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- Title
- Establishing and Clarifying the Roles and Responsibilities of K-12 Mathematics Coaches in a Rural Urban School District in Central Florida.
- Creator
-
Davis, Beth, Hopp, Carolyn, Zugelder, Bryan, Little, Mary, Behrens, Cherie, University of Central Florida
- Abstract / Description
-
This dissertation in practice establishes roles and responsibilities for K-12 mathematics coaches in a rural, urban school district in central Florida. To do this, coach roles and responsibilities from existing coaching approaches were examined. The roles and responsibilities were closely examined for alignment with the objectives of the work of the coach (-) improving instruction and increasing student achievement. The result was proposed roles and responsibilities for K-12 mathematics...
Show moreThis dissertation in practice establishes roles and responsibilities for K-12 mathematics coaches in a rural, urban school district in central Florida. To do this, coach roles and responsibilities from existing coaching approaches were examined. The roles and responsibilities were closely examined for alignment with the objectives of the work of the coach (-) improving instruction and increasing student achievement. The result was proposed roles and responsibilities for K-12 mathematics coaches in a targeted district in central Florida. Review of the literature found that clearly delineated and communicated roles and responsibilities are vital to the success of mathematics coaches. Poorly defined and/or communicated roles and responsibilities result in barriers that prevent the coach from meeting the objectives of his/her job: improving instruction and student achievement. Clearly established and communicated job responsibilities for mathematics coaches positively impact the effectiveness of the coach, resulting in support for teachers and students and, in turn, a positive impact on student achievement. Research suggests that in addition to instructional practices, teachers also need support in content knowledge, curriculum, assessment, and data analysis.
Show less - Date Issued
- 2015
- Identifier
- CFE0006214, ucf:51102
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006214
- Title
- Ice Hockey Coaches' Beliefs and Perceptions of Coach Education.
- Creator
-
Chriest, Alexander, Gill, Michele, Stout, Jeffrey, Hewitt, Randall, Fisher, Thomas, University of Central Florida
- Abstract / Description
-
The purpose of this descriptive study was to provide insight into ice hockey coaches' beliefs and perceptions of coach education programs. USA Hockey is the governing body for all hockey in the United States and requires education through the USA Hockey Coaching Education Program. Gaining a better understanding of how hockey coaches perceive coach education programs provided information that can be used in the evaluation and development of future programs. The theoretical framework used in...
Show moreThe purpose of this descriptive study was to provide insight into ice hockey coaches' beliefs and perceptions of coach education programs. USA Hockey is the governing body for all hockey in the United States and requires education through the USA Hockey Coaching Education Program. Gaining a better understanding of how hockey coaches perceive coach education programs provided information that can be used in the evaluation and development of future programs. The theoretical framework used in this study was expectancy-value theory. USA Hockey youth coaches (N = 410) were surveyed using the Coaching Education Questionnaire, a 55-item instrument used to collect quantitative data. The study's findings indicated that coaches found communication with athletes (M = 4.27, SD = 0.90), advanced instructional drills (M = 4.03, SD = 0.96), and motivational techniques (M = 4.02, SD = 0.98) to be topics that are most helpful in a coach education program. Coaches were most likely to pursue further education if the program contained relevant topics (M = 4.01, SD = 0.91), had online availability (M = 3.97, SD = 1.04), and was convenient (M = 3.80, SD = 1.08). Coaches rated items related to coaching education pursuit (M = 2.60, SD = 0.48) higher than items related to coaching education beliefs (M = 2.77, SD = 0.38) by coaches. These findings revealed the need for a more robust evaluation program for USA Hockey's Coaching Education Program. Additionally, the findings suggest the formal education program offered by USA Hockey may not be sufficient in developing effective coaches; a formal mentoring program should be developed to complement the current program.
Show less - Date Issued
- 2017
- Identifier
- CFE0006727, ucf:51888
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006727
- Title
- Elementary Reading Coaches in Florida: A Study of their Background, Experiences, Coaching Activities, Time, and Other Factors Related to Reading Achievement.
- Creator
-
Zugelder, Gina, Wegmann, Susan, Taylor, Rosemarye, Roberts, Sherron, Clements, Taylar, Puig, Enrique, University of Central Florida
- Abstract / Description
-
The focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic...
Show moreThe focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic background of the reading coach, (b) the percentage of time reading coaches engaged in specific coaching activities, and (c) the linkage between coaching activities and change in the Florida Comprehensive Assessment Test developmental scale scores. Data from a web-based survey and personal interviews were used to collect pertinent data to understand the daily work lives of the elementary reading coaches and bring awareness to perceptions, successes and hindrances to the role and the impact on reading achievement. Descriptive statistics were used to present demographic, professional and academic information about the reading coaches. Multiple regression analyses were performed using time allocated to coaching activities and the change in reading achievement to determine existing relationships. Developmental scale score change was examined from the baseline year to the third year. Qualitative analyses were used to determine reading coach themes from the survey responses. Participant profiles, calling on the tenets of case study methodology, were developed based on the triangulated data. Narrative descriptions of coaching data for the participant profiles were organized by years of teaching experience of the reading coach. The results of the study indicated that reading coaches perceived coach-teacher collaboration to be the most influential activity affecting reading achievement. This perception was not congruent with finding of time spent and change on reading achievement. Recommendations were presented including a formalized understanding of the daily work lives of reading coaches by school districts, administrators and the reading coaches themselves.
Show less - Date Issued
- 2012
- Identifier
- CFE0004286, ucf:49530
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004286
- Title
- A Framework for Transforming Elementary Literacy Coaches' Professional Learning.
- Creator
-
Forsythe, Lenora, Zygouris-Coe, Vassiliki, Hopp, Carolyn, Puig, Enrique, Roberts, Sherron, Zugelder, Gina, University of Central Florida
- Abstract / Description
-
Elementary literacy coaches serve as one component in a professional learning system tosupport teacher learning. This dissertation in practice intended to highlight the need for an effective professional learning system for elementary literacy coaches that will enable them to impact teacher and student learning. The pilot study explored needs and perspectives of professional learning opportunities for elementary literacy coaches in a central Florida school district. Findings from the pilot...
Show moreElementary literacy coaches serve as one component in a professional learning system tosupport teacher learning. This dissertation in practice intended to highlight the need for an effective professional learning system for elementary literacy coaches that will enable them to impact teacher and student learning. The pilot study explored needs and perspectives of professional learning opportunities for elementary literacy coaches in a central Florida school district. Findings from the pilot study, along with literature surrounding the topic, resulted in the design of A Framework for Elementary Literacy Coaches' Professional Learning. This Framework utilized components from existing resources to develop access points for literacy coaches' professional learning. Access points included choice in coaching cycles, collaborative learning communities among coaches, and differentiated learning opportunities for literacy coaches to build their repertoire of literacy content knowledge and coaching skills. Theoreticalcontributions of adult learning and the sociocultural learning perspective within the Framework ensured literacy coaches' choice, ownership, and embedded learning opportunities. Suggested use for this dissertation in practice is to inform professional learning practices for in-service and pre-service elementary literacy coaches to ensure continued growth in coaching skills and literacy knowledge.
Show less - Date Issued
- 2016
- Identifier
- CFE0006300, ucf:51610
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006300
- Title
- The effects of the combination of interview practice in a mixed-reality environment and coaching on the interview performance of young adults with intellectual disabilities.
- Creator
-
Walker, Zachary, Wienke, Wilfred, Dieker, Lisa, Martin, Suzanne, Vasquez, Eleazar, Dukes, Lyman, University of Central Florida
- Abstract / Description
-
The purpose of this study was to identify if a functional relationship exists between a treatment combination of interview practice in a mixed-reality learning modality (TLE TeachLivETM) and the use of individualized coaching sessions on the interview performance of young adults with intellectual disabilities (ID). Student participants took part in live pre-interviews with the University of Central Florida (UCF) Office of Career Services measuring their current levels of employment interview...
Show moreThe purpose of this study was to identify if a functional relationship exists between a treatment combination of interview practice in a mixed-reality learning modality (TLE TeachLivETM) and the use of individualized coaching sessions on the interview performance of young adults with intellectual disabilities (ID). Student participants took part in live pre-interviews with the University of Central Florida (UCF) Office of Career Services measuring their current levels of employment interview performance. Student participants then engaged in interviews with avatars in the TLE TeachLivETM lab. After each treatment interview in the lab, student participants received individualized coaching sessions to assist them in improving their interview performance. Interview performance was rated in order to determine if the combination of interview practice and coaching increased student participant performance as measured on an interview rubric. Finally, student participants participated in live post-interviews with Office of Career Services to determine if the two-step instructional training intervention resulted in the improvement of interview performance in a natural, live setting. In addition, student participants, parents/primary caregivers, and an employee expert panel participated in a survey rating the goals, procedures, and outcomes of the study. Results indicated that the combination of interview practice in the TLE TeachLivETM setting and coaching was associated with immediate gains in the interview performance of student participants. Student participant performance also improved in live interview settings. Social validity data indicated that using this combination intervention was both valuable and appropriate in preparing individuals with ID for employment interviews.
Show less - Date Issued
- 2012
- Identifier
- CFE0004453, ucf:49340
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004453
- Title
- A Study of the Impact of Brevard Public School's Peer Coaching Model on Student Achievement Outcomes and Teacher Evaluation Results.
- Creator
-
Pace, Debra, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Thedy, Elizabeth, University of Central Florida
- Abstract / Description
-
This study investigated the effectiveness of a sustained professional development initiative, Brevard's Peer Coaching Model, on improving teacher performance and student achievement in a large Central Florida school district. The study analyzed professional practices scores and value-added scores for teachers who participated in a minimum of six of nine days of professional learning before the study, after year one of the training, and after year two of the training to evaluate growth in...
Show moreThis study investigated the effectiveness of a sustained professional development initiative, Brevard's Peer Coaching Model, on improving teacher performance and student achievement in a large Central Florida school district. The study analyzed professional practices scores and value-added scores for teachers who participated in a minimum of six of nine days of professional learning before the study, after year one of the training, and after year two of the training to evaluate growth in professional practices and student achievement, and also compared the scores of BPCM participants to the scores of teachers who did not participate in the study. The findings of the study replicated those of previous researchers who found that peer coaching generally has a positive impact on improving teacher practice but limited impact on student achievement. Both professional practices scores and value-added results improved over the course of the study, during and after implementation of BPCM. However, the results were not statistically significant when comparing improvements of value-added results for BPCM participants with the VAM scores of the population of Brevard Public Schools teachers who did not participate in the professional development. BPCM participants showed significant growth over the course of the study and demonstrated stronger improvements in observation scores when compared to the non-BPCM teachers. The most significant growth occurred after the first year of the BPCM training, with smaller levels of growth in year two. Implications for practice and recommendations for future research were provided.
Show less - Date Issued
- 2015
- Identifier
- CFE0005678, ucf:50159
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005678
- Title
- Identity construction and information processing in a coaching relationship: The effects of coach behavior on coachee goal-setting and commitment.
- Creator
-
Coultas, Christopher, Salas, Eduardo, Salazar, Maritza, Burke, Shawn, Fritzsche, Barbara, University of Central Florida
- Abstract / Description
-
Coaching (professional, business, executive, leadership) has been shown to be effective generally speaking, but questions remain regarding the explanatory mechanisms underlying coaching. I first propose a context-general model that unpacks the sociocognitive dynamics within coaching. The model explains the emergence of different types of coaching relationships, and how the nature of these relationships differentially determine coaching outcomes. Research and theory on social identity...
Show moreCoaching (professional, business, executive, leadership) has been shown to be effective generally speaking, but questions remain regarding the explanatory mechanisms underlying coaching. I first propose a context-general model that unpacks the sociocognitive dynamics within coaching. The model explains the emergence of different types of coaching relationships, and how the nature of these relationships differentially determine coaching outcomes. Research and theory on social identity construction and information processing in dyads provides the foundation upon which I outline a model describing the process and dynamics of coaching identity emergence. Beyond this emergence, my proposed model states that the coachee's understanding of appropriate interpersonal relations and division of labor between coach and coachee (i.e., his/her situated coaching identity or coaching structure schema) should partially dictate the focus and depth of the coachee's information processing during a coaching engagement. Past research has shown information processing to be a key determinant of decision-making and goal commitment, both of which are desirable outcomes within the coaching domain.To explore these issues, I developed a coaching exercise which simulated some of the early aspects of business, leadership, or executive coaching. During this simulation, participants were guided through a process which enabled them to think and talk about their strengths and weaknesses when using different conflict management behaviors. In discussing these aspects of conflict management, participants and coaches (i.e., trained research associates) walked through a supplementary process to facilitate the development of a series of goals (an (")action plan(")) that would enable the participant to improve his or her conflict management behaviors. At the end of the coaching session, participants were asked to what extent they felt committed to the goals they had developed and whether or not they expected them to be efficacious. Throughout the coaching session, participants were also asked at designated break points to report their levels of information processing and their understanding of the coaching structure schema for that particular coaching relationship. The experimental manipulation was presented at the beginning of the session, wherein the coach would explain to the coachee what the ideal nature of coaching should be. These explanations varied in terms of ascribing responsibility and division of labor (-) either to a generic coaching process, to the skill and ability of the coach, to the creativity of the participant, or to the joint interaction between coach and participant. Among other things, I hypothesized that coaching structure schemas that emphasized the participant's role in the coaching process would encourage more information processing, and consequently higher levels of goal commitment. Hypotheses were largely confirmed, showing that information processing and coaching structure schemas are important predictors of goal commitment at the end of one coaching session. The effects of the manipulation were mixed. Claiming behaviors (-) that is, the coach ascribing responsibility for coaching effectiveness to him/herself (-) were only marginally effective in shaping participants' coaching structure schemas. Granting behaviors (-) communicating to the participant that they are responsible for coaching effectiveness (-) were much more effective in facilitating helpful information processing and driving higher levels of goal commitment. One possible explanation for the relative effectiveness of granting over claiming may be that claiming requires a degree of credibility which the coach (again, a trained research associate) had not attained with the participants. Other findings pertain to: (1) the unique variance that independent measures of coach- and coachee-relevant structure schemas contribute to models predicting information processing and goal commitment, (2) the importance of identifying the type or focus of coachee information processing, and (3) the role that psychological mindedness may play in characterizing a more (")coachable(") coachee. Implications include: (1) measuring coachees' coaching structure schemas, (2) intentionally encouraging a more appropriate schema, (3) measuring coachees' psychological mindedness prior to coaching, and (4) dynamically monitoring coachees' schema and their information processing in order to assure better coaching effectiveness. Future researchers should explore ways to enact these implications and also to further explore the theoretical components of these practical implications, such as: (1) measurement methods for better assessing coaching schemas and information processing, (2) what the ideal timings are for different kinds of coaching schemas, and (3) different ways to encourage maximally adaptive and appropriate coaching structure schemas.
Show less - Date Issued
- 2014
- Identifier
- CFE0005319, ucf:50523
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005319
- Title
- Quasi-Experimental Study: The Effects of Virtual Covert Audio Coaching on Teachers' Transfer of Knowledge from Professional Development to Classroom Practice.
- Creator
-
Jackson-Lee, Marilyn, Hines, Rebecca, Gunter, Glenda, Boote, David, Boulware, Donald, Sena, Leslie, University of Central Florida
- Abstract / Description
-
ABSTRACTA quasi-experimental multiple time series design was used to analyze and compare the impact of two types of instructional coaching, face-to-face and virtual covert audio provided with Bluetooth technology, on teacher transfer of knowledge learned in professional development into classroom practice. Teacher transfer across baseline, intervention, and maintenance phases was analyzed. The study was conducted at a public elementary school in a Florida suburban school district with...
Show moreABSTRACTA quasi-experimental multiple time series design was used to analyze and compare the impact of two types of instructional coaching, face-to-face and virtual covert audio provided with Bluetooth technology, on teacher transfer of knowledge learned in professional development into classroom practice. Teacher transfer across baseline, intervention, and maintenance phases was analyzed. The study was conducted at a public elementary school in a Florida suburban school district with approximately 750 students. Twelve teachers were randomly selected from teachers who volunteered to attend professional development. Six teachers (one from each grade level K-5) in the treatment group received virtual covert audio coaching. Six teachers (one from each grade level K-5) in the control group received face-to-face coaching.Professional development was on RallyCoach(TM), a Kagan cooperative learning structure, which allows students to interact and practice procedural learning such as calculating math algorithms, defending a point of view, or editing writing. This structure was chosen to provide teachers with an instructional tool to teach and provide students practice for the speaking and listening strand of the Common Core State Standards. RallyCoach(TM) was also chosen to increase student engagement.Data analysis included descriptive statistics and visual analysis methods. Both the control and treatment groups increased the mean (level) percentages of RallyCoachTM components implemented across time from baseline to intervention and from intervention to maintenance. There was an increasing trend line for implementation of RallyCoachTM components across phases for both study groups. The decreasing standard deviation across phases represented a decreasing variability of data and can be considered to show a treatment affect for both types of coaching. Teachers who received both types of coaching continued increased implementation into the maintenance phase when the coaching intervention was removed. Data analysis revealed an increasing percentage of student pairs providing positive student-to-student interaction with an increasing trend line and a decreasing standard deviation (reduced variability) across time over phases. Face-to-face and virtual coaching had a positive impact on student-to-student positive interaction.
Show less - Date Issued
- 2013
- Identifier
- CFE0004867, ucf:49675
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004867
- Title
- African American Head Football Coaches at Division I FBS Schools: A Qualitative Study on Turning Points.
- Creator
-
Rivers, Thaddeus, Cintron Delgado, Rosa, Owens, J. Thomas, Duke, Jeff, Harrison, Carlton, University of Central Florida
- Abstract / Description
-
This dissertation was centered on how the theory 'turning points' explained African American coaches ascension to Head Football Coach at a NCAA Division I FBS school. This work (1) identified traits and characteristics coaches felt they needed in order to become a head coach and (2) described the significant events and people (turning points) in their lives that have influenced their career.This study employed a Constant Comparative method in which participants answered interview questions...
Show moreThis dissertation was centered on how the theory 'turning points' explained African American coaches ascension to Head Football Coach at a NCAA Division I FBS school. This work (1) identified traits and characteristics coaches felt they needed in order to become a head coach and (2) described the significant events and people (turning points) in their lives that have influenced their career.This study employed a Constant Comparative method in which participants answered interview questions designed for them to elaborate on their educational and athletic careers, and those events and people who were major influences in their careers. Commonalities and discords from participant responses resulted in the discovery of five major themes. The themes identified were: Faith, Family, Graduation from college and participation in sport, Joining professional associations, and Previous coaches/administrators worked for/under.The identification and explanation of specific turning points suggest a blueprint for African American assistant coaches aspiring to become a head coach while also providing opportunities for current athletic administrators to increase their attempts at expanding their own networks to include more African Americans as strong candidates for potential open positions for Head Football Coach.
Show less - Date Issued
- 2015
- Identifier
- CFE0005991, ucf:50781
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005991
- Title
- National Collegiate Athletic Association Strength and Conditioning Coaches' Knowledge and Practices Regarding Prevention and Recognition of Exertional Heat Stroke.
- Creator
-
Valdes, Anna, Hoffman, Jay, Boote, David, Fisher, Thomas, Mitchell, Debby, University of Central Florida
- Abstract / Description
-
The purpose of this study was to assess and determine the current level of knowledge that National Collegiate Athletic Association (NCAA) Strength and Conditioning Coaches (SCCs) possess regarding exertional heat stroke (EHS) prevention and recognition and to determine if SCC certification type had any effect. Major findings of this study support the view that SCCs need more preparation, education and training to increase their competency in preventing and recognizing EHS. Research found that...
Show moreThe purpose of this study was to assess and determine the current level of knowledge that National Collegiate Athletic Association (NCAA) Strength and Conditioning Coaches (SCCs) possess regarding exertional heat stroke (EHS) prevention and recognition and to determine if SCC certification type had any effect. Major findings of this study support the view that SCCs need more preparation, education and training to increase their competency in preventing and recognizing EHS. Research found that there was no significant difference in scores on the EHS scale based on SCC certification (CSCS vs. SCCC) after accounting for experience, education or division but the CSCS certified professionals scored higher on all the factors as compared to SCCs without the CSCS.. The major key finding was that SCCs lacked essential knowledge to prevent or recognize EHS. Furthermore, the study defines relevant EHS prevention and recognition competencies that an undergraduate curriculum, graduate curriculum and professional certification providers, should include and emphasize in their preparation programs.
Show less - Date Issued
- 2013
- Identifier
- CFE0004766, ucf:49790
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004766
- Title
- METACOGNITIVE COACHING AS A MEANS TO ENHANCE COLLEGE AND CAREER SUCCESS FOR STUDENTS WITH EXECUTIVE FUNCTION DISORDERS.
- Creator
-
Parsons, Christine, Marino, Matthew, Ph.D., University of Central Florida
- Abstract / Description
-
Preparing undergraduate students for careers in science, technology, engineering, and mathematics (STEM) fields continues to be a national priority. This project analyzed the effects of virtual metacognitive academic coaching between graduate student coaches and undergraduate STEM majors with Executive Function disorders at a large, four-year university. The project team analyzed the persistence of the undergraduate students in their major, as well as the graduate students' abilities to...
Show morePreparing undergraduate students for careers in science, technology, engineering, and mathematics (STEM) fields continues to be a national priority. This project analyzed the effects of virtual metacognitive academic coaching between graduate student coaches and undergraduate STEM majors with Executive Function disorders at a large, four-year university. The project team analyzed the persistence of the undergraduate students in their major, as well as the graduate students' abilities to transfer the coaching experiences to K-12 settings. A mixed-methods design evaluated qualitative (i.e. student/coaches' surveys and interviews) outcomes for undergraduate STEM majors and for graduate students. The goal of this project is to develop iteratively a model of scalable supports that can be utilized to support undergraduates with disabilities in STEM majors' at large universities such as UCF. Graduate student coaches paired with undergraduate STEM majors with Executive Function disorders (n=26) worked collaboratively throughout one semester to developed strategies that supported the success of the undergraduate students' coursework. Both coaches and students provided examples of positive effects of the academic coaching process that supported student course work and created experiences that the graduate students could use in a K-12 setting.
Show less - Date Issued
- 2016
- Identifier
- CFH2000176, ucf:45947
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000176
- Title
- MIDDLE SCHOOL LITERACY COACHES IN FLORIDA: A STUDY OF THE RELATIONSHIPS AMONG EXPERIENCE, COACHING ACTIVITIES, AND OTHER FACTORS RELATED TO READING ACHIEVEMENT.
- Creator
-
Bowman, Patricia, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The focus of this research was to investigate and clarify the work lives of middle school literacy coaches in central Florida by studying their backgrounds and experiences before assuming the role of literacy coach. Additionally, the beliefs of literacy coaches on what factors influence reading achievement were examined. The responses of 44 participating middle school literacy coaches were used to investigate (a) the academic and professional experiences of each coach, (b) the percentage of...
Show moreThe focus of this research was to investigate and clarify the work lives of middle school literacy coaches in central Florida by studying their backgrounds and experiences before assuming the role of literacy coach. Additionally, the beliefs of literacy coaches on what factors influence reading achievement were examined. The responses of 44 participating middle school literacy coaches were used to investigate (a) the academic and professional experiences of each coach, (b) the percentage of time spent in 13 literacy coaching activities, and (c) the working factors related to student reading achievement as evidenced on the Florida Comprehensive Assessment Test. Data from a web-based survey and personal interviews were used to collect pertinent data to create an awareness and understanding of the work lives of middle school literacy coaches. Descriptive statistics were used to present demographic information regarding the coaches. Exploratory regression analyses were performed using time devoted to coaching activities and school performance data to determine existing relationships. Qualitative analyses were used to determine emergent literacy coach themes from survey responses. All data were triangulated to develop case studies for a group of 10 literacy coaches. Narrative descriptions of all coaching and individual school data were presented in the context of schools' percentage of student subgroups that attained Adequate Yearly Progress in 2010. The results of the study indicated that, although literacy coaches believed that modeling lessons was the most influential activity in positively affecting reading proficiency, very little of their time was spent in that activity. Recommendations included professional development for administrators on the use of a literacy coach and for literacy coaches on their usage of time.
Show less - Date Issued
- 2011
- Identifier
- CFE0003973, ucf:48680
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003973
- Title
- Mixed Reality Experiences in the M.Ed. Educational Leadership Program: Student Perceptions.
- Creator
-
Buckridge, Hilary, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Olan, Elsie, Mitchell, Paul, University of Central Florida
- Abstract / Description
-
The purpose of the study was to ascertain the perception of students in the M.Ed. in Educational Leadership program of mixed reality experiences using TeachLivE(TM) in preparation for the challenges of school leadership. Specifically, the study analyzed the use of mixed reality virtual practice with immediate coaching and feedback in the preparation of educational leadership masters' level students before they engaged in real time communications with parents and teachers. The study...
Show moreThe purpose of the study was to ascertain the perception of students in the M.Ed. in Educational Leadership program of mixed reality experiences using TeachLivE(TM) in preparation for the challenges of school leadership. Specifically, the study analyzed the use of mixed reality virtual practice with immediate coaching and feedback in the preparation of educational leadership masters' level students before they engaged in real time communications with parents and teachers. The study encapsulates the perceptions of the master's degree in educational leadership students through the following research questions: (a) To what extent, if any, do Educational Leadership M.Ed. students believe the TeachLivE(TM) parent conference and teacher post observation conference simulation experiences to be helpful in developing their communications skills with parents and teachers? (b) To what extent, if at all, do Educational Leadership M.Ed. students believe the TeachLivE(TM) coaching feedback was helpful in developing their communications skills with parents and teachers? (c) To what extent do student reflections of the TeachLivE(TM) experience indicate it is beneficial in increasing skill in communicating with parents and teachers immediately following the mixed reality simulation? (d) To what extent do Educational Leadership M.Ed. students perceive the TeachLivE(TM) experience to be beneficial in influencing leadership behaviors as they relate to communication with parents and teachers at the end of the second semester administrative internship?Students from the college of education in a large university participated in the study (N = 141). Results show a high-perceived value of the simulation experience and the coaching and feedback in the development of administrative conferencing and communication skills. Descriptive statistics used to answer the research questions show the highest mean for the perceived value of the coaching and feedback, close to (")strongly agree("), from parent conference participants (M = 4.86), followed by teacher conference participants (M = 4.76).Responses for the simulation being beneficial from parent conference participants were also high (M = 4.71), close to (")strongly agree(") and from the teacher conference participants between agree and (")strongly agree(") (4.59). The perceptions of the simulation being realistic practice were between (")agree(") and (")strongly agree(") with parent conference were (M = 4.63) and teacher conferences (M = 4.46).The participant perceptions for the simulation being helpful in building confidence in communication skills was between (")agree(") and (")strongly agree(") for the parent conference (M = 4.41) and close to (")agree(") for the teacher conference (M = 4.14).Participant responses at the conclusion of the internship in practice indicated high value of the mixed reality simulation with mean scores between (")agree(") and (")strongly agree("), in relation to the experience was beneficial to the development of speaking confidence when conferencing with parents (M = 3.57), and the coaching feedback was helpful (M = 3.56). Responses were consistent in rating between (")agree(") and (")strongly agree(") for program continuance immediately following the simulation (M = 4.62), and after the internship (M = 3.67).Recommendations of the study were to ensure that all students have access to the authentic practice model provided by the TeachLivETM mixed reality simulation lab through identified target courses. In addition, it was recommended that more practice opportunities are integrated into the program. These additional experience should include multiple opportunities within the same target courses, as well as investigate additional course work within the Educational Leadership M.Ed. program to integrated the mixed reality simulation to practice specific leadership skills. A final recommendation of this study was to provide opportunities for students to schedule additional practice time in the lab to improve personal professional practice. These recommendations will support the continued development of administrative communication skills of Educational Leadership M.Ed. students, through accurate, realistic and complex situational practice.
Show less - Date Issued
- 2016
- Identifier
- CFE0006081, ucf:50950
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006081
- Title
- Project iCAN: A STEM Learning and Persistence Model for Postsecondary Students with Disabilities.
- Creator
-
Koch, Aaron, Vasquez, Eleazar, Dieker, Lisa, Marino, Matthew, Raij, Andrew, University of Central Florida
- Abstract / Description
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Education and work in Science, Technology, Engineering, (&) Math (STEM) are of utmost importance in a post-modern society. Yet American performance in the STEM disciplines has waned over recent years. In order to recapture a global advantage in STEM, efforts are being made by educators and policy makers to compile and implement instructional supports. Of particular interest to this study are post-secondary students with disabilities (SWDs) who persist and learn in STEM degree paths. This...
Show moreEducation and work in Science, Technology, Engineering, (&) Math (STEM) are of utmost importance in a post-modern society. Yet American performance in the STEM disciplines has waned over recent years. In order to recapture a global advantage in STEM, efforts are being made by educators and policy makers to compile and implement instructional supports. Of particular interest to this study are post-secondary students with disabilities (SWDs) who persist and learn in STEM degree paths. This population is an (")untapped resource(") with limitless potential for contribution to the collective fields of STEM (Leddy, 2010, p. 3; Alston, Hampton, Bell, (&) Strauss, 1998, p. 5). The National Science Foundation (NSF) has funded Project Interdisciplinary Coaching as a Nexus for Transforming How Institutions Support Undergraduates in STEM (Project iCAN) at Landmark College as a model to develop a successful STEM support model. Post hoc interview data from students and staff at Landmark revealed themes pertaining to educational and vocational-training supports that may generalize to larger, urban institutions of higher education for further development of STEM persistence and learning models.
Show less - Date Issued
- 2016
- Identifier
- CFE0006340, ucf:51564
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006340
- Title
- The effects of an online coaching model on secondary co-teaching teams in algebra.
- Creator
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Holbrook, Jennifer, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Murawski, Wendy, University of Central Florida
- Abstract / Description
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Students with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not...
Show moreStudents with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not always provided with the professional development (PD) necessary to effectively facilitate the co-teaching partnership. In this study, the researcher conducted a quasi-experimental study to examine the effects of a 10-minute online coaching PD intervention on student achievement, co-teachers' use of different models of co-teaching, and opportunities to respond in secondary math classes. The researcher observed 30 minutes of instruction in co-taught and solo-taught classes at the beginning and the end of the intervention. The results indicated a change from pre- to post-observation of students being more engaged, student talk increasing, and teachers using multiple models of co-teaching. Additionally, the researcher collected student growth scores for both solo and co-taught classes. The results of the analysis indicated students' scores improved significantly in the co-taught compared to the solo-taught classes after the coaching intervention. The researcher discusses the findings, implications, and best practices for use with secondary co-teaching teams.
Show less - Date Issued
- 2017
- Identifier
- CFE0006745, ucf:51869
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006745
- Title
- Defining and Building Excellence: A Model for Professional Development at Arete Charter School.
- Creator
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Kerness, Shloe, Hopp, Carolyn, Vitale, Thomas, Hayes, Grant, Robinson, Edward, Knight, Monica, University of Central Florida
- Abstract / Description
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In the U.S., there is increased awareness that what teachers know and are able to do play a significant role in the achievement of their students (Sanders (&) Rivers, 1996). Consequently, there is an unprecedented interest in improving instruction, a job that is normally assumed by the schools and school districts where teachers are employed. However, long-established professional development options provided by school districts usually fail to have any significant positive impact on teachers...
Show moreIn the U.S., there is increased awareness that what teachers know and are able to do play a significant role in the achievement of their students (Sanders (&) Rivers, 1996). Consequently, there is an unprecedented interest in improving instruction, a job that is normally assumed by the schools and school districts where teachers are employed. However, long-established professional development options provided by school districts usually fail to have any significant positive impact on teachers' instructional practices and often have the unintended consequence of making teachers feel more like workers on an assembly line than professionals doing emotionally complicated work (Borko (&) Putnam, Cohen (&) Hill, 1995; Darling-Hammond, 2009. Aret(&)#233; Charter School, a rapidly growing charter school franchise, does not currently have a clearly defined model of professional development that supports its unique instructional model. Results of the Standards Assessment Inventory 2 and higher than average teacher attrition due to both voluntary and involuntary leavers indicate that a change initiative is needed. With little time and limited resources available for professional development, it is of particular importance to develop an unambiguous model for teacher learning at Aret(&)#233; that leads to program choices with a high probability of increasing teacher capacity as well as improving student learning. The purpose of this dissertation in practice is to advance/promote a viable model for professional development at Aret(&)#233; Charter School that will (")alter the professional practices, beliefs, and understanding of school persons toward an articulated end(") (Griffin, 1983, p. 2). A model for professional development utilizing the Partnership Approach (Knight, 2007, 2011) and aligned to Learning Forward's Standards for Professional Development with the goal of humanizing the profession and offering a clearly articulated philosophy and set of actions is presented. Core elements of the model include the principal as a designer, instructional coaching, workshops that make an impact, intensive learning teams, and partnership communication that, when used together, results in humanizing professional learning that is both focused and leveraged to not only sustain school success but propel it forward. This model has implications for other schools struggling with teacher professional learning including how to maximize professional development to enhance teacher repertoires while simultaneously utilizing it to humanize the profession.
Show less - Date Issued
- 2014
- Identifier
- CFE0005360, ucf:50500
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005360
- Title
- HIGH SCHOOL LITERACY COACHES IN FLORIDA: A STUDY OF BACKGROUND, TIME, AND OTHER FACTORS RELATED TO READING ACHIEVEMENT.
- Creator
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Boulware, Donald, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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ABSTRACT The goal of this research was to understand the work lives of literacy coaches in central Florida by studying who they were, what they did, and what they believed influenced student achievement. In addition, it was important to understand the perceptions of literacy coaches as to what factors influenced positive changes in student achievement. Of 27 central Florida literacy coaches, this study examined the academic and professional background of each coach, explored the time spent on...
Show moreABSTRACT The goal of this research was to understand the work lives of literacy coaches in central Florida by studying who they were, what they did, and what they believed influenced student achievement. In addition, it was important to understand the perceptions of literacy coaches as to what factors influenced positive changes in student achievement. Of 27 central Florida literacy coaches, this study examined the academic and professional background of each coach, explored the time spent on ten key literacy coaching activities, and analyzed work factors related to student achievement in reading on the Florida Comprehensive Assessment Test. Although the literacy coaching role was one that was expanding in the United States through state funding initiatives, much about the role and its effectiveness were not known through the literature. A web-based survey system and purposive interviews were used to gather important data relevant to providing understandings about literacy coaches. Exploratory regression analyses using coaching activities and school performance measures were run to determine the existence of relationships. Qualitative analysis was employed to develop literacy coaching themes from survey responses, and all data were triangulated and used to develop case studies. Case studies provided narrative descriptions of all data in the context of individual schools and their coaches all embedded within case types as identified by prior year school letter grade. The results of the study showed an overwhelming amount of time was spent on other activities not related to literacy coaching. Assisting with test preparation was one reason for other activity assignment. Modeling of literacy strategies was reported as one of the more useful and influential activities, but few of the coaches in the study organized their time for this. Case studies provided rich context into the work lives of literacy coaches. Suggested uses for the study included the development of stronger professional development programs for school administrators in working with high school literacy coaches. Although literacy coaches were a well-trained group, more specific training is needed in the re-allocation of time so that more influential activities are pursued.
Show less - Date Issued
- 2007
- Identifier
- CFE0001525, ucf:47142
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001525
- Title
- Developing and Validating the Secondary Literacy Professionals Needs Assessment Matrix.
- Creator
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Kennedy, Analexis, Zygouris-Coe, Vassiliki, Gill, Michele, Jahani, Shiva, Johnson, Jerry, University of Central Florida
- Abstract / Description
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The purpose of this study was to develop and validate a needs assessment matrix for secondary specialized literacy professionals that identified the professional learning needs of literacy coaches. This tool was developed in order to inform school districts and secondary specialized literacy professionals about the types of professional learning support they will need for them to effectively meet the literacy needs of teachers in secondary schools. The Secondary Literacy Professionals Needs...
Show moreThe purpose of this study was to develop and validate a needs assessment matrix for secondary specialized literacy professionals that identified the professional learning needs of literacy coaches. This tool was developed in order to inform school districts and secondary specialized literacy professionals about the types of professional learning support they will need for them to effectively meet the literacy needs of teachers in secondary schools. The Secondary Literacy Professionals Needs Assessment Matrix (SLPNAM) was created using a variety of methods. A synthesis of literature regarding school improvement, adolescent literacy, 21stcentury skills, adult learning, literacy coaching and the 2017 International Literacy Association's Standards for Specialized Literacy Professionals was used to provide the conceptual framework for the SLPNAM. The SLPNAM items were developed by interviewing coaching and content experts, going through several iterations before the final instrument was developed. Construct validity was established through exploratory factor analysis, and internal reliability was determined through Cronbach's Alpha. Sixty-four participants from 18 school districts in Florida responded to the SLPNAM. Data analysis indicated that the SLPNAM had a high level of internal reliability, and data reduction was used to ensure that items correlated with constructs it was intended to correlate with. Data from the exploratory factor analysisof the SLPNAM confirmed that construct validity was established. The results from this study provide opportunities for school districts to differentiate professional learning for literacy professionals. It also provides data for school administrators to define the role of the coach and assists secondary literacy professionals in setting professional learning goals specific to their roles.
Show less - Date Issued
- 2019
- Identifier
- CFE0007825, ucf:52826
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007825
- Title
- Coaching in an Interactive Virtual Reality to Increase Fidelity of Implementation of Discrete Trial Teaching.
- Creator
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Vince Garland, Krista, Wienke, Wilfred, Pearl, Cynthia, Dieker, Lisa, Vasquez, Eleazar, Sundeen, Todd, University of Central Florida
- Abstract / Description
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In teacher preparation, more effective pathways and practices are needed for preparing, placing, and supporting beginning teachers and principals (Darling-Hammond, 2010; U.S. Department of Education, 2009b). A common issue in the field of special education is the lack of skill transfer from one setting to another (Dieker, Hynes, Hughes, (&) Smith, 2008). It has been posited that (")practicing up(") is not ethical in that novice teachers must attempt to teach with a limited knowledge of...
Show moreIn teacher preparation, more effective pathways and practices are needed for preparing, placing, and supporting beginning teachers and principals (Darling-Hammond, 2010; U.S. Department of Education, 2009b). A common issue in the field of special education is the lack of skill transfer from one setting to another (Dieker, Hynes, Hughes, (&) Smith, 2008). It has been posited that (")practicing up(") is not ethical in that novice teachers must attempt to teach with a limited knowledge of appropriate pedagogy and skill (Dieker et al., 2008). The new challenge becomes finding an effective mechanism that provides essential learning experiences and opportunities to refine teaching techniques to the highest standards of fidelity in a safely controlled and coordinated environment (Odom, 2009).Perhaps because of the ethical concerns in honing teacher skills on actual children, and despite the strong demand for professionals who are trained in discrete trial teaching (DTT), few studies have been published on training methodologies and fidelity of implementation (Fazzio, Martin, Arnal, (&) Yu, 2009). The training of teachers to implement evidence-based interventions such as DTT with fidelity while they are working with students with ASD cannot be over-emphasized in a teacher preparation program (Scheuermann, Webber, Boutot, (&) Goodwin, 2003; Simpson, 2004; 2005). The researcher utilized the TLE TeachLivE simulation classroom laboratory at the University of Central Florida as a mechanism to infuse cutting-edge technology and learning activities within program/project coursework. The TLE TeachLivE virtual classroom serves as a venue for pre-service and practicing teachers to safely gain proficiency and enhance fidelity of implementation of evidence-based practices. Participants experienced an immersive, real-time environment that featured interactions with Austin, an avatar that portrayed a student with autism. A trained interactor remotely controlled the behavior and responses of the avatar with which teachers engaged for practice sessions consisting of ten discrete trials. Between sessions, participants received individualized clinical coaching (ICC) on their performance. Upon termination of the intervention, two generalization probes were conducted to measure retention of fidelity over time within actual classroom settings. Results indicated that all five participants strongly benefited from learning DTT with ICC in the TLE TeachLivE learning platform.Across participants, the overall mean gain in fidelity from baseline phase (14%) to intervention phase (80%) was 66%. The fidelity means of participants in the generalization phase held to 90%, thus supporting the use of virtual environments for teacher preparation. Mean time among participants to attain higher than mastery level performance of 90% in intervention was 1.25 hours. This resulted in shorter training times than previously researched training programs (Arnal et al., 2007; Fazzio et al., 2009; Leblanc, (&) Luiselli, 2005; Thiessen et al., 2009). This investigation endeavored to reduce the potential of diminished pupil learning gains as a necessary consequence when honing skills in the appropriate delivery of instruction of discrete trial teaching.
Show less - Date Issued
- 2012
- Identifier
- CFE0004450, ucf:49327
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004450
- Title
- INCREASING NOVICE TEACHER SUPPORT IN 21ST CENTURY CLASSROOMS: INDUCTION AND MENTORING FOR BEGINNING TEACHERS THROUGH BUG-IN-EAR TECHNOLOGY.
- Creator
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Wade, Wanda, Cross, Lee, University of Central Florida
- Abstract / Description
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Novice teachers in todayÂÂ's classroom are in need of support during the initial years of teaching. Providing beginning teachers in special education classroom settings with coaching and immediate feedback through Bug-In-Ear, Bluetooth technology has been identified as a effective strategy for supporting beginning teachers while simultaneously improving generalization and maintenance of instructional strategies in diverse classrooms (Anagnostopoulous, Smith & Basmadjian...
Show moreNovice teachers in todayÂÂ's classroom are in need of support during the initial years of teaching. Providing beginning teachers in special education classroom settings with coaching and immediate feedback through Bug-In-Ear, Bluetooth technology has been identified as a effective strategy for supporting beginning teachers while simultaneously improving generalization and maintenance of instructional strategies in diverse classrooms (Anagnostopoulous, Smith & Basmadjian, 2007; Darling-Hammond and Baratz-Snowden, 2007; Brownell, Ross, Colon & McCallum, 2005). The present study was designed to examine the effects of using BIE, Bluetooth technology with novice teachers in inclusionary settings at a PK-5 charter school. As it has been demonstrated, Bug-In-Ear Bluetooth technology has allowed supervisors and mentors to increase desired teacher behaviors by providing immediate feedback, coaching and prompting during instructional delivery (Scheeler, McAfee, Ruhl and Lee (2006), Scheeler, Ruhl & McAfee, 2004; & Rock, et al., (2009). Specifically, this study looked to increase the average rate per minute of specific feedback statements made to students during reading instruction. Additionally, maintenance of increased rates of specific feedback once BIE coaching and prompting were withdrawn was also of interest. A multiple-baseline design across participants was used. Data were collected during baseline, intervention, and withdrawal phases. The independent variable was identified as prompts delivered by the coach through BIE Bluetooth technology. The dependent variable for this study was the average rate per minute of specific feedback statements made during reading instruction. Overall, the average rate per minute of specific feedback provided to students during reading instruction increased substantially with the use of Bug-In-Ear Bluetooth technology. Further, participants sustained higher than baseline averages of specific feedback provided to students. This study extended Scheeler (2004, 2006), and RockÂÂ's (2009) research on the use of immediate feedback through BIE technology, and demonstrated the effectiveness of this observation method with various participants, groups of students, and classroom diversity.
Show less - Date Issued
- 2010
- Identifier
- CFE0003368, ucf:48447
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003368
