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A PHENOMENOLOGICAL STUDY OF THE PERCEPTIONS AND EXPERIENCES OF SEVEN URBAN MIDDLE SCHOOL SCIENCE TEACHERS RELATED TO RETENTION
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
ADDRESSING SCIENTIFIC LITERACY THROUGH CONTENT AREA READING AND PROCESSES OF SCIENTIFIC INQUIRY: WHAT TEACHERS REPORT
Title
ADDRESSING SCIENTIFIC LITERACY THROUGH CONTENT AREA READING AND PROCESSES OF SCIENTIFIC INQUIRY: WHAT TEACHERS REPORT.
Creator
Cooper, Susan, Boote, David, University of Central Florida
Abstract / Description
The purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem...
Show moreThe purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem was investigated using grounded theory methodology. Open-ended questions were asked in three focus groups and six individual interviews that included teachers from various Florida school districts. The constant comparative approach was used to analyze the data. Initial codes were collapsed into categories to determine the conceptual relationships among the data. From this, the five core categories were determined to be Influencers, Issues, Perceptions, Class Routines, and Future Needs. These relate to the central phenomenon, Instructional Modifications, because teachers often described pragmatic and philosophical changes in their teaching as they deliberated to meet state standards in both reading and science. Although Florida's secondary science teachers have been asked to incorporate content reading strategies into their science instruction for the past several years, there was limited evidence of using these strategies to further student understanding of scientific processes. Most teachers saw little connection between reading and inquiry, other than the fact that students must know how to read to follow directions in the lab. Scientific literacy, when it was addressed by teachers, was approached mainly through class discussions, not reading. Teachers realized that students cannot learn secondary science content unless they read science text with comprehension; therefore the focus of reading instruction was on learning science content, not scientific literacy or student inquiry. Most of the teachers were actively looking for reading materials and strategies to facilitate student understanding of science concepts, but they did not want to give up limited class time attempting methods that have not been proven to be successful in science classrooms.
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Date Issued
2004
Identifier
CFE0000266, ucf:46218
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000266
AN INVESTIGATION OF THE EFFECTS OF USING DIGITAL FLASH CARDS TO INCREASE BIOLOGY VOCABULARY KNOWLEDGE IN HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES
Title
AN INVESTIGATION OF THE EFFECTS OF USING DIGITAL FLASH CARDS TO INCREASE BIOLOGY VOCABULARY KNOWLEDGE IN HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES.
Creator
Grillo, Kelly, Dieker, Lisa, University of Central Florida
Abstract / Description
The field of science education, specifically biology, is becoming more challenging due to richer and more rigorous content demands. Along with new demands is the emergence of National Common Core Standards and End of Course Exams. Despite these changes, one factor remains consistent: As content knowledge increases, language demands also increase. For students with learning disabilities (LD), specifically those with language-based disabilities, the increasing vocabulary demand can lead to...
Show moreThe field of science education, specifically biology, is becoming more challenging due to richer and more rigorous content demands. Along with new demands is the emergence of National Common Core Standards and End of Course Exams. Despite these changes, one factor remains consistent: As content knowledge increases, language demands also increase. For students with learning disabilities (LD), specifically those with language-based disabilities, the increasing vocabulary demand can lead to failure due not to a lack of understanding biology but the vocabulary associated with the content. In an attempt to impact high school students with learning disabilities'success in biology, a vocabulary intervention was investigated. Research suggests as more and more content is compressed into science courses, teachers are looking toward technology to assist with vocabulary mastery. The current research study examined the effects of a digital flash card intervention, Study Stack, versus a paper flash card intervention in biology for students with LD by measuring students'word knowledge and overall biology course achievement. Findings from repeated measures ANOVA showed a statistically significant increase on both the vocabulary assessment as well as the course grades in biology over time. However, the test of between effects considering card type yielded no differential change on vocabulary assessment and course grades in biology. Based on qualitative data, students interviewed liked the tool and found it to be helpful in learning biology terminology.
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Date Issued
2011
Identifier
CFE0003972, ucf:48662
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003972
THE EFFECTS OF RECIPROCAL TEACHING STRATEGIES ON STUDENTS' COMPREHENSION OF A SEVENTH GRADE LIFE SCIENCE TEXT
Title
THE EFFECTS OF RECIPROCAL TEACHING STRATEGIES ON STUDENTS' COMPREHENSION OF A SEVENTH GRADE LIFE SCIENCE TEXT.
Creator
Bess, Brooke, Jeanpierre, Bobby, University of Central Florida
Abstract / Description
This action research study was conducted with 7th grade life science students at a public middle school in central Florida. The author used Reciprocal Teaching (RT) as described by Annemarie Palincsar and Anne Brown (1984) to examine changes in student comprehension when reading their life science textbook and changes in how the students used the predicting, questioning, and summarizing strategies. The RT strategies ask students to employ 4 strategies: predict what they will read, generate...
Show moreThis action research study was conducted with 7th grade life science students at a public middle school in central Florida. The author used Reciprocal Teaching (RT) as described by Annemarie Palincsar and Anne Brown (1984) to examine changes in student comprehension when reading their life science textbook and changes in how the students used the predicting, questioning, and summarizing strategies. The RT strategies ask students to employ 4 strategies: predict what they will read, generate questions about what was read, clarify any ideas that were not understood in the reading, and summarize the main idea of the reading. Students were given a pre and post reading comprehension test, they completed reading response worksheets to record their predictions, questions, clarifications, and summaries. Students were explicitly taught the 4 strategies prior to using them and the strategies were reinforced through teacher modeling (using think aloud teaching to show students how to use the strategies) and expert scaffolding (giving students the support needed while using the strategies). The teacher-researcher also examined if the students showed change in their level of proficiency when using the strategies after they had been taught them. Analysis of data revealed that student comprehension did increase after being taught the four reading strategies. Data also showed that students became increasingly more proficient when using the strategies as the study progressed. Data analysis also uncovered the unexpected pattern of increased student participation during whole-class and reading group discussions. Further research is needed to examine the effects of teaching highly proficient students specific reading strategies and to see how the explicit instruction of reading strategies affects student participation and achievement during inquiry-based laboratory investigations.
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Date Issued
2007
Identifier
CFE0001669, ucf:47209
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001669
SCIENCE SELF-EFFICACY IN TENTH GRADE HISPANIC FEMALE HIGH SCHOOL STUDENTS
Title
SCIENCE SELF-EFFICACY IN TENTH GRADE HISPANIC FEMALE HIGH SCHOOL STUDENTS.
Creator
Miller, Maria, Biraimah, Karen, University of Central Florida
Abstract / Description
Historical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority...
Show moreHistorical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority populations might help increase participation in STEM field preparation during the high school career. A population of 272 students was chosen through convenience sampling methods, including 80 Hispanic females. Students were administered a 27-item questionnaire taken directly from the Smist (1993) Science Self-efficacy Questionnaire (SSEQ). Three science self-efficacy factors were successfully extracted and included Academic Engagement Self-efficacy (M=42.57), Laboratory Self-efficacy (M=25.44), and Biology Self-efficacy (M=19.35). Each factor showed a significant positive correlation (p<.01) to each of the other two factors. ANOVA procedures compared all female subgroups in their science self-efficacy perceptions. Asian/Pacific and Native American females had higher self-efficacy mean scores as compared to White, Black and Hispanic females on all three extracted science self-efficacy factors. Asian/Pacific females had the highest mean scores. No statistically significant correlations were found between science-self-efficacy and a measure of science achievement. Two high-ability and two low-ability Hispanic females were randomly chosen to participate in a brief structured interview. Three general themes emerged. Classroom Variables, Outside School Variables, and Personal Variables were subsequently divided into sub themes influenced by participants' views of science, It was concluded that Hispanic female science self-efficacy was among the subgroups which self-scored the lowest. Asian/Pacific and Native American females fared better than White, Black, and Hispanic female counterparts respectively. Triangulation of interview and quantitative data showed that classroom factors, specifically academic engagement, influenced participant perceptions of science self efficacy the greatest. Suggested further studies on the impact of science self-efficacy and science achievement are discussed. Information gleaned from the continued study of science self-efficacy may influence the ability of traditionally underrepresented racial/ethnic females to persist in their science preparation and training in an effort to prevent leaving the STEM pipeline at this crucial juncture.
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Date Issued
2006
Identifier
CFE0000933, ucf:46743
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000933
EFFECTIVENESS OF CARDIAC REHABILITATION: SECONDARY PREVENTION INCREASES FUNCTIONAL CAPACITY IN POST-MYOCARDIAL INFARCTION PATIENTS
Title
EFFECTIVENESS OF CARDIAC REHABILITATION: SECONDARY PREVENTION INCREASES FUNCTIONAL CAPACITY IN POST-MYOCARDIAL INFARCTION PATIENTS.
Creator
Badillo, Kristin, Fisher, Thomas, University of Central Florida
Abstract / Description
The purpose of this study was to discern the effectiveness of Cardiac Rehabilitation/ Secondary Prevention Programs (CR/ SPPs) by evaluating increased functional capacity in the form of MET (metabolic equivalent) scores post-myocardial infarction (MI) or heart attack. The Duke Activity Status Index (DASI) survey is administered as part of the Standard Operating Procedure (SOP) for participation in the Secondary Prevention Program. Criterion for the research included patients 65 and older,...
Show moreThe purpose of this study was to discern the effectiveness of Cardiac Rehabilitation/ Secondary Prevention Programs (CR/ SPPs) by evaluating increased functional capacity in the form of MET (metabolic equivalent) scores post-myocardial infarction (MI) or heart attack. The Duke Activity Status Index (DASI) survey is administered as part of the Standard Operating Procedure (SOP) for participation in the Secondary Prevention Program. Criterion for the research included patients 65 and older, with a history of one myocardial infarction, and had completed all 36 sessions of CR. The scores from 11 SPP surveys were analyzed and compared in three time increments from sessions 1-18 (initial, or"pre"), sessions 19-36 ("pan"), and sessions 1-36 ("post"). A total of 11 (n=11) surveys were collected and analyzed at The Computing and Statistical Technology Laboratory in Education (CASTLE) in the Teaching Academy on UCF Main Campus. Results from the data showed mean MET scores of 6.21 at session 1, 7.59 at session 18, and 8.15 at session 36. The mean changes over time represented in METs were 1.38 (1), .56 (18), and 1.93 (36). Percent changes over time were 27% (1), 8% (18), and 36% (36). This study showed increased functional capacity over time and will improve program design in terms of frequency and duration.
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Date Issued
2015
Identifier
CFH0004770, ucf:45339
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004770
A Quasi-Experimental Study on the Impact of Explicit Instruction of Science Text Structures on Eighth-Grade English Learners' and Non-English Learners' Content Learning and Reading Comprehension in Three Inclusive Science Classrooms
Title
A Quasi-Experimental Study on the Impact of Explicit Instruction of Science Text Structures on Eighth-Grade English Learners' and Non-English Learners' Content Learning and Reading Comprehension in Three Inclusive Science Classrooms.
Creator
Rivera, Jelitza, Zygouris-Coe, Vassiliki, Nutta, Joyce, Witta, Eleanor, Ehren, Barbara, University of Central Florida
Abstract / Description
The focus of this quasi-experimental study was to examine the impact of explicit instruction of science comparison and contrast macro text structures plus micro text structures on the content learning, sentence comprehension, and reading comprehension of eighth-grade English Learners (ELs) and non-English Learners (non-ELs) in three inclusive science classrooms. Although the results of this study did not show significant differences between groups in sentence comprehension, reading...
Show moreThe focus of this quasi-experimental study was to examine the impact of explicit instruction of science comparison and contrast macro text structures plus micro text structures on the content learning, sentence comprehension, and reading comprehension of eighth-grade English Learners (ELs) and non-English Learners (non-ELs) in three inclusive science classrooms. Although the results of this study did not show significant differences between groups in sentence comprehension, reading comprehension, or science content learning, the treatment group increased and maintained their science content learning scores over time, while the scores of the comparison group declined from post-test to delayed post-test. In addition, the researcher sought to determine whether sentence combination scores were a predictor of reading comprehension scores. The results showed that sentence combination scores were good predictors for reading comprehension.
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Date Issued
2015
Identifier
CFE0005875, ucf:50864
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005875
ANALYSIS OF THE RELATIONSHIP BETWEEN THE LEVEL OF EDUCATIONAL COMPUTER GAME USE AND MILKEN EXEMPLAR TEACHER INSTRUCTIONAL STRATEGIES
Title
ANALYSIS OF THE RELATIONSHIP BETWEEN THE LEVEL OF EDUCATIONAL COMPUTER GAME USE AND MILKEN EXEMPLAR TEACHER INSTRUCTIONAL STRATEGIES.
Creator
Dahan Marks, Yaela, Proctor, Michael, University of Central Florida
Abstract / Description
This research examines the nature and level of educational computer-based game techniques adoption by Milken Educator Award winning teachers in achieving success in their classrooms. The focus of the research is on their level of acceptance of educational computer-based games and the nature of game usage to increase student performance in the classroom. With Davis' (1985) Technology Acceptance Model (Davis, 1985) as the conceptual framework, the research also examines how teachers'...
Show moreThis research examines the nature and level of educational computer-based game techniques adoption by Milken Educator Award winning teachers in achieving success in their classrooms. The focus of the research is on their level of acceptance of educational computer-based games and the nature of game usage to increase student performance in the classroom. With Davis' (1985) Technology Acceptance Model (Davis, 1985) as the conceptual framework, the research also examines how teachers' perceptions of educational computer-based games influence their willingness to incorporate these teaching methods in their classroom. The approach utilizes a descriptive survey to develop and evaluate responses from exemplar teachers about the level and nature of their use (or lack thereof) of educational computer-based games and implementation in the classroom. Further, this research seeks to identify successful and unsuccessful techniques in the use of educational computer-based games in the classroom. In addition, data collection and analysis will seek to identify the strength of relationships between content-specific educational computer-based games and subject; educational computer-based games and gender; educational computer-based games and age; etc. A teacher who is exemplary as defined by Milken Educator Awards possesses, "exceptional educational talent as evidenced by effective instructional practices and student learning results in the classroom and school". Survey findings are placed within the Technology Acceptance Model framework developed by Davis.
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Date Issued
2011
Identifier
CFE0003682, ucf:48811
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003682