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Title: The Signs We Speak: An exploration of the loss of precision and meaning in language today.
Creator: Finney, Emilie, Adams, JoAnne, Kovach, Keith, Price, Mark, Lotz, Theo, University of Central Florida
Abstract / Description: My interest is in the beauty and power of language. I have sought to understand language on a systemic level. I have broken language down to alter signified meaning, exalted extinct words, mourned the loss of formal language, and explored the confines of common vernacular.My artwork addresses meaning within the context of Semiotics and Linguistics. I have investigated the Semiotic theories and philosophies of Roland Barthes, Jacques Ranci(&)#232;re, Pierre Guiraud, and Erving Goffman. As...
Show moreMy interest is in the beauty and power of language. I have sought to understand language on a systemic level. I have broken language down to alter signified meaning, exalted extinct words, mourned the loss of formal language, and explored the confines of common vernacular.My artwork addresses meaning within the context of Semiotics and Linguistics. I have investigated the Semiotic theories and philosophies of Roland Barthes, Jacques Ranci(&)#232;re, Pierre Guiraud, and Erving Goffman. As outlined by Roland Barthes, our language is a semiotic system used to communicate meaning. My work is also informed by the rules of Linguistics and the research of Linguists John McWhorter and Guy Deutcher. In my work I have consistently altered the signifiers within our language (words and letters) to affect meaning. I have also broken linguistic rules of syntax, word order, and word morphology (the arrangement of grammatical units), to obscure meaning. In my thesis work I have narrowed the focus of my artwork to exploring the loss of precision in language in popular culture today.I have witnessed changes in language in our culture: changes in language itself and changes in attitudes toward language. Avenues such as the Internet, social media and texting have altered the language people use and have developed a more superficial type of communication. With a desire for ease of delivery and quickness, people have created and used acronyms and catch phrases to carry content. Thus they have created representations for themselves as well as developed a habit of using minimal content. As a result, people have divorced themselves from responsibility for full absorption and communication of information not only in their personal life, but also in their educational and professional life. My work addresses this lack of understanding and reveals the detriment of growing apathy toward clarity in understanding and conviction. My progression to using sound as a medium was a result of my history and experience with music. Through examining the work of contributing artists in sound art, I found artists Laurie Anderson, Susan Philipsz, and Janet Cardiff among the most relevant to my practice. Musicians such as Philip Glass, John Cage and Trevor Wishart, inspired my creative approach as well as how I think about my work. My exploration of sound is not only relevant to the way I work; it is relevant to the direction of the art world. The medium is growing as more museums, galleries and curators are including sound and new media within their spaces. As I continue to develop my artwork and practice, I look forward to what this medium has to offer.
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Date Issued: 2014
Identifier: CFE0005165, ucf:50669
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005165

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

Title: The Relationship of Computer Science Immersion in Elementary Schools to Achievement of High Poverty Students.
Creator: Erickson, Keith, Taylor, Rosemarye, Ceballos, Marjorie, Gordon, William, Clark, M. H., University of Central Florida
Abstract / Description: The purpose of this study was to determine if a relationship existed between the implementation of a computer science immersive learning experience and achievement on the Florida Standards Assessment (FSA) English Language Arts (ELA) or the FSA Mathematics. Two research questions, each with two sub-questions, guided the research of the study. The sub-questions addressed historically underrepresented groups in computer science. These subgroups included African Americans, Hispanics, Mixed Race...
Show moreThe purpose of this study was to determine if a relationship existed between the implementation of a computer science immersive learning experience and achievement on the Florida Standards Assessment (FSA) English Language Arts (ELA) or the FSA Mathematics. Two research questions, each with two sub-questions, guided the research of the study. The sub-questions addressed historically underrepresented groups in computer science. These subgroups included African Americans, Hispanics, Mixed Race individuals, and females. Research Question 1 analyzed the relationship between the implementation of the computer science immersive learning experience when a cohort control group design was used. Research Question 2 determined if a relationship existed when the treatment schools were compared to demographically similar schools that did not receive the treatment of computer science immersion. A two-way analysis of variances (ANOVA) was run for each of the research questions with the subgroups of students used as moderators for the treatment. Statistical significance was found for the following groups; fourth grade ELA Hispanic cohort, fourth grade Hispanic mathematics cohort, third grade ELA cohort, third grade mathematics cohort, the ELA treatment group, and the mathematics treatment group. Statistically significant findings showed negative, positive, and neutral effects on the treatment groups. These findings provide implications for the implementation of computer science immersion in other elementary schools with similar student demographic variables. Further investigation is needed to determine other potential impacts on student achievement over time.
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Date Issued: 2019
Identifier: CFE0007627, ucf:52559
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007627

Title: Mutable Means: An Exploration of Communication and Identity Through Visual and Verbal Deconstruction.
Creator: Castellanos, Reina, Price, Mark, Adams, JoAnne, Harris, Christopher, University of Central Florida
Abstract / Description: Increasingly defined by my status as a Nonimmigrant Alien, I have lived longer in the United States than in my native Venezuela. Knowing my stay in this country will be temporary, I examine feelings of uncertainty about my future by deconstructing communication(-)both visual and verbal. Through ambiguity I express anxieties on my personal circumstances and retain objectivity in regard to my process through intellectual inquiry. I layer words, images, and sound to mirror my frustrations, and...
Show moreIncreasingly defined by my status as a Nonimmigrant Alien, I have lived longer in the United States than in my native Venezuela. Knowing my stay in this country will be temporary, I examine feelings of uncertainty about my future by deconstructing communication(-)both visual and verbal. Through ambiguity I express anxieties on my personal circumstances and retain objectivity in regard to my process through intellectual inquiry. I layer words, images, and sound to mirror my frustrations, and project the conflict of my internal dialogue.
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Date Issued: 2016
Identifier: CFE0006086, ucf:50949
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006086

Title: The working relationship of international teaching assistants and undergraduate students.
Creator: Farina, Marcella, Stebbins, Consuelo, Arts and Sciences
Abstract / Description: The present study was conducted to ascertain undergraduate views about the effectiveness of International Teaching Assistants (ITAs) in the American classroom. The study was administered to a stratified cluster sampling by college of the target population, undergraduate students at the University of Central Florida, in Orlando, Florida. The instrument used, Questionnaire of Undergraduates about International Teaching Assistants (QUITA) as developed by Wanda Fox (1990), is composed of a total...
Show moreThe present study was conducted to ascertain undergraduate views about the effectiveness of International Teaching Assistants (ITAs) in the American classroom. The study was administered to a stratified cluster sampling by college of the target population, undergraduate students at the University of Central Florida, in Orlando, Florida. The instrument used, Questionnaire of Undergraduates about International Teaching Assistants (QUITA) as developed by Wanda Fox (1990), is composed of a total of 40 items regarding personal and academic background, cultural exposure to and views about non-native speakers of English, and ITA-classroom effectiveness and problem-solving strategies. On the basis of data from the Fall 1998 semester, approximately 15% of the total number of ITA-taught course sections per college were surveyed. The subjects responded anonymously using computerized answer sheets. Upon completion of the data collection phase, all surveys were analyzed for response frequencies. In addition, background and demographic information regarding the participants and information regarding undergraduate exposure to IT As and IT A instruction were also summarized. The Likert-type items were combined to reveal an overall ATITA (Attitude toward International Teaching Assistants) score. The results of the ATITA portion of the study indicate that undergraduate student views toward IT As and IT A instruction are between neutral and mildly positive. Furthermore, survey responses indicated that undergraduates resolve conflicts involving IT As through personal means. The closing recommendations suggest maintaining open lines of communication between undergraduates, ITAs, and administrators alike.
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Date Issued: 1999
Identifier: CFR0003046, ucf:52915
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0003046

Title: TEXT COMPLEXITY AND CLOSE READING: TEACHERS' PERCEPTIONS OF THE LANGUAGE ARTS FLORIDA STANDARDS AND CURRICULUM IMPLEMENTATION.
Creator: Diaz-Davila, Clare, Wenzel, Taylar, University of Central Florida
Abstract / Description: The Florida Department of Education revised the Common Core State Standards into what are now known as the Florida Standards in February 2014, approving 99 revisions to the original standards that were accepted in 2010 (Dunkelberger, 2014). The purpose of this research was to identify current teachers' attitudes towards the new Language Arts Florida Standards (LAFS), specifically regarding teachers' perceptions of text complexity and close reading as enacted in the reading curriculum....
Show moreThe Florida Department of Education revised the Common Core State Standards into what are now known as the Florida Standards in February 2014, approving 99 revisions to the original standards that were accepted in 2010 (Dunkelberger, 2014). The purpose of this research was to identify current teachers' attitudes towards the new Language Arts Florida Standards (LAFS), specifically regarding teachers' perceptions of text complexity and close reading as enacted in the reading curriculum. Additionally, this study will attempt to identify how teachers' attitudes impact their implementation of the new standards. This research used a self-administered survey to collect the teacher perceptions of the LAFS in six different categories. The sample entailed the participation of 21 practicing teachers from the Central Florida area. The survey revealed that, although teachers don't necessarily dislike the construction of the standards, they feel that they are not knowledgeable in some integral areas of the LAFS, such as text complexity and close reading. The implications of the results are discussed, and some improvements for the future of the LAFS are given.
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Date Issued: 2014
Identifier: CFH0004682, ucf:45281
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004682

Title: PROBLEM-BASED LEARNING: MEETING THE COMMON CORE STATE STANDARDS FOR GRADE 9/10 ENGLISH LANGUAGE ARTS.
Creator: Millard, Michelle, Kaplan, Dr. Jeffery, University of Central Florida
Abstract / Description: The purpose of this project design Problem- Based Learning (PBL) Units that would meet the Common Core State Standards (CCSS) for a 9/10 grade English Language Arts (ELA) classroom. The CCSS, newly adopted into Florida public schools, were created to provide students with the skills necessary to be successful in both higher education and ultimately, the global economy. PBL has been practiced in some of the country's leading medical schools for decades, and recently, has begun to play a...
Show moreThe purpose of this project design Problem- Based Learning (PBL) Units that would meet the Common Core State Standards (CCSS) for a 9/10 grade English Language Arts (ELA) classroom. The CCSS, newly adopted into Florida public schools, were created to provide students with the skills necessary to be successful in both higher education and ultimately, the global economy. PBL has been practiced in some of the country's leading medical schools for decades, and recently, has begun to play a leading role in designing math and science curricula. Until now, few attempts have been made incorporating the structures of Problem- Based Learning into the secondary English Language Arts classroom. My intention in tapping PBL was to utilize a tool that would foster critical thinking skills and create real world relevance in the curriculum for my future ELA students. With the ever increasing shift into a more inquiry- based teaching approach in today's schools, these units will not only meet the CCSS, but they will provide real world application in both research and collaborative learning. PBL utilizes an "ill-structured scenario" that provides the student with a role that gives them ownership into solving a problem (Lambros, 2004). In order to create these scenarios, I examined the 9/10 Grade exemplars offered throughout the CCSS. I then used the CCSS to identify which standards would be met by each unit. I also evaluated the Brevard County District calendar to identify the constraints on time that a teacher might typically encounter in the classroom. The result is four PBL units that meet the CCSS for Grade 9/10 English Language Arts. I developed these units with the idea that they would be the main methods of instruction in an ELA classroom and therefore provided time frames for each unit to be completed. The time frames account for research, project completion and presentation. Each of these four units use the exemplar texts outlined by CCSS and highlight four different genres in Literature: Fiction, Nonfiction, Poetry, and Drama.
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Date Issued: 2013
Identifier: CFH0004397, ucf:45004
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004397

Title: English Language Arts Preservice and Inservice Teacher's Knowledge about How to Use eTextbooks and Open Educational Resources to Support Students' Comprehension: A Case Study.
Creator: Smith, Lourdes, Zygouris-Coe, Vassiliki, Roberts, Sherron, Damico, Nicole, Wilson, Nance, University of Central Florida
Abstract / Description: The focus of this qualitative, descriptive case study was to (a) investigate the knowledge English Language Arts preservice and inservice teachers had about eTextbooks and Open Educational Resources (OERs) and (b) how they planned to use that knowledge to develop their current/future 6-12 grade students' comprehension and content knowledge. Included within the study were specifics regarding how eTextbooks and OERs can be used to support adolescent learners and how online comprehension skills...
Show moreThe focus of this qualitative, descriptive case study was to (a) investigate the knowledge English Language Arts preservice and inservice teachers had about eTextbooks and Open Educational Resources (OERs) and (b) how they planned to use that knowledge to develop their current/future 6-12 grade students' comprehension and content knowledge. Included within the study were specifics regarding how eTextbooks and OERs can be used to support adolescent learners and how online comprehension skills can be developed. Data were analyzed in order to determine themes related to the use and planning for eTextbooks and OERs in the secondary ELA classroom. Data sources for this study included the participant interviews, document analysis, and a focus group interview. Findings revealed that participants (N=6) were both excited and apprehensive about using technology and that although they had some personal experiences with eTextbooks and OERs, they would need more specific support in helping their future or current students to develop online reading comprehension skills. Implications and recommendations are offered for preservice teacher educators, classroom teachers and professional developers, researchers, and publishers.
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Date Issued: 2017
Identifier: CFE0006797, ucf:51922
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006797

Title: A Narrative Research Study of Self-Selected Tracking on Motivation in 10th Grade English Language Arts Classes.
Creator: Greuel, Audra, Olan, Elsie, Puig, Enrique, Hewitt, Randall, University of Central Florida
Abstract / Description: The practice of tracking has had longstanding negative impacts on students, especially students in lower academic tracks. This research suggests that tracking develops the themes of a narrative of deficit through inequality and exclusion and impedes student motivation due to the negative implications. A common finding of outside research studies was that of disapproval for the current school organizational structure of tracking due to the negative consequences on students. Furthermore,...
Show moreThe practice of tracking has had longstanding negative impacts on students, especially students in lower academic tracks. This research suggests that tracking develops the themes of a narrative of deficit through inequality and exclusion and impedes student motivation due to the negative implications. A common finding of outside research studies was that of disapproval for the current school organizational structure of tracking due to the negative consequences on students. Furthermore, several research studies developed an outline of positive ways to advocate for a unifying system of educational change. Educational leaders should heed the suggestions of researchers to promote changes within the system to benefit marginalized students. Students' silenced narratives should be considered to promote voice within educational change. The purpose of this narrative research is to explore motivation through the overt and covert narratives of 10th grade English Language Arts students, who self-select higher and lower academic tracks at a large, southeastern United States, public high school through a qualitative unstructured questionnaire. This study also observes 10th grade English Language Arts students' ability to discuss these issues. Using information from a 10-question qualitative, unstructured questionnaire of twelve (12) research participants, this thesis explores the following questions: Research question one (RQ1): What are 10th grade English Language Arts students' attitudes towards higher and lower academic tracks?, Research question two (RQ2): What factors contribute to 10th grade English Language Arts students' motivation to self-select higher and lower academic tracks?
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Date Issued: 2019
Identifier: CFE0007640, ucf:52501
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007640

Title: BRINGING JOHN GREEN TO SCHOOLS: INCORPORATING YOUNG ADULT LITERATURE IN A SECONDARY ENGLISH LANGUAGE ARTS CLASSROOM.
Creator: Adams, Emily, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: As educators and administrators continue to struggle with the low literacy proficiency rates in this country, a new genre of literature is making its way into the classroom. Young Adult Literature, such as the works of John Green, are becoming a more familiar sight inside the classroom. However, some parents, educators, and members of the school districts are not happy with this new trend. In the last year, alone, young adult books have been challenged hundreds of times in hopes of getting...
Show moreAs educators and administrators continue to struggle with the low literacy proficiency rates in this country, a new genre of literature is making its way into the classroom. Young Adult Literature, such as the works of John Green, are becoming a more familiar sight inside the classroom. However, some parents, educators, and members of the school districts are not happy with this new trend. In the last year, alone, young adult books have been challenged hundreds of times in hopes of getting them removed from the classroom and library. I believe that these books need to stay in the schools, though. Through this thesis, I explore the possibility of Young Adult Literature having more of a presence in the secondary English Language Arts classroom in order to increase motivation, engagement, social awareness, and literacy rates. In this research project, only 13% of 11th and 12th grade English Language Arts students reported enjoying the reading they were currently assigned, despite their statement that they enjoy reading, in general. These books do not lead to motivated and engaged readers. By incorporating Young Adult Literature into the standard curriculum of an English Language Arts classroom, teachers can enhance motivation, engagement, and productivity. Students can continue to learn the same literary concepts and techniques, in addition to being exposed to current social problems. When Young Adult Literature is brought into a classroom, an environment is created in which students can learn what they think, why they think it, and how to respect the differing opinions of others.
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Date Issued: 2014
Identifier: CFH0004583, ucf:45169
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004583

Title: A hermeneutic study of secondary English Language Arts teacher candidates' writing instruction experiences in ESOL methods courses.
Creator: Bello, Paula, Olan, Elsie, Nutta, Joyce, Hopp, Carolyn, Mihai, Florin, University of Central Florida
Abstract / Description: The purpose of this hermeneutic study was to understand, describe and interpret secondary English Language Arts (ELA) teacher candidates'(TC) experiences with writing instruction while attending English for Speakers of Other Languages (ESOL) methods courses. The study included a purposeful convenience sample of 15 (fifteen) secondary ELA teacher candidates' (TC) attending 4 (four) different sections in 2 (two) ESOL methods courses. TCs were invited to participate in inquiry driven activities...
Show moreThe purpose of this hermeneutic study was to understand, describe and interpret secondary English Language Arts (ELA) teacher candidates'(TC) experiences with writing instruction while attending English for Speakers of Other Languages (ESOL) methods courses. The study included a purposeful convenience sample of 15 (fifteen) secondary ELA teacher candidates' (TC) attending 4 (four) different sections in 2 (two) ESOL methods courses. TCs were invited to participate in inquiry driven activities including written reflections in response to a literacy questionnaire, oral interviews responding to open-ended questions and focus/work groups' discussions, which allowed them to reflect about their past and present literacy and learning experiences and become reflexive about the application of knowledge and practices in their future classrooms. The phenomenological hermeneutic qualitative design granted the researcher insight into participants' literacy and learning experiences as lived in relationship with their contexts, in a specific place and time.Colaizzi's (1978) seven-stages data analysis procedure, enabled the analysis and thorough description of TCs' experiences with writing instruction along their schooling and teacher education career. The following thematic categorization of participants' experiences was outlined: a)- TCs' experiences with instruction received and knowledge developed in teacher education programs, b)- TCs' recognition of good and bad practices in educational settings, including planning accommodations in general education classrooms, c)- TCs' experiences with ELs in authentic settings, d)- TCs' awareness process of ELs in schools, and e)- TCs' experiences with and about writing instruction to teach ELs.Further in depth data analysis guided the researcher into the interpretation of the fundamental structure of the phenomenon of teacher education experiences with writing instruction. TCs' experiences, drawn from different learning settings (including methods and content courses and field practicum), were articulated thanks to their participation in inquiry based learning activities. This breath of experiences specifically informed TCs' writing instruction experiences while attending ESOL methods courses. TCs' reflective and reflexive stances position them at the center of the educational phenomenon, in which TCs develop from facilitators of classroom communication to facilitators of learning processes and intercultural mediators.The phenomenon of TCs' lived experiences with writing instruction while attending ESOL methods courses, and by extension, content area courses and field practicum, needs to be analyzed, described and interpreted in order to develop practices conducive to inform the curricular development of teacher education programs and courses, to better prepare TCs to teach every learner develop knowledge and literacy, paying special attention to ELs'proficiency in English as a second language (ESL).?
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Date Issued: 2016
Identifier: CFE0006681, ucf:51904
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006681

Title: A comparison of sixth-grade English language arts and mathematics achievement between middle schools and K-8 schools.
Creator: Asplen, Brennan, Johnson, Jerry, Doherty, Walter, Ortiz, Enrique, Shope, Shane, University of Central Florida
Abstract / Description: The purpose of this study was to compare the academic achievement of sixth grade students enrolled in a traditional middle school model versus those enrolled in a K-8 school model by analyzing English Language Arts (ELA) and mathematics scores. Developmental Scale Score (DSS) data from the 2017 Florida Standards Assessment (FSA) were collected from three K-8 schools and three middle schools in one high-performing Florida school district. Results from an independent samples t-test revealed...
Show moreThe purpose of this study was to compare the academic achievement of sixth grade students enrolled in a traditional middle school model versus those enrolled in a K-8 school model by analyzing English Language Arts (ELA) and mathematics scores. Developmental Scale Score (DSS) data from the 2017 Florida Standards Assessment (FSA) were collected from three K-8 schools and three middle schools in one high-performing Florida school district. Results from an independent samples t-test revealed that middle school student scores were slightly higher in overall ELA and mathematics proficiency, but the differences were not substantive. Cross-tabulation was utilized to compute the proportion of students making learning gains in ELA and mathematics. The results were nearly identical among the middle school students and the K-8 students relative to ELA; however, the proportion of students making learning gains in mathematics was substantially higher among the K-8 students. To investigate equity in the distribution of achievement, a comparison was made between Middle School and K-8 bi-serial correlation coefficients measuring the strength and direction of the relationship between student achievement and socioeconomic status (SES). Results suggested that the negative influence of low-SES on academic achievement in ELA and mathematics was notably stronger among students enrolled in the middle school model. While making school construction decisions, policy makers will be informed through these findings as to which type of grade span configuration is most likely to positively impact student achievement.
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Date Issued: 2019
Identifier: CFE0007599, ucf:52550
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007599

Title: ANALYSIS OF THE RELATIONSHIP BETWEEN THE LEVEL OF EDUCATIONAL COMPUTER GAME USE AND MILKEN EXEMPLAR TEACHER INSTRUCTIONAL STRATEGIES.
Creator: Dahan Marks, Yaela, Proctor, Michael, University of Central Florida
Abstract / Description: This research examines the nature and level of educational computer-based game techniques adoption by Milken Educator Award winning teachers in achieving success in their classrooms. The focus of the research is on their level of acceptance of educational computer-based games and the nature of game usage to increase student performance in the classroom. With Davis' (1985) Technology Acceptance Model (Davis, 1985) as the conceptual framework, the research also examines how teachers'...
Show moreThis research examines the nature and level of educational computer-based game techniques adoption by Milken Educator Award winning teachers in achieving success in their classrooms. The focus of the research is on their level of acceptance of educational computer-based games and the nature of game usage to increase student performance in the classroom. With Davis' (1985) Technology Acceptance Model (Davis, 1985) as the conceptual framework, the research also examines how teachers' perceptions of educational computer-based games influence their willingness to incorporate these teaching methods in their classroom. The approach utilizes a descriptive survey to develop and evaluate responses from exemplar teachers about the level and nature of their use (or lack thereof) of educational computer-based games and implementation in the classroom. Further, this research seeks to identify successful and unsuccessful techniques in the use of educational computer-based games in the classroom. In addition, data collection and analysis will seek to identify the strength of relationships between content-specific educational computer-based games and subject; educational computer-based games and gender; educational computer-based games and age; etc. A teacher who is exemplary as defined by Milken Educator Awards possesses, "exceptional educational talent as evidenced by effective instructional practices and student learning results in the classroom and school". Survey findings are placed within the Technology Acceptance Model framework developed by Davis.
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Date Issued: 2011
Identifier: CFE0003682, ucf:48811
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003682

Title: Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms.
Creator: Becker, Theresa, Hines, Rebecca, Beverly, Monifa, Hopp, Carolyn, Hamed, Kastro, University of Central Florida
Abstract / Description: Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little...
Show moreImprovisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and..., mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student.Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
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Date Issued: 2012
Identifier: CFE0004516, ucf:49273
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004516

English Language Arts (4)	+ -
Mathematics (2)	+ -
motivation (2)	+ -
secondary (2)	+ -
ADDIE (1)	+ -

Academic (1)	+ -
Academic -- Arts and Sciences (1)	+ -
Arts and Sciences -- Dissertations (1)	+ -
Bruce Nauman (1)	+ -
Close Reading (1)	+ -
Common Core State Standards (1)	+ -
Communication (1)	+ -
Computer Science (1)	+ -
Conceptual Art (1)	+ -
Concrete Poetry (1)	+ -
Curriculum (1)	+ -
Curriculum Implementation (1)	+ -
Dissertations (1)	+ -
ELA (1)	+ -
ESOL methods courses (1)	+ -
Elementary (1)	+ -
Elementary Grades (1)	+ -
Emilie Finney (1)	+ -
English Language Arts Education (1)	+ -
English Language Arts' teacher candidates (1)	+ -
English Language Learners (ELL) (1)	+ -
English language -- Study and teaching (Higher) -- Florida -- Orlando -- Foreign speakers (1)	+ -
English language arts achievement (1)	+ -
Game Use (1)	+ -
Instructional Strategies (1)	+ -

ETD Collection (11)	+ -
Honors Collection (3)	+ -

University of Central Florida (13)	+ -
Adams, JoAnne (2)	+ -
Hopp, Carolyn (2)	+ -
Olan, Elsie (2)	+ -
Price, Mark (2)	+ -

Adams, Emily (1)	+ -
Arts and Sciences (1)	+ -
Asplen, Brennan (1)	+ -
Becker, Theresa (1)	+ -
Bello, Paula (1)	+ -
Beverly, Monifa (1)	+ -
Castellanos, Reina (1)	+ -
Ceballos, Marjorie (1)	+ -
Clark, M. H. (1)	+ -
Dahan Marks, Yaela (1)	+ -
Damico, Nicole (1)	+ -
Diaz-Davila, Clare (1)	+ -
Doherty, Walter (1)	+ -
Erickson, Keith (1)	+ -
Farina, Marcella (1)	+ -
Finney, Emilie (1)	+ -
Gordon, William (1)	+ -
Greuel, Audra (1)	+ -
Hamed, Kastro (1)	+ -
Harris, Christopher (1)	+ -
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