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Title: EXPLORING A FIVE FACTOR MENTORING MODEL WITHIN ELEMENTARY SCIENCE.
Creator: Smolik, Joyce, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: The purpose of the study was to explore and describe the perceptions of several elementary science mentors and their mentees within one school district based on a five-factor mentoring model. Utilizing a qualitative methodology in the form of a case study, five mentors and three mentees were interviewed using a structured protocol. From verbatim interview data and field notes, three themes pertaining to the role of the mentor within elementary science emerged as emotional support, technical...
Show moreThe purpose of the study was to explore and describe the perceptions of several elementary science mentors and their mentees within one school district based on a five-factor mentoring model. Utilizing a qualitative methodology in the form of a case study, five mentors and three mentees were interviewed using a structured protocol. From verbatim interview data and field notes, three themes pertaining to the role of the mentor within elementary science emerged as emotional support, technical support, and educative support. Within the five-factor mentoring model, personal attributes suggested notions of support and expert status as critical elements for effective mentoring. The factors of system requirements, pedagogical knowledge, modeling, and feedback were found to be interrelated amongst themselves and with the factor of personal attributes. Effective mentors demonstrated a commitment to the role as well as a flexibility pertaining to role adjustment depending on the context of the mentoring relationship.
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Date Issued: 2010
Identifier: CFE0003438, ucf:48378
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003438

Title: THE USE OF SCIENCE REFORM INSTRUCTIONAL METHODS AND THEIR EFFECT ON 3RD GRADE STUDENTS' PARTICIPATION AND ATTITUDE TOWARDS SCIENCE.
Creator: Robinson, Heather, Gresham, Gina, University of Central Florida
Abstract / Description: The purpose of this research study was to determine whether the use of science reform instructional methods had an effect on student participation in and attitudes towards science education. The participants in this 12 week study were third grade students. Data were collected using a pre and post attitudinal survey, student journals, a participation log, and a researcher reflection journal. Several conclusions were made. The use of science reform instructional methods did affect student...
Show moreThe purpose of this research study was to determine whether the use of science reform instructional methods had an effect on student participation in and attitudes towards science education. The participants in this 12 week study were third grade students. Data were collected using a pre and post attitudinal survey, student journals, a participation log, and a researcher reflection journal. Several conclusions were made. The use of science reform instructional methods did affect student participation and attitudes towards science. Student journals indicated that students enjoyed the use of technology, hands-on science equipment, working in pairs or small groups and the opportunity to share their ideas and learn from their classmates. This study does lend itself to additional research. Due to the small sample size, the shortened time for research, and the population, these research questions should be investigated with another group of students in order to make more definitive decisions regarding the methods to use in their classroom. If the research is conducted again using a different group of students, a larger population will be needed, as well as a lengthened period for research.
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Date Issued: 2007
Identifier: CFE0001626, ucf:47182
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001626

Title: THE EFFECTS OF DISCOURSE AND JOURNAL WRITING ON STUDENTS' ATTITUDES TOWARDS MATHEMATICS IN A FIFTH GRADE CLASSROOM: AN ACTION RESEARCH STUDY.
Creator: Rose, Anna, Ortiz, Enrique, University of Central Florida
Abstract / Description: The purpose of this study was to investigate how my use of discourse and journal writing affected students' attitudes and conceptions of mathematics in a 5th grade mathematics classroom. The nature of students' strengths and weaknesses with mathematics using discourse and journal writing were described. To show students' attitudes towards the two teaching methods transcription of teacher and student discourse on digital audio recordings, observational notes, journal writing, and pre and post...
Show moreThe purpose of this study was to investigate how my use of discourse and journal writing affected students' attitudes and conceptions of mathematics in a 5th grade mathematics classroom. The nature of students' strengths and weaknesses with mathematics using discourse and journal writing were described. To show students' attitudes towards the two teaching methods transcription of teacher and student discourse on digital audio recordings, observational notes, journal writing, and pre and post attitude surveys were used. The research approach was qualitative and quantitative. The participants in this twelve-week study were twenty fifth grade students from a private school in central Florida. Through analysis of the data collected, the students showed positive improvement in attitude towards discourse and journal writing in the mathematics classroom. The study supported that discourse and journal writing are important to student learning.
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Date Issued: 2005
Identifier: CFE0000722, ucf:46616
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000722

Title: EFFECTIVE STRATEGIES AND RESOURCES FOR INTEGRATINGQUALITY CHILDREN'S LITERATURE IN INTERMEDIATE SOCIALSTUDIES INSTRUCTION.
Creator: Locke, Priscilla, Hoffman, Elizabeth, University of Central Florida
Abstract / Description: For many educators in intermediate grades, the challenge is to find ways to introduce material in an engaging and meaningful way prior to students reading the textbook. Rather than having students read solely from a textbook, some educators have begun incorporating literature in the classroom in order to introduce material, to help students connect to prior knowledge. As time has passed social studies curriculum has been Teachers have an important role and responsibility to connect students...
Show moreFor many educators in intermediate grades, the challenge is to find ways to introduce material in an engaging and meaningful way prior to students reading the textbook. Rather than having students read solely from a textbook, some educators have begun incorporating literature in the classroom in order to introduce material, to help students connect to prior knowledge. As time has passed social studies curriculum has been Teachers have an important role and responsibility to connect students to the curriculum that they are required to learn. One of the best ways to do this is by capturing their interests and tapping their prior knowledge through the use of quality children's literature. After observing intermediate social studies instruction in local classrooms, what is being done in the classroom and what they might need to enhance this process, I developed a guide for educators that may want additional resources and ideas for using quality literature in social studies instruction. This guide included instructional strategies, sample lessons, suggested quality literature and classroom activities to assist educators in helping students make connections and understand the content of social studies curriculum.
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Date Issued: 2013
Identifier: CFH0004452, ucf:45132
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004452

Title: INCLUDING EVERYONE: A HANDBOOK FOR LBGT INCLUSION IN THE ELEMENTARY CLASSROOM.
Creator: Mollentze, Shanine, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: A quick look into the prevalence of Lesbian, Gay, Bisexual and Transgender (LGBT) topics in children's literature and one can easily note the rarity of LGBT presence in elementary classrooms. This topic continually fails to enter the classroom curriculum due to the taboo status it has in society. Some people find it to be inappropriate for the classroom, especially the elementary classroom. However, understanding that the intention is to provide an inclusive environment for LGBT students and...
Show moreA quick look into the prevalence of Lesbian, Gay, Bisexual and Transgender (LGBT) topics in children's literature and one can easily note the rarity of LGBT presence in elementary classrooms. This topic continually fails to enter the classroom curriculum due to the taboo status it has in society. Some people find it to be inappropriate for the classroom, especially the elementary classroom. However, understanding that the intention is to provide an inclusive environment for LGBT students and/or families is important - not to expose children to explicit sexual discussion, but to establish a community of tolerance and acceptance. The purpose of this thesis is to explore, collect, and synthesize the literature regarding LGBT studies in order to create a handbook for preservice teachers, teachers who are in the university program to become teachers. The handbook will provide inclusion strategies, materials to educate preservice teachers on the topic and how to include it in the classroom (via children's literature or units of study), strategies to broach the topic with parents and administrators, classroom environment ideas, and a complete resource list of books and websites with suggestions on where to use them in instruction. Choosing to share quality literature will be important; however the focus of this thesis will center upon better preparing preservice teachers. For purposes of this study, preservice teachers are defined as students in elementary educator preparation courses at UCF. This target audience is required to take children's literature classes in this preparatory program. Preservice literature classes discuss the relevance and importance of including various genres and types of literature in the classroom
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Date Issued: 2011
Identifier: CFH0003852, ucf:44706
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0003852

Title: THE CHANGES THAT PRESERVICE TEACHERS HAVE SEEN IN THE ATTITUDES OF TEACHERS ABOUT SOCIAL STUDIES IN ELEMENTARY SCHOOLS.
Creator: Syracuse, Katherine, Trimble-Spalding, Lee-Anne, University of Central Florida
Abstract / Description: Ever since national legislation has become involved in the testing of our students, the face of social studies education in elementary school classrooms has changed drastically. With the passage of Goals 2000 in 1993, social studies instruction in elementary school classrooms has seen a steep decline in the time allotted. Also, the attitude of administrators and teachers in elementary schools has taken away the importance of social studies in the classroom. While social studies has seen a big...
Show moreEver since national legislation has become involved in the testing of our students, the face of social studies education in elementary school classrooms has changed drastically. With the passage of Goals 2000 in 1993, social studies instruction in elementary school classrooms has seen a steep decline in the time allotted. Also, the attitude of administrators and teachers in elementary schools has taken away the importance of social studies in the classroom. While social studies has seen a big change in the amount of time dedicated to instruction in the past 20 years, there is still hope for the important topics that are taught in elementary social studies classes. The results of 69 preservice elementary teachers who responded to my survey regarding time allotted to social studies education revealed that more than half had only observed social studies in the elementary classroom even once. In my research, I have concluded that teachers have been making up for time lost in social studies by adding it to the other core subjects taught throughout the day.
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Date Issued: 2014
Identifier: CFH0004696, ucf:45250
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004696

Title: AN EXPLORATION OF ELEMENTARY STUDENT RESPONSES TO THE INTEREST INVENTORY FOR INFORMATIONAL TEXTS BASED ON THE TEACHER DISPOSITION DELIVERY.
Creator: Elk, Alison, Roberts, Sherron Killingsworth, Kay, Marni, University of Central Florida
Abstract / Description: The impact that a teacher can have on their students is monumental. Teachers often are the only consistent figure of authority that a student sees. Therefore, a vulnerable and conformable environment is crucial for students, so they can share their needs and in return have them met. With this in mind, teachers must consider forming their classroom environment, because of how it is received by the students. This study examined the impact that a teacher's disposition can have on the response of...
Show moreThe impact that a teacher can have on their students is monumental. Teachers often are the only consistent figure of authority that a student sees. Therefore, a vulnerable and conformable environment is crucial for students, so they can share their needs and in return have them met. With this in mind, teachers must consider forming their classroom environment, because of how it is received by the students. This study examined the impact that a teacher's disposition can have on the response of a student through a six-question interview by analyzing the number of words spoken by the students depending on the disposition of the teacher used to ask the question. This study aimed to identify the possible impacts of teacher disposition on student responses using a sample of 17 elementary aged students attending a summer reading clinic at a Florida university. After a face-to-face, six-question interview was administered to the students, results showed some students made a overall shift towards more words spoken when the question was asked in an interested or neutral disposition. These results demonstrate the potential impact of teacher disposition on student response in the classroom. The results of this study complement past research, which has shown that classrooms in a welcoming and comfortable environment are more likely for students to share their needs, leading to success for both students and teacher.
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Date Issued: 2018
Identifier: CFH2000364, ucf:45843
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000364

Title: EXAMINING THE CURRENT PERCEPTIONS OF K-3 ELEMENTARY SCHOOL TEACHERS, AND THEIR STUDENTS, IN REGARD TO HANDWRITING INSTRUCTION IN THE MODERN DAY CLASSROOM.
Creator: Kolb, Kimberly, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: The intent of this thesis is to explore the current views and opinions that elementary school teachers, particularly Kindergarten through third grade teachers, have on the topic of handwriting instruction in their classrooms. Apart from the teachers, the views and opinions of selected Kindergarten through third grade students are also taken into consideration. Due to the advancement of technology and its prevalence in modern day classrooms, many consider handwriting, particularly cursive, a...
Show moreThe intent of this thesis is to explore the current views and opinions that elementary school teachers, particularly Kindergarten through third grade teachers, have on the topic of handwriting instruction in their classrooms. Apart from the teachers, the views and opinions of selected Kindergarten through third grade students are also taken into consideration. Due to the advancement of technology and its prevalence in modern day classrooms, many consider handwriting, particularly cursive, a dying art, with keyboarding taking its place. However, research has proven that handwriting provides students with developmental benefits and helps to refine certain motor skills that keyboarding does not. To better understand the views of both teachers and students alike, the research design consists of teacher surveys and student focus groups to provide a better scope of understanding as to how teachers and students view this change in writing. The data is presented in the form of graphs and charts, which are then examined in detail.
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Date Issued: 2015
Identifier: CFH0004805, ucf:45460
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004805

Title: DEVELOPING FOURTH GRADERS' PROFICIENCY IN BASIC MULTIPLICATION FACTS THROUGH STRATEGY INSTRUCTION.
Creator: Braddock, Stacey, Dixon, Juli, University of Central Florida
Abstract / Description: The purpose of this action research study was to evaluate my own practice of teaching basic multiplication facts to fourth graders. I wanted to see how focusing my instruction on strategies would help my students develop proficiency in basic multiplication facts. I chose this topic because Florida was in the process of shifting to new standards that encourage teaching for deeper meaning. I hoped this research would give my students the opportunity to make sense of multiplication on a deeper...
Show moreThe purpose of this action research study was to evaluate my own practice of teaching basic multiplication facts to fourth graders. I wanted to see how focusing my instruction on strategies would help my students develop proficiency in basic multiplication facts. I chose this topic because Florida was in the process of shifting to new standards that encourage teaching for deeper meaning. I hoped this research would give my students the opportunity to make sense of multiplication on a deeper level, while giving me insight into how students learn multiplication. Through this study, I learned that students initially find multiplication to be very difficult, but they can solve basic facts with ease when using strategies. Students did become more proficient with basic multiplication facts, and they were also able to apply basic fact strategies to extended facts and other multidigit multiplication problems. There is a limited amount of research on how students acquire basic multiplication fact proficiency; however, this study offers more insight to teachers and the research community.
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Date Issued: 2010
Identifier: CFE0003023, ucf:48370
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003023

Title: DESCRIBING THE PHENOMENA OF PRINCIPALS' EXPERIENCES WITH IMPLEMENTATION OF RESPONSE TO INTERVENTION.
Creator: Butler, Lorrie, Martin, Suzanne, University of Central Florida
Abstract / Description: The traditional method of identifying students with disabilities has led to a new innovation being implemented at the school level. Response to Intervention (RTI) is an alternative approach that received federal approval with the passage of Individuals with Disabilities Educational Improvement Act (IDEIA) 2004. On July 1, 2010, RTI became the required process for determining identification of students with learning disabilities for all schools in the state of Florida. Implementation of this...
Show moreThe traditional method of identifying students with disabilities has led to a new innovation being implemented at the school level. Response to Intervention (RTI) is an alternative approach that received federal approval with the passage of Individuals with Disabilities Educational Improvement Act (IDEIA) 2004. On July 1, 2010, RTI became the required process for determining identification of students with learning disabilities for all schools in the state of Florida. Implementation of this approach requires significant changes in how schools operate. Using a phenomenological study design, the purpose of this study was to gain an understanding of the experiences of elementary school principals implementing RTI in their schools. After gaining the individual viewpoints of 16 principals through an interview process, the data was analyzed using FullanÃ‚Â's nine critical factors affecting implementation of a change project. Results indicate that principals found RTI implementation to be a difficult, but worthwhile experience.
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Date Issued: 2010
Identifier: CFE0003447, ucf:48412
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003447

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.
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Date Issued: 2016
Identifier: CFE0006300, ucf:51610
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006300

Title: An Exploration of Communication Perceptions Between Elementary School Staff and the Parents of the Children They Serve.
Creator: Gardner, Cynthia, Hahs-Vaughn, Debbie, Taylor, Rosemarye, Pawlas, George, Hastings, Sally, University of Central Florida
Abstract / Description: The purpose of this quantitative research study was to explore the perceived school communication between elementary school staff and the parents of the children they serve. Staff members and parents, from a central Florida public school district, in both Title I and Non-Title I schools completed an online survey regarding (1) timely school communication, (2) school's website being informative and easy to use, and (3) staff members knowing what is going on in schools. Researchers have long...
Show moreThe purpose of this quantitative research study was to explore the perceived school communication between elementary school staff and the parents of the children they serve. Staff members and parents, from a central Florida public school district, in both Title I and Non-Title I schools completed an online survey regarding (1) timely school communication, (2) school's website being informative and easy to use, and (3) staff members knowing what is going on in schools. Researchers have long explored the importance of family involvement in children's academic success, communication between home and school is an important link in the process. The exploration of possible relationships were addressed using the chi-square test of association. It was anticipated that there would be a difference between the responses of staff and parents of children from Title I and those from Non-Title I schools.
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Date Issued: 2014
Identifier: CFE0005335, ucf:50516
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005335

Title: ANALYZING CHILDREN'S LITERATURE AWARDS, LITERARY CRITERIA, AND DISTRICT DEMOGRAPHICS TO CREATE A DIVERSE AND INCLUSIVE ELEMENTARY SCHOOL CLASSROOM LIBRARY.
Creator: Lavallee, Casey L, Trimble Spalding, Lee-Anne, University of Central Florida
Abstract / Description: Future elementary school teachers are tasked with the responsibility to ensure that the children in their classrooms have access to high quality books every day. This can be accomplished by building classroom libraries with titles that are not only of high literary quality but are also inclusive of the students in the classroom as well as the people these children will encounter outside of the classroom. Children should be able to see themselves represented in the literature they read, and...
Show moreFuture elementary school teachers are tasked with the responsibility to ensure that the children in their classrooms have access to high quality books every day. This can be accomplished by building classroom libraries with titles that are not only of high literary quality but are also inclusive of the students in the classroom as well as the people these children will encounter outside of the classroom. Children should be able to see themselves represented in the literature they read, and they should also be able to develop empathy for people who are different than they are. Diverse literature can have a huge impact on children and their outlook on themselves and the world. Because of the importance of quality diverse books for young children, this thesis outlines the resources, such as the plethora of children's literature awards for diverse books, that are available to teachers. It also includes a checklist for teachers to follow as they build their classroom libraries. This checklist helps teachers ensure that the books they choose meet the needs of the diverse population in their class. Once teachers know the resources available to them, they have a checklist that they can follow to build or evaluate their library, and they are aware of the diverse populations represented in their districts, schools, and classes, they are able to create an inclusive and impactful collection of books for their students.
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Date Issued: 2018
Identifier: CFH2000426, ucf:45813
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000426

Title: A PROFILE OF THE LITERACY PRACTICES OF K-5 CENTRAL FLORIDA TEACHERS OF THE YEAR 2004-2005.
Creator: Cowern, Stephanie, Magann, Douglas, University of Central Florida
Abstract / Description: The problem of this study was to develop a literacy teaching profile of the 2004-2005 Teachers of the Year in Kindergarten through grade 5 in four central Florida school districts. Of primary interest was the extent to which these teachers indicated their use of exemplary literacy practices as defined using the domains and indicators of the National Exemplary Literacy Teacher Assessment (NELTA). The NELTA results were analyzed using frequencies and percentages. The results of the NELTA were...
Show moreThe problem of this study was to develop a literacy teaching profile of the 2004-2005 Teachers of the Year in Kindergarten through grade 5 in four central Florida school districts. Of primary interest was the extent to which these teachers indicated their use of exemplary literacy practices as defined using the domains and indicators of the National Exemplary Literacy Teacher Assessment (NELTA). The NELTA results were analyzed using frequencies and percentages. The results of the NELTA were also evaluated and discussed when total length of years teaching, and length of years at present grade level were considered. The data were derived from the 66 (59.4%) classroom Teachers of the Year who responded to the survey. Overall, the findings showed little congruency between exemplary teaching practices as measured by the NELTA and teachers' self-described practices. Many teachers indicated utilizing grade level practices best suited for grade levels higher than the ones they were presently teaching. Demographic variables did little to clarify the profile of the Teachers of the Year; however, 18 teachers with 7 or more years of teaching experience (27.2%) responded with the highest levels of congruency. Furthermore, using the domains and indicators of the NELTA, 13 grade 4 teachers (19.7%) demonstrated the highest level of congruence with grade 4 best practices. Conclusions were made to explain this along with recommendations for future research.
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Date Issued: 2004
Identifier: CFE0000249, ucf:46229
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000249

Title: THE INTEGRATION OF MUSIC IN AN ELA CLASSROOM: CREATING PEDAGOGICAL PARODIES FOR ELEMENTARY EDUCATION.
Creator: Smith, Doranna, Jennings-Towle, Kelly, University of Central Florida
Abstract / Description: The intent of this thesis is to capitalize the effects of using music as a tool in tandem with English language arts in order for students to improve their ELA skills. Songs are already flooding the Internet and social media; such as Facebook, Instagram, Twitter, and Vine, echoing in the background of television broadcasts and commercials, and blasting across radio stations and in public areas like restaurants and malls, classroom lessons tied to current songs, are more apt to resonate with...
Show moreThe intent of this thesis is to capitalize the effects of using music as a tool in tandem with English language arts in order for students to improve their ELA skills. Songs are already flooding the Internet and social media; such as Facebook, Instagram, Twitter, and Vine, echoing in the background of television broadcasts and commercials, and blasting across radio stations and in public areas like restaurants and malls, classroom lessons tied to current songs, are more apt to resonate with students in this era. In lieu of subconsciously humming a song by popular artist such as Beyonce, Kanye West, and Taylor Swift, students could accomplish more in a classroom environment while using music as a tool. This includes using music as a tool for learning through reading, as well as teaching writing processes through song.
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Date Issued: 2017
Identifier: CFH2000171, ucf:45993
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000171

Title: ADDRESSING THE IMPACT THAT WORKSHOP SITE COORDINATORS AND ADMINISTRATORS HAVE ON THE TEACHING OF SCIENCE IN THE CLASSROOM.
Creator: McKenna, Valerie, Boote, David, University of Central Florida
Abstract / Description: This dissertation studied the beliefs and practices of principals, workshop site coordinators, and science support personnel in two Central Florida school districts and compared those beliefs and practices to the literature on effective science in-service education. It is important to understand these beliefs and practices because they directly affect the content and pedagogical knowledge of classroom teachers, yet this aspect of instructional practices has been ignored in the science...
Show moreThis dissertation studied the beliefs and practices of principals, workshop site coordinators, and science support personnel in two Central Florida school districts and compared those beliefs and practices to the literature on effective science in-service education. It is important to understand these beliefs and practices because they directly affect the content and pedagogical knowledge of classroom teachers, yet this aspect of instructional practices has been ignored in the science education literature. This study used a grounded theory methodology using open-ended individual interviews, participants observation, and documented analysis. Constant comparisons were built through analyzing the data. The research shows that in-service providers' and administrators' beliefs are aligned with the effective science education in-service literature. The conditions and context are ripe for changes because principals and workshop site coordinators' beliefs are aligned with the literature and changes are already beginning to take place. The intervening conditions may lead to improved teacher knowledge, teaching, and learning because standardized testing is expanding to incoporate the content area of science. Also workshop site coordinators are trying to set up a variety of opportunities to attend workshops on the same topic throughout the school year. Budgets are being restructured at the school level and district level to incorporate more science content professional development. However, it is too early to show how much improvement there will be in standardized test scores or whether teachers' have a deeper understanding of science content knowledge or effective science instruction.
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Date Issued: 2005
Identifier: CFE0000715, ucf:46620
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000715

Title: A COMPARISON OF THE LEADERSHIP ROLES OF PUBLIC AND PRIVATE ELEMENTARY SCHOOL PRINCIPALS.
Creator: Staples, Caron, House, Jess, University of Central Florida
Abstract / Description: Public school principals' role requirements have undergone changes during standards-based reform and accountability (Copland, 2001; Daresh, 1998; Jones, 1999; Lashway, 2003a). This study was designed to identify the leadership role focus and behaviors of public school principals who were attempting to meet the challenges of this movement and to provide valuable information about the effects of accountability reforms on school leadership. Public school principals were subject to the mandated...
Show morePublic school principals' role requirements have undergone changes during standards-based reform and accountability (Copland, 2001; Daresh, 1998; Jones, 1999; Lashway, 2003a). This study was designed to identify the leadership role focus and behaviors of public school principals who were attempting to meet the challenges of this movement and to provide valuable information about the effects of accountability reforms on school leadership. Public school principals were subject to the mandated policy initiatives associated with the accountability movement. Private school principals, or lower school heads, were not subject to these federal and state policy reforms. The leadership role and behaviors of public and private elementary school principals working under these two distinctly different circumstances were compared. Accountability reforms called for public school principals to focus the principal's role on instructional leadership as the priority rather than managerial leadership. There was a need to understand if there were any significant differences in roles and behaviors of public and private school principals: (a) to inform public and private school policymakers and representatives who impact the educational system through local, state, and federal legislation; (b) to inform educational leadership training programs and licensing systems; and (c) to assist those who lead schools (Lashway; Portin, 2000). Public and private school principals in the state of Florida reported self-perceptions of their leadership role focus and behaviors using the Instructional Leadership Inventory (ILI), an instrument obtained from MetriTech, Inc. The data collection was conducted according to the elements of Dillman's (2000) Tailored Design Method for mailed surveys. The survey instrument was distributed to a sample of 501 public and private elementary school principals in the state of Florida. The data collection process resulted in a total of 263 returned surveys, a 52.5% total response rate. The public school response rate was 48.0%, or 168 returned surveys out of the 350 mailed surveys. The private school response rate was 62.9%, or 95 returned surveys out of the 151 mailed surveys. Comparison of the two groups, public and private, demonstrated that principals and lower school heads reported being similar in many ways in relation to the demographics and the work environment of the two groups. The differences in personal and professional characteristics were minimal. There were very few statistically significant differences between public elementary school principals and private lower school heads when looking at the ILI instructional leadership criteria. However, the findings revealed that there were considerable statistically significant differences between public elementary school principals and private lower school heads when reviewing the ILI managerial leadership criteria. Implications derived from these analyses support two areas of change in the leadership behaviors of public school principals. A significant number of public school principals reported that they spent considerable time on the managerial leadership behaviors of Monitoring Student Progress, Supervising Teaching, and Managing Curriculum, behaviors related to assessment and accountability. Public school principals reported using achievement test results in multiple ways to gauge the progress of the school toward school goals. These findings contributed to existing knowledge and provided new knowledge about principals' leadership role focus and behaviors based on data gathered during the age of the accountability movement. Recommendations include adjusting staffing to prioritize instructional leadership in the face of managerial demands, reducing public school populations through alternative strategies, enhancing the strength of community interest and support for the school, and furthering research aimed at a better understanding of the influence of external social and political goals, standards, and accountability on the middle management role of the school principal.
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Date Issued: 2005
Identifier: CFE0000740, ucf:46597
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000740

Title: A MATTER OF RETENTION: THE ESSENTIAL PIECES OF COMPREHENSIVE INDUCTION AS SEEN THROUGH THE EYES OF NOVICE URBAN ELEMENTARY SCHOOL TEACHERS.
Creator: Hixenbaugh-Dwenger, Kelly, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: A substantial amount of research exists and was reviewed on why teachers leave the teaching profession and/or why they leave one school to teach at another school. Significantly less research exists on why teachers remain in an urban school and what they view as being the essential pieces of teacher induction. The purpose of this study was to contribute to the body of knowledge by identifying the key pieces of induction that influence teachers, with three or less years of experience in an...
Show moreA substantial amount of research exists and was reviewed on why teachers leave the teaching profession and/or why they leave one school to teach at another school. Significantly less research exists on why teachers remain in an urban school and what they view as being the essential pieces of teacher induction. The purpose of this study was to contribute to the body of knowledge by identifying the key pieces of induction that influence teachers, with three or less years of experience in an urban school, to remain teachers in their school. A case study design was utilized in this research in order to gain an in-depth understanding of what these teachers view as being the essential pieces of induction. In response to the larger problem stated here, I have organized my dissertation around three separate, but related manuscripts: 1. The first manuscript is a literature review on the essential pieces of comprehensive induction focusing on urban settings and the role that administrators play in novice urban teacher retention. The essential pieces of induction were identified through the literature as being effective administration, mentoring, formative evaluation, empowerment, and professional development. 2. The second manuscript is an exploration into the need for school-university partnerships through the results of a questionnaire on a one time professional development held at the university. The questionnaire results demonstrated the novice urban teachers' beliefs that professional development positively impacted their instructional practices, yet did not report that professional development would have a positive influence on their students' standardized test scores. 3. The third manuscript is a case study of Brookstay Elementary, an urban school successfully retaining novice urban teachers. This case study gives specific examples of how the essential pieces of comprehensive induction are seen through the eyes of novice urban teachers as well as provides evidence for the importance of building a positive school culture in order to retain novice urban teachers.
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Date Issued: 2008
Identifier: CFE0002290, ucf:47860
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002290

Title: LINKING PLACE VALUE CONCEPTS WITH COMPUTATIONAL PRACTICES IN THIRD GRADE.
Creator: Cuffel, Terry, Dixon, Jule, University of Central Florida
Abstract / Description: In an attempt to examine student understanding of place value with third graders, I conducted action research with a small group of girls to determine if my use of instructional strategies would encourage the development of conceptual understanding of place value. Strategies that have been found to encourage conceptual development of place value, such as use of the candy factory, were incorporated into my instruction. Instructional strategies were adjusted as the study progressed to meet the...
Show moreIn an attempt to examine student understanding of place value with third graders, I conducted action research with a small group of girls to determine if my use of instructional strategies would encourage the development of conceptual understanding of place value. Strategies that have been found to encourage conceptual development of place value, such as use of the candy factory, were incorporated into my instruction. Instructional strategies were adjusted as the study progressed to meet the needs of the students and the development of their understanding of place value. Student explanations of their use of strategies contributed to my interpretation of their understanding. Additionally, I examined the strategies that the students chose to use when adding or subtracting multidigit numbers. Student understanding was demonstrated through group discussion and written and oral explanations. My observations, anecdotal records and audio recordings allowed me to further analyze student understanding. The results of my research seem to corroborate previous research studies that emphasize the difficulty that many students have in understanding place value at the conceptual level.
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Date Issued: 2009
Identifier: CFE0002634, ucf:48196
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002634

Title: SCIENCE TEACHERS' BELIEFS CONCERNING REFORM POLICIES: COMPARISONS BASED ON GRADE LEVEL, ACHIEVEMENT HISTORY, AND SOCIOECONOMIC STATUS.
Creator: Hallett, Rachel, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: In an effort to increase the relevance and rigor of the science curriculum being taught in schools throughout Florida, the Next Generation Sunshine State Standards were developed and districts throughout the state began processing them for use in the K-12 classrooms. With a history of adopt and abandon reform strategies, one district wanted to follow a more structured implementation approach to better ensure a successful transition to the new standards. As the first aspect of the approach,...
Show moreIn an effort to increase the relevance and rigor of the science curriculum being taught in schools throughout Florida, the Next Generation Sunshine State Standards were developed and districts throughout the state began processing them for use in the K-12 classrooms. With a history of adopt and abandon reform strategies, one district wanted to follow a more structured implementation approach to better ensure a successful transition to the new standards. As the first aspect of the approach, teachers in grades 3-8 were asked to complete two instruments which gauged their beliefs regarding the Next Generation Standards in science. Quantitative analysis of the responses revealed differences in beliefs among teachers at different grade levels, at schools with different socio-economic statuses, and at schools with different standardized test performance histories. Qualitative analysis uncovered the nature of the differences and allowed for a clearer view of the current state of science reform in the district.
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Date Issued: 2010
Identifier: CFE0003203, ucf:48584
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003203

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