgione, Brian, Russell, William, Waring, Scott, Hewitt, Randall, Jahani, Shiva, University of Central Florida
Abstract / Description: The foundations of a democratic society are the citizens who engage in its political processes and functions. The democratic skills and dispositions needed to be engaged citizens must be embedded within the school system of that society. In the United States, teachers serve as the delivery system of these skills and dispositions, and it is therefore imperative to understand who these teachers are as citizens. Leveraging survey research and various quantitative measures, the civic attitudes...
Show moreThe foundations of a democratic society are the citizens who engage in its political processes and functions. The democratic skills and dispositions needed to be engaged citizens must be embedded within the school system of that society. In the United States, teachers serve as the delivery system of these skills and dispositions, and it is therefore imperative to understand who these teachers are as citizens. Leveraging survey research and various quantitative measures, the civic attitudes and civic knowledge of teacher candidates in various fields were investigated. Using self-reported demographic information, teacher candidates were compared based on their academic program track, gender, race, and status as a college student (first generation or other). Initial findings indicate statistically significant differences in the mean civic attitudinal scores and civic knowledge based on program track and college student status. How the findings may influence the long-term outlook of civic education and the needs for preparing future teachers are discussed.
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Date Issued: 2019
Identifier: CFE0007633, ucf:52474
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007633

Title: THE EFFICACY OF EFFORT: DIFFERENCES IN TEACHERS' SENSE OF EFFICACY BASED ON TYPE OF TEACHER TRAINING AND NUMBER OF YEARS OF EXPERIENCE.
Creator: Shane, Julie, Allen, Kay, University of Central Florida
Abstract / Description: Current federal reforms require a highly-qualified teacher in every classroom to promote higher levels of student performance. In an attempt to provide a sufficient and sustainable number of highly qualified teachers in the workforce, alternative certification training programs have come alongside traditional college of education training programs. Proponents of alternative certification programs contend the process of on-the-job training will potentially address the problem of teacher...
Show moreCurrent federal reforms require a highly-qualified teacher in every classroom to promote higher levels of student performance. In an attempt to provide a sufficient and sustainable number of highly qualified teachers in the workforce, alternative certification training programs have come alongside traditional college of education training programs. Proponents of alternative certification programs contend the process of on-the-job training will potentially address the problem of teacher shortages. However, opponents see these programs as an inadequate training process with future ramification for both teachers and students. As more and more classroom teachers are choosing alternative certification routes, there is growing uncertainty as to whether or not this is an effective way to train teachers. There is a substantial body of research that indicates a teacherÃ‚Â's self efficacy beliefs can be an indicator of his or her performance in the classroom. Evidence demonstrates a relationship between teachersÃ‚Â' beliefs about their personal ability to affect studentsÃ‚Â' achievement and the outcomes of both the teachersÃ‚Â' and the studentsÃ‚Â' efforts (Tschannen-Moran & Woolfolk Hoy, 2007). By identifying strengths and weaknesses in self-efficacy beliefs, it is possible to provide interventions such as professional development or peer mentoring to increase an individualÃ‚Â's sense of efficacy, which could then improve his or her teaching performance, and ultimately improve student achievement. The purpose of this research study was to identify and describe the differences between (1) the self-efficacy beliefs of teachers from traditional college of education programs and from alternative certification programs in order to identify patterns or correlations between type of training and teachersÃ‚Â' sense of efficacy, and (2) the self efficacy beliefs of novice, experienced, and expert teachers in order to determine patterns or correlations between years of experience and teachersÃ‚Â' sense of efficacy. This research study investigated the self-efficacy beliefs of 125 high school teachers in Brevard County, Florida, with either college of education training or alternative certification training and with either novice, experienced, or expert classroom teaching experience. The first part of the study analyzed teachersÃ‚Â' responses to the 24 items on Tschannen-Moran and Woolfolk HoyÃ‚Â's TeachersÃ‚Â' Sense of Efficacy Scale; the second part analyzed 6 researcher-designed items referring to teacher training programs and personal classroom experience. The three subscales that directed the items on the questionnaire were Efficacy for Student Engagement, Efficacy for Instructional Strategies, and Efficacy for Classroom Management. Factor analyses indicated 21 of the 24 items from the current research study loaded on the same three factors identified on the TeachersÃ‚Â' Sense of Efficacy Scale. The 6 items created specifically for this study loaded into two factors identified appropriately as training program and classroom experience. A reliability analysis resulted in a total alpha coefficient of .9271 for the 24 items on the TeachersÃ‚Â' Sense of Efficacy Scale for the 125 participants in the current research study which is consistent with an alpha of .94 in previous studies using the same scale. A total alpha coefficient of .6973 was determined for the 6 researcher-designed items. Findings from the t-tests and ANOVAs indicated that there was no relationship between self-efficacy beliefs of college of education trained teachers and alternative certification trained teachers; few relationships between novice, experienced, and expert teachers; and few interaction effects between type of teacher training and number of years of classroom experience. While the results of the study did not reveal statistically significant differences in the teacher groups, the teachersÃ‚Â' responses and comments indicated personal classroom experiences created higher levels of self-efficacy than teacher training programs. Contrary to the researcherÃ‚Â's expectations and conventional wisdom, both alternative certification teachers and novice teachers perceived themselves to be efficacious in the classroom. One possible explanation for the failure to reach statistically significant differences in the type of training and years of experience variables is that there simply are not distinct differences. Generally teachers with alternative certification training are immersed in programs that provide on-the-job training and support from a mentor, and as experts in their field of study, they exhibit self-assurance in their classroom behaviors. Commonly novices enter teaching with high expectations and they bring innovative practices and a fresh outlook to the classroom. Another possible explanation for the failure to reach statistically significant differences is the over-representation of some groups which could possibly have skewed the results. From the group of 125 participants, 86 teachers had college of education training while only 39 had alternative certification training. There were 79 expert teachers with ten or more years of experience, 35 experienced teachers with four to nine years, and only 11 novice teachers with three or less years. While the results of the research study did not offer statistically significant differences in the groups of teachers, there is much practical significance to be gained for district and school-level personnel in planning professional development opportunities. By identifying the strengths and weaknesses in teachersÃ‚Â' self-efficacy beliefs, professional development and peer support can be provided to address the unique needs of each teacher group. Recommendations were made for a synthesis of current practices from both college of education programs and alternative certification programs: a series of half-day internship experiences with relevant content coursework could be combined with on-the-job experience and mentoring support based on current alternative certification programs. This research study lacks generalizability, so further research should include middle school and elementary teachers, and teachers from other counties and states. Because teachersÃ‚Â' self-efficacy beliefs are personal and not necessarily reflective of actual practice, an investigation of the relationship between perceived self-efficacy beliefs and observed classroom effectiveness should be investigated.
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Date Issued: 2010
Identifier: CFE0003268, ucf:48558
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003268

Title: A MIDDLE SCHOOL MATHEMATICS TEACHER'S EXPLORATION OF THE RELATIONSHIP BETWEEN PARENT-TEACHER COMMUNICATION AND STUDENT ACHIEVEMENT.
Creator: Pierre Gilles, Viana, Dieker, Lisa, University of Central Florida
Abstract / Description: The purpose of this research study was to increase the overall achievement gains of my students who are currently receiving overall grades below a 69% in my middle school mathematics class by promoting parental involvement. The purpose of my action-research study was to answer the following three research questions: 1. What changes occur in students' test scores and overall grades when a variety of parental contacts are made over a six-week period? 2. How can I promote parental involvement? 3...
Show moreThe purpose of this research study was to increase the overall achievement gains of my students who are currently receiving overall grades below a 69% in my middle school mathematics class by promoting parental involvement. The purpose of my action-research study was to answer the following three research questions: 1. What changes occur in students' test scores and overall grades when a variety of parental contacts are made over a six-week period? 2. How can I promote parental involvement? 3. What can I do to educate parents on how to become more effectively involved in their child's education? To answer these questions I selected ten parents, whose children were currently receiving grades below a 69% in 7th grade mathematics and who have not contacted me after the first nine weeks of the semester. I used three different methods to contact the parents, phones call, emails, and notes in students' planners. All three methods showed a lack of parental feedback and involvement. Nevertheless, five students showed an increase in the second marking period, four showed a decrease, and one stayed the same.
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Date Issued: 2011
Identifier: CFE0003613, ucf:48872
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003613

Teacher Preparation (10)	+ -
education (10)	+ -
professional development (10)	+ -
teacher (10)	+ -
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teacher evaluation (8)	+ -
teacher preparation (8)	+ -
mathematics (7)	+ -
pre-service teachers (7)	+ -
student achievement (7)	+ -
teacher education (7)	+ -
teachers (7)	+ -
students with disabilities (6)	+ -
teacher training (6)	+ -
Preservice Teachers (5)	+ -
Teachers (5)	+ -
attrition (5)	+ -
elementary education (5)	+ -
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Education (4)	+ -
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