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- Title
- PRESERVICE ELEMENTARY TEACHERS' DEVELOPMENT OF RATIONAL NUMBER UNDERSTANDING THROUGH THE SOCIAL PERSPECTIVE AND THE RELATIONSHIP AMONG SOCIAL AND INDIVIDUAL ENVIRONMENTS.
- Creator
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Tobias, Jennifer, Dixon, Juli, University of Central Florida
- Abstract / Description
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A classroom teaching experiment was conducted in a semester-long undergraduate mathematics content course for elementary education majors. Preservice elementary teachers' development of rational number understanding was documented through the social and psychological perspectives. In addition, social and sociomathematical norms were documented as part of the classroom structure. A hypothetical learning trajectory and instructional sequence were created from a combination of previous...
Show moreA classroom teaching experiment was conducted in a semester-long undergraduate mathematics content course for elementary education majors. Preservice elementary teachers' development of rational number understanding was documented through the social and psychological perspectives. In addition, social and sociomathematical norms were documented as part of the classroom structure. A hypothetical learning trajectory and instructional sequence were created from a combination of previous research with children and adults. Transcripts from each class session were analyzed to determine the social and sociomathematical norms as well as the classroom mathematical practices. The social norms established included a) explaining and justifying solutions and solution processes, b) making sense of others' explanations and justifications, c) questioning others when misunderstandings occur, and d) helping others. The sociomathematical norms established included determining what constitutes a) an acceptable solution and b) a different solution. The classroom mathematical practices established included ideas related to a) defining fractions, b) defining the whole, c) partitioning, d) unitizing, e) finding equivalent fractions, f) comparing and ordering fractions, g) adding and subtracting fractions, and h) multiplying fractions. The analysis of individual students' contributions included analyzing the transcripts to determine the ways in which individuals participated in the establishment of the practices. Individuals contributed to the practices by a) introducing ideas and b) sustaining ideas. The transcripts and student work samples were analyzed to determine the ways in which the social classroom environment impacted student learning. Student learning was affected when a) ideas were rejected and b) ideas were accepted. As a result of the data analysis, the hypothetical learning trajectory was refined to include four phases of learning instead of five. In addition, the instructional sequence was refined to include more focus on ratios. Two activities, the number line and between activities, were suggested to be deleted because they did not contribute to students' development.
Show less - Date Issued
- 2009
- Identifier
- CFE0002737, ucf:48165
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002737
- Title
- EXPLORING PRESERVICE TEACHER ATTITUDES TOWARD BLACK STUDENTS.
- Creator
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Greuel, Audra L, Puig, Enrique A., University of Central Florida
- Abstract / Description
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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
- 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
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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
- 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
- INTROSPECTIONS OF AN AFRICAN AMERICAN PRESERVICE TEACHER'S GROWTH: AN AUTOETHNOGRAPHY.
- Creator
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Rawles, Latasha S, Roberts, Sherron, University of Central Florida
- Abstract / Description
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This paper takes an autoethnographic approach in exploring the growth of an African American preservice teacher during internship. This research involved daily self-reflections from the preservice teacher and observations by the supervising teachers and university liaison in order to respond to the guiding questions of how the African American preservice teacher will find a need for her presence in the classroom. As a result of the procedure, the preservice teacher was able to make meaningful...
Show moreThis paper takes an autoethnographic approach in exploring the growth of an African American preservice teacher during internship. This research involved daily self-reflections from the preservice teacher and observations by the supervising teachers and university liaison in order to respond to the guiding questions of how the African American preservice teacher will find a need for her presence in the classroom. As a result of the procedure, the preservice teacher was able to make meaningful connections with all students but especially with African American students who benefit from having at least one African American teacher between grades three and five within public elementary schools (Gershenson, Hart, Lindsay, & Papageorge, 2017). Additionally, findings from the reflections hope to inspire more African Americans to consider the teaching profession.
Show less - Date Issued
- 2017
- Identifier
- CFH2000197, ucf:45954
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000197
- Title
- FLORIDA FIRST YEAR TEACHERS' PERCEPTIONS OF PREPAREDNESS TO MEET NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR TEACHERS (NETS-T).
- Creator
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Bedenbaugh, Larry, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2007
- Identifier
- CFE0001727, ucf:47320
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001727
- Title
- SURVEYING EDUCATIONS PROFESSIONALS TO EXPLORE HOW TO INCORPORATE TRAUMA EDUCATION IN UCF'S TEACH PREPARATION PROGRAM.
- Creator
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Doman, Jordan, Jennings-Towle, Kelly, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2018
- Identifier
- CFH2000416, ucf:45735
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000416
- Title
- PRE-SERVICE TEACHERS' PERCEPTIONS OF PROMOTING TEACHER AUTONOMY THROUGH THE USE OF LESSON STUDY.
- Creator
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Leon, Rachel, Wise, William Scott, University of Central Florida
- Abstract / Description
-
The intent of thesis is to explore pre-service teachers' perceptions of using a form of professional development to promote teacher autonomy. Current evidence shows that autonomy is a recurring element desired by American teachers in their profession. However, research advocates for teachers who are initiating and carrying out research in their schools(as a form of professional development) to have the potential to promote autonomy. For American teachers to gain a sense of autonomy in their...
Show moreThe intent of thesis is to explore pre-service teachers' perceptions of using a form of professional development to promote teacher autonomy. Current evidence shows that autonomy is a recurring element desired by American teachers in their profession. However, research advocates for teachers who are initiating and carrying out research in their schools(as a form of professional development) to have the potential to promote autonomy. For American teachers to gain a sense of autonomy in their profession there needs to be a change in the way professional development is directed. One form of professional development that promotes teachers as researchers is Lesson Study. Teachers who participate in lesson study are given the opportunity to research, collaborate, and learn. A sample population of five Pre-service teachers were interviewed to discover their perceptions of using Lesson Study as a means to promote teacher autonomy. The results of this thesis are that lesson study was regarded, by three out of five of the participants, as an effective way to strengthen teacher autonomy. The implications of the results are discussed, and the descriptions and implications of Lesson Study are provided.
Show less - Date Issued
- 2014
- Identifier
- CFH0004726, ucf:45381
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004726
- Title
- Utilizing Asynchronous Online Modules to Educate Preservice Teachers to Address Bullying Behaviors for Elementary Students with Autism Spectrum Disorder.
- Creator
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Best, Jaime, Vasquez, Trey, Marino, Matthew, Dieker, Lisa, Rose, Chad, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2019
- Identifier
- CFE0007786, ucf:52365
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007786
- Title
- Increasing Metalinguistics Awareness as a Necessary Precursor for Preservice Teachers.
- Creator
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Schoonmaker, Aimee, Purmensky, Kerry, Nutta, Joyce, Folse, Keith, Clark, M. H., Mihai, Florin, University of Central Florida
- Abstract / Description
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Metalinguistic awareness (MA) in the context of the present study is the ability to deconstruct and analyze a language's intricate systems, and by doing so, better understand how these systems work. More specifically for the present study, the investigation focused on preservice teachers' MA in relation to grammar and its importance for their future students' understanding of language. Language is at the core of any content area in students' academic lives and it will continue to permeate all...
Show moreMetalinguistic awareness (MA) in the context of the present study is the ability to deconstruct and analyze a language's intricate systems, and by doing so, better understand how these systems work. More specifically for the present study, the investigation focused on preservice teachers' MA in relation to grammar and its importance for their future students' understanding of language. Language is at the core of any content area in students' academic lives and it will continue to permeate all aspects of their studies at all ages. As such, language-related issues should be at the front and center of preservice teachers' preparation.The present study, a quasi-experimental one-group pretest-posttest (Shadish, Cook (&) Campbell, 2002) investigated the metalinguistic awareness of preservice teachers who were enrolled in a face-to-face, undergraduate applied linguistics course at an urban research university in the United States. The metalinguistic awareness in the scope of the present study was directly related to the grammar knowledge of participants, and it was measured by an adapted instrument called ALAT. The results of the current study demonstrate that overall increase of MA is feasible (as attested by the results from research question 1). Nevertheless, further investigations (research questions 2, 3, 4, and 5) demonstrated that teachers' levels of metalinguistic awareness vary significantly. These results echoed previous findings that demonstrated that preservice teachers are not language-knowledgeable enough to deal with myriad issues that involve language, both in relation to students who are native speakers of English and also concerning ELs (Kolln (&) Hancock, 2005; Nutta et al., 2012; Pappamihiell, 2007). Preservice teachers' lack higher level metalinguistic awareness, as evidenced by their limited ability to explain grammar errors and use proper metalanguage while doing so.The main implication of the present study lies in the recommendation that more can and should be done in order to ensure that preservice teachers are receiving the appropriate amount of language-oriented preparation during their college years. The present study offers a confirmatory perspective to previous research findings which found that preservice teachers are not knowledgeable enough in relation to language. Previous studies also pointed out to this lack of preparation as a generator of feelings of inadequacy and anxiety in preservice teachers while foreseeing their future students' language struggles. Nonetheless, the present study also demonstrates that improvement can be achieved in regard to MA teacher preparedness in relatively little amount of time, especially for recognition of grammatical items such as parts of speech and parts of sentence. However, the findings demonstrate that more time is needed to ensure better results for complex grammar analyses such as explanation of grammatical errors.
Show less - Date Issued
- 2015
- Identifier
- CFE0005996, ucf:50779
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005996
- Title
- The Preservice Elementary Teacher Affect Scale for Science: A Validation Study.
- Creator
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Wilder, Otis, Gill, Michele, Butler, Malcolm, Allen, Kay, University of Central Florida
- Abstract / Description
-
The current study details the creation of a new scale for measuring preservice teachers' positive affect for science, the Preservice Elementary Teacher Affect Scale for Science (PETAS-S). This new instrument is designed specifically to measure the level of positive affect towards the subject of science in preservice elementary teachers. Confirmatory factor analysis reveals the instrument loads on the single factor, positive affect. Reliability is robust, with Cronbach's alpha of .96. Positive...
Show moreThe current study details the creation of a new scale for measuring preservice teachers' positive affect for science, the Preservice Elementary Teacher Affect Scale for Science (PETAS-S). This new instrument is designed specifically to measure the level of positive affect towards the subject of science in preservice elementary teachers. Confirmatory factor analysis reveals the instrument loads on the single factor, positive affect. Reliability is robust, with Cronbach's alpha of .96. Positive affect has shown to predict future levels of engagement in domain specific academic subjects (Ainley (&) Ainley, 2011) and is expected to aid preservice teachers in understanding the complex relationship between their students' interest and enjoyment of science with their own. This research contributes to the important role of emotion in preservice teachers' attitudes toward the subject of science and how it may affect the way they teach it to their future students.
Show less - Date Issued
- 2016
- Identifier
- CFE0006198, ucf:51104
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006198
- Title
- Teaching Fractions Procedurally and Conceptually to Pre-Service Elementary Education Teachers.
- Creator
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Edwards, Deborah, Hopp, Carolyn, Vitale, Thomas, Ortiz, Enrique, French, Jonathan, University of Central Florida
- Abstract / Description
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The purpose of this Dissertation in Practice was to inform pre-service elementary education teachers of conceptual and procedural methods for teaching fractions. The problem of practice began when the researcher noticed a deficiency in fraction addition knowledge for a remedial mathematics program at a local private university. Further exposure of fraction knowledge for the 2014 third-grade Florida Comprehensive Assessment Test scores at a local elementary charter school ascertained slightly...
Show moreThe purpose of this Dissertation in Practice was to inform pre-service elementary education teachers of conceptual and procedural methods for teaching fractions. The problem of practice began when the researcher noticed a deficiency in fraction addition knowledge for a remedial mathematics program at a local private university. Further exposure of fraction knowledge for the 2014 third-grade Florida Comprehensive Assessment Test scores at a local elementary charter school ascertained slightly above 50% of those students making a 70% percentile or higher. Now that Florida State Standards are aligned with the Common Core Standards, pre-service elementary teachers need to know how to teach fractions procedurally and conceptually. This research-based model was used to determine the level of fraction knowledge, math anxiety level, and present NCTM videos aligned with Common Core Standards. A key element of the model was the performance assessment of the participants teaching randomly selected fraction problems they had already encountered confirming the need for more professional development in this essential mathematics domain.
Show less - Date Issued
- 2015
- Identifier
- CFE0006215, ucf:51098
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006215
- Title
- Global Perspectives of Pre-Service Teachers: A Comparative Study.
- Creator
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Poole, Cynthia, Russell, William, Hewitt, Randall, Owens, Tom, Zugelder, Bryan, University of Central Florida
- Abstract / Description
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The importance of global education cannot be overstated in modern American society. A crucial first step to promoting global perspectives in the K-12 classroom is to ensure that the teachers have developed their own global perspectives. Multiple global education frameworks have suggested that two keys to globalizing teacher education curricula are the integration of global content courses and participation in co-curricular cross-cultural experiences. Therefore, this study sought to determine...
Show moreThe importance of global education cannot be overstated in modern American society. A crucial first step to promoting global perspectives in the K-12 classroom is to ensure that the teachers have developed their own global perspectives. Multiple global education frameworks have suggested that two keys to globalizing teacher education curricula are the integration of global content courses and participation in co-curricular cross-cultural experiences. Therefore, this study sought to determine the extent to which global content courses and co-curricular cross-cultural experiences had been integrated into the teacher preparation of pre-service teachers in multiple certification areas at a large public university in Florida, as well as the effects of that integration on the global perspectives of pre-service teachers. The questionnaire used in this study was the Global Perspectives Inventory (GPI) which was designed by Braskamp, Merrill, Braskamp, and Engberg (2012). The GPI was designed to measure individuals' development of global perspectives along three interrelated domains: cognitive, intrapersonal, and interpersonal. This study examined the extent to which pre-service teachers in different certification areas reported participating in global content courses and co-curricular cross-cultural experiences and the effects on their global perspectives.Significant differences in the rate of participation were found in pre-service teachers in one of seven types of global content courses examined, but in none of the eleven types of co-curricular cross-cultural experiences examined. The results of this investigation also confirmed that higher rates of participation in both global content courses and co-curricular cross-cultural experiences have a significant positive relationship with pre-service teachers' global perspectives.
Show less - Date Issued
- 2014
- Identifier
- CFE0005400, ucf:50449
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005400
- Title
- Examining Preservice Teachers' Performances and Pedagogies of Practice in an Urban Classroom Through the Use of a Simulated Learning Environment.
- Creator
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Jennings, Kelly, Szente, Judit, Hopp, Carolyn, Englehart, Deirdre, Dieker, Lisa, Hartle, Lynn, University of Central Florida
- Abstract / Description
-
The failure to staff the nation's classrooms with highly qualified teachers, especially those in disadvantaged schools, is a problem in American education. Novice teachers who begin teaching in urban, low-income, diverse schools leave the field of education at alarmingly high rates. Schools are not being provided with the teachers they deserve; new teachers are especially ill-prepared to meet the needs of students in high-need urban settings. In return, these low-income schools are not...
Show moreThe failure to staff the nation's classrooms with highly qualified teachers, especially those in disadvantaged schools, is a problem in American education. Novice teachers who begin teaching in urban, low-income, diverse schools leave the field of education at alarmingly high rates. Schools are not being provided with the teachers they deserve; new teachers are especially ill-prepared to meet the needs of students in high-need urban settings. In return, these low-income schools are not retaining sufficient numbers of the teachers they do recruit. A teacher's performance has a tremendous impact on a child's learning and academic journey. Teacher preparation programs need to increase effectiveness by preparing teachers who perform at a proficient level or higher from the first day they step foot in the classroom. Preservice teachers must have an understanding of how to teach effectively through the use of pedagogical knowledge and culture. Universities can assist prospective teachers to simultaneously learn content and pedagogy through training. The revolving door of teachers leaving impoverished communities must stop. Students are not in warrant of substitute teachers, unqualified or uncertified novice teachers year after year. Teacher preparation programs have a vital role in shaping initial levels of teacher commitment. One way to build this bridge between preparation of teachers for urban or diverse settings is to consider new options for teacher preparation. While teacher preparation programs can offer theories and pedagogies of practice, the use of a virtual reality (VR) environment permits teacher preparation to provide preservice teachers with varied experiences in order to prepare them for a high-need urban setting. This fully immersive environment could allow preservice teachers to create an environment that best supports the needs of their learners, strengthening knowledge gained in coursework to examination in the field. A traditional teacher preparation program cannot offer this understanding of pedagogy in a consistent and constant format. It is the obligation of schools and colleges of education to improve teacher education programs. Universities need to prepare culturally responsive educators who can effectively perform in the urban classroom. The purpose of this study was to examine the impact a simulated learning environment had on preservice teachers' classroom performances as measured by onsite and virtual observations. Pedagogies of practice are described through categories of personal connections, life experiences, engagement and assessment of prior knowledge as demonstrated in reflective writing of preservice teachers who participated in a simulated learning environment versus those who did not. The researcher proposed the use of a VR to provide an expanded view to preservice teacher preparation within a simulated classroom. It was hypothesized this scaffolding of learning beyond typical textbook learning would deepen the knowledge of the preservice teacher, leading to effective performance within a high-need urban setting. A mixed-methods approach of the embedded experimental design was used for collection of both qualitative and quantitative data. The Chi-square Test of Independence, supported by Fisher's Exact Test and Cramer's V used to analyze data measured on a nominal scale for the experimental group and control groups. Data analysis showed a significant difference in teacher indicators in three of the four observations. Specifically the preservice teachers (experimental group) who participated in the simulated learning environment related and integrated the subject matter with other disciplines and life experiences and reviewed previous class material before instruction more often than the control group. Key words in context (KWIC), word count and content analysis were used to identify themes through language as demonstrated in the reflective writing. Underlying patterns were used to form relationships between performance in the urban classroom after participation in a simulated learning environment, followed by reflective writing in the categories of personal connections, life experiences, engagement and assessment of prior knowledge. The preservice teachers in both the experimental and control groups exhibited many of the teacher behaviors needed in a high-need urban setting through their reflective writing. However, the intervention of TeachLivE(TM) continued to be an outlier, which not only strengthened the preservice teachers' reflections but performance in the classroom. The simulated learning environment offered the preservice teachers in the experimental group a medium to learn through doing. Exposure to the tools and methods in TeachLivE(TM), followed by reflective writing, provided opportunities to improve pedagogies of practice, impacting preservice teacher's performances in the urban setting. Future research recommendations based on continued observations to gather further data of the study, improvement of performance over time, and an expanded observational group are presented. Academic achievement of the students in the participant's classrooms who took part in TeachLivE(TM) in order to analyze whether the variable of TeachLivE(TM) impacted preservice teacher performance in the urban classroom could be measured. Finally, faculty mentors at the university could design professional development opportunities for novice teachers in TeachLivE(TM), assisting in coaching and self-reflection of lessons taught, working towards understanding of content and pedagogy. Reflection afterward would be collaborative between novice teachers and faculty mentors based on observations. Scaffolding novice teachers learning while in a simulated environment can be motivating and effective in learning gains.
Show less - Date Issued
- 2014
- Identifier
- CFE0005187, ucf:50617
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005187
- Title
- THE PREPAREDNESS OF ELEMENTARY MUSIC TEACHERS TO INCLUDE STUDENTS WITH CHALLENGING BEHAVIOR IN THEIR CLASSROOMS.
- Creator
-
Shirk, Christine, Cross, Lee, University of Central Florida
- Abstract / Description
-
Students with disabilities, some with emotional and behavior disorders, are included in almost all elementary music classes. Students with emotional behavior disorders are one of the greatest challenges for teachers. To be effective, teachers must develop strategies and inclusive practices specifically geared towards intervention. With the quantity of students served and only limited class time with students, the music teacher is often unaware of the unique needs of specific special learners....
Show moreStudents with disabilities, some with emotional and behavior disorders, are included in almost all elementary music classes. Students with emotional behavior disorders are one of the greatest challenges for teachers. To be effective, teachers must develop strategies and inclusive practices specifically geared towards intervention. With the quantity of students served and only limited class time with students, the music teacher is often unaware of the unique needs of specific special learners. Music teacher preparation has been inadequate in training teachers for inclusion. Elementary music educators rarely have outside support to deal with classroom challenges as they serve students with disabilities and at-risk students. Music teacher training is focused on content, not behavior management. This study examined the perceptions of randomly selected elementary music educators who were members of MENC: The National Association for Music Education regarding their preparedness to effectively manage five areas of severe behavior often exhibited by students with emotional behavior disorders: withdrawal, impulsivity, argumentative behavior, aggression towards peers, and aggression towards the teacher. The researcher devised a 39 item online survey instrument based on supporting literature. The survey was given to randomly selected participants. Two hundred sixty-nine elementary music educators from across the United States completed the survey providing information on incidence frequency, preparedness, training in behavior management, and the amount of behavior support available. Elementary music teachers felt prepared to handle impulsivity (58.2%), and argumentative behavior (55.7%). They were not prepared for withdrawal (50.8%), aggression towards peers (50.9%), and least prepared to handle aggression towards the teacher (58.1%).Over 94% of the music teachers had adult assistance less than 25% of the time and 45.9% never had adult assistance with included classes. More than 74% of the teachers indicated that they have adult assistance with self-contained special education classes less than 25% of the time and 35.7% never having adult assistance with those classes. Forty-six point two percent of the music teachers had no behavior specialist available or were unaware if one was available. Only 3.7% of the respondents felt they had all the support they needed. Thirty-six point one percent of the music teachers had no crisis plan in case of an eruption of severe behavior in their classes.
Show less - Date Issued
- 2008
- Identifier
- CFE0002065, ucf:47597
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002065
- Title
- AN EXPLORATION OF HOW PRE-SERVICE EARLY CHILDHOOD TEACHERS USE EDUCATIVE CURRICULUM MATERIALS TO SUPPORT THEIR SCIENCE TEACHING PRACTICES.
- Creator
-
Englehart, Deirdre, Boote, David, University of Central Florida
- Abstract / Description
-
Research indicates that a proportion of elementary teachers are not comfortable teaching science to young children. These teachers are unaware of the best methods of approaching science and don't have the science background knowledge to support teaching through inquiry methods. This case study explores the role educative curriculum materials play in supporting pre-service early childhood education teachers' knowledge with science content and teaching practices. Specifically, I examine...
Show moreResearch indicates that a proportion of elementary teachers are not comfortable teaching science to young children. These teachers are unaware of the best methods of approaching science and don't have the science background knowledge to support teaching through inquiry methods. This case study explores the role educative curriculum materials play in supporting pre-service early childhood education teachers' knowledge with science content and teaching practices. Specifically, I examine how educative materials impact pre-service teacher's content knowledge in science and their pedagogical content knowledge related to inquiry methods. Three pre-service early childhood teachers participated in this research. The teachers were initially interviewed about teaching science based upon three instruments: Views of Science Inquiry, Views of the Nature of Science and the Science Teachers Efficacy Beliefs Inventory. Each subject was observed teaching science in their internship site: the first lessons taught were guided or approved by their teachers and the next lessons were conducted using the support of educative curriculum materials. Finally, the initial instruments were once again administered along with an interview to obtain changes in teacher's knowledge, beliefs and understandings of science and science teaching. Results from this research indicate that educative curriculum was supportive of teachers in a variety of ways. Most importantly, this curriculum helped teachers to target more aspects of scientific inquiry during their science lessons than lessons without the use of educative curriculum. The important considerations regarding the effectiveness of the educative curriculum for these pre-service teachers were their underlying beliefs about how science should be taught, their uses of the curriculum materials and reflective practices regarding their own teaching. Results specifically related to early childhood educators include the level of inquiry implemented with young children and how children communicate their findings. Young children need support in their participation of inquiry learning. Successful implementation of guided inquiry practices occurred in this research. Also, the teachers in this research found insightful ways that directly supported young children in their communication of ideas. Implications for further research are also discussed. Educative materials could further support pre-service early childhood teachers if additional supports were used including accessible curricular rationales, support in classroom management and the specific use of guided inquiry.
Show less - Date Issued
- 2008
- Identifier
- CFE0002142, ucf:47520
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002142
- Title
- PROSPECTIVE TEACHERS' DEVELOPMENT OF WHOLE NUMBER CONCEPTS AND OPERATIONS DURING A CLASSROOM TEACHING EXPERIMENT.
- Creator
-
Roy, George, Dixon, Juli, University of Central Florida
- Abstract / Description
-
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
- Title
- A QUALITATIVE ASSESSMENT OF PRESERVICE TEACHERS' PERCEPTIONS OF THE AT-RISK STUDENT.
- Creator
-
Quintero, Andrea M, Gresham, Regina Harwood, University of Central Florida
- Abstract / Description
-
The purpose of this study was to identify preservice teachers' perceptions of the at-risk student and their perceptions toward their educational preparation to effectively teach the at-risk student. A ten-question survey was conducted to gain insight on 15 preservice teachers' perceptions of the at-risk student. The results showed that 100% of the preservice teachers believe at-risk students could learn, but then were dissatisfied with the training that the teacher preparation program at the...
Show moreThe purpose of this study was to identify preservice teachers' perceptions of the at-risk student and their perceptions toward their educational preparation to effectively teach the at-risk student. A ten-question survey was conducted to gain insight on 15 preservice teachers' perceptions of the at-risk student. The results showed that 100% of the preservice teachers believe at-risk students could learn, but then were dissatisfied with the training that the teacher preparation program at the university has provided them. These findings suggest the importance of conducting further research on preservice teachers' preparation programs. Preservice teachers' ability to effectively teach the at-risk student can have a lasting impact on these students and their success in the future.
Show less - Date Issued
- 2016
- Identifier
- CFH2000142, ucf:45981
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000142
- Title
- PRESERVICE TEACHERS' PERCEPTIONS OF THE INFLUENCE AND VALUE OF AN EMBEDDED, SCHOOL-BASED FIELD EXPERIENCE.
- Creator
-
Zambrano, Beverly V, Roberts, Sherron Killingsworth, University of Central Florida
- Abstract / Description
-
This study explored how preservice teachers perceive the influence and value of an embedded, school-based field experience. Information was gathered from preservice teachers using surveys and a focus group interview. The data collected showed that an embedded field experience tied to a language arts methods course was generally a positive influence leading to great self-efficacy. Further, the data compared similarly to research supporting the notion that embedded field experiences generally...
Show moreThis study explored how preservice teachers perceive the influence and value of an embedded, school-based field experience. Information was gathered from preservice teachers using surveys and a focus group interview. The data collected showed that an embedded field experience tied to a language arts methods course was generally a positive influence leading to great self-efficacy. Further, the data compared similarly to research supporting the notion that embedded field experiences generally have the effect of strengthening preservice teachers� self-efficacy. Looking at Bandura�s work in Self-efficacy: Toward a unifying theory of behavioral change, it shows that early interactions and successes will boost the self-efficacy of preservice teachers. This study found that successful experiences help preservice teachers value their embedded, school-based field experiences and help view it as something positive. Even if the experience had its difficulties, preservice teachers were able to learn from the situation and if they ever find themselves in a similar circumstance, they will feel more confident about handling things. Therefore, when these preservice teachers become in-service teachers, they will feel more confident about their abilities compared to in-service teachers who did not have similar experiences in their teacher preparation program.
Show less - Date Issued
- 2016
- Identifier
- CFH2000058, ucf:45530
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000058
- Title
- Boots on the Ground: A Participant-Oriented Approach to Program Evaluation.
- Creator
-
Djak, Nikki, Vitale, Thomas, Cox, Thomas, Boote, David, Swan, Bonnie, Goodman, Constance, University of Central Florida
- Abstract / Description
-
Despite best efforts to fully prepare pre-service teachers (PSTs) with the knowledge and skills they will need as educators, many universities nationwide fall short of doing so. Poor or unrelated pre-service preparation of education majors prior to graduation creates disconnects between college coursework requirements and real-world expectations of educators, which decreases the value of these education programs. It also leaves many PSTs entering internship and subsequent first-year...
Show moreDespite best efforts to fully prepare pre-service teachers (PSTs) with the knowledge and skills they will need as educators, many universities nationwide fall short of doing so. Poor or unrelated pre-service preparation of education majors prior to graduation creates disconnects between college coursework requirements and real-world expectations of educators, which decreases the value of these education programs. It also leaves many PSTs entering internship and subsequent first-year employment ill-prepared to handle all of the classroom responsibilities expected of them, which contributes to another nationwide problem: low retention of novice teachers. To address comprehensive preparation of PSTs, professors at one large metropolitan university in the southeastern United States initiated the Boots on the Ground (BotG) program, which exposes PSTs to direct instructional opportunities with K-12 students concurrently with early coursework. Multiple studies have found that closely integrating field experience with coursework is highly influential in increasing both the preparedness of PSTs and their self-efficacy as educators. This study is a mixed methods, participant-oriented program evaluation of the BotG program, meant to explore stakeholders' perspectives on the program's influence and inform improvement. It looks at the affect the BotG program has on perceived preparedness and self-efficacy of PSTs as well as its impact on different stakeholder groups. Study findings indicate that the early exposure to the profession and experience working with K-12 students provided to pre-service teachers who participated in the Boots on the Ground program may provide them with a means to increase perceptions of preparedness and self-efficacy for teaching. Findings also detail the program's influence on other stakeholders, including provision of extra support for the academic and behavioral support of K-12 students. The researcher also suggests implications for education and recommendations for further research.
Show less - Date Issued
- 2018
- Identifier
- CFE0007171, ucf:52287
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007171
