View All Items

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.
Show less
Date Issued: 2013
Identifier: CFH0004452, ucf:45132
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004452

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.
Show less
Date Issued: 2014
Identifier: CFH0004696, ucf:45250
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004696

Title: INCORPORATING GRAPHIC NOVELS INTO SOCIAL STUDIES BASED INSTRUCTION: AN EFFECTIVE MEANS OF DETERMINING QUALITY GRAPHIC NOVELS.
Creator: Johannessen, Lindsey, Hoffman, Elizabeth, University of Central Florida
Abstract / Description: ABSTRACT It is becoming increasing important that teachers educate students about social studies in such a way so that students are interested and motivated by what they read. So often the curriculum is bombarded with physically heavy, incomprehensible, and traditional textbooks. Based upon the need for extensions to the social studies textbooks, my goal to establish a guideline for selecting quality graphic novels fitted for elementary social studies instruction. Therefore, my study will...
Show moreABSTRACT It is becoming increasing important that teachers educate students about social studies in such a way so that students are interested and motivated by what they read. So often the curriculum is bombarded with physically heavy, incomprehensible, and traditional textbooks. Based upon the need for extensions to the social studies textbooks, my goal to establish a guideline for selecting quality graphic novels fitted for elementary social studies instruction. Therefore, my study will attempt to answer the question: What is an effective means of determining quality graphic novels? Following my adaptation and creation of rubrics established for determining the needs and qualities of graphic novels, I was able to establish and analyze several social studies content related graphic novels appropriate for the elementary social studies curriculum. This investigation into social studies graphic novels provided 18 graphic novels for possible use in the elementary social studies curriculum, 5 of which were deemed quality via the established rubrics. Furthermore, the investigation proved that the books deemed quality provided more than what was established as necessary within the rubrics. The additional information found within those texts was referred to as a postlude. One strong conclusion from this study is the large void of graphic novels that teachers might link with the social studies curriculum so as to enhance elementary social studies instruction.
Show less
Date Issued: 2011
Identifier: CFH0003824, ucf:44764
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0003824

Title: AN EXPLORATION OF THE IMPLEMENTATION OF MUSIC INTEGRATION IN THE MIDDLE SCHOOL SOCIAL STUDIES CLASSROOMS.
Creator: Skeen, Nicole, Russell, William, University of Central Florida
Abstract / Description: "Music is the biggest tool of revolution - the best way to reach out the youth and involve themï¿½" (Kher, n.d.). Music has the ability to impact so many areas of life. Music is universal, and regardless of language, meaning and emotions can be conveyed. Imagine if this was harnessed and utilized as an effective teaching tool for students? Music has played a significant role in history, but is often overlooked when history is taught. Utilization of music in the social studies classroom can...
Show more"Music is the biggest tool of revolution - the best way to reach out the youth and involve themï¿½" (Kher, n.d.). Music has the ability to impact so many areas of life. Music is universal, and regardless of language, meaning and emotions can be conveyed. Imagine if this was harnessed and utilized as an effective teaching tool for students? Music has played a significant role in history, but is often overlooked when history is taught. Utilization of music in the social studies classroom can take the form of time period pieces, cultural music, mnemonics for memorization, films, and much more. While it can be an effective tool for educating students, are teachers actually integrating it into their lesson plans? Using a stratified random sampling procedure, a survey was sent to teachers in the Central Florida region to gain insight into the topic. It was seen, that while over half (60%) of the educators indicated music could be an effective teaching tool, almost all (95%) used it very often, often, or sometimes in some way, shape, or form. Several teachers indicated that they did not have the time, resources, or the training to integrate music into their social studies classrooms. This research is only a starting point for additional regional studies, as well as more focused studies through which resources may be developed.
Show less
Date Issued: 2015
Identifier: CFH0004810, ucf:45455
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004810

Title: THE POWER OF USING PRIMARY SOURCES IN MIDDLE SCHOOL SOCIAL STUDIES.
Creator: Richardson, Emily, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: Educational experts believe that utilizing primary sources opens new doors for students by allowing them to think like historians, which ultimately hones in on the purpose of developing critical thinking skills (Rodeheaver, 2009). Historians constantly question documents, events, and credentials in order to form their own opinions while using primary source documents (Drake, 2002). When students have the opportunity and freedom to question documents and events and form their own opinions,...
Show moreEducational experts believe that utilizing primary sources opens new doors for students by allowing them to think like historians, which ultimately hones in on the purpose of developing critical thinking skills (Rodeheaver, 2009). Historians constantly question documents, events, and credentials in order to form their own opinions while using primary source documents (Drake, 2002). When students have the opportunity and freedom to question documents and events and form their own opinions, learning may be enhanced. This study examines the possible power of allowing students to explore primary documents and learn by doing during social studies instruction (Dewey, 1916). This thesis examines middle school students' perceptions of the effectiveness of using primary source documents in social studies. Through a survey given to general education students and to ESE students, this thesis explored eighth graders' perceptions of using primary sources. The survey included questions pertaining to the depth of knowledge on using primary sources as well as questions about how to determine a primary source from a secondary source and which of the two is more interesting and/or of more benefit to the learning process. By analyzing the responses to the survey given, the results found that a number of eighth graders thought that primary sources were more interesting, but preferred to lean from secondary sources. These findings do not necessarily agree with what educational experts and historians are suggesting, yet, they may offer insights into the educational implications for middle school teachers and provide opportunities for future research.
Show less
Date Issued: 2012
Identifier: CFH0004275, ucf:44957
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004275

Title: A phenomenological study of Black fifth grade students' perceptions of social studies and a discussion with secondary students.
Creator: Walker, Irenea, Russell, William, Hewitt, Randall, Hopp, Carolyn, Huff-Corzine, Lin, University of Central Florida
Abstract / Description: The problem I address in this study is the lack of Black elementary students' knowledge and interest of the social studies content. Black students who lack a true identity of self, fail to develop into productive citizens. Although previous studies have examined Black students' experiences in secondary social studies classrooms, few have thoroughly examined Black students' experiences in the elementary classrooms. For this study, I analyze Black fifth grade students' perceptions of the social...
Show moreThe problem I address in this study is the lack of Black elementary students' knowledge and interest of the social studies content. Black students who lack a true identity of self, fail to develop into productive citizens. Although previous studies have examined Black students' experiences in secondary social studies classrooms, few have thoroughly examined Black students' experiences in the elementary classrooms. For this study, I analyze Black fifth grade students' perceptions of the social studies content. Identifying these perceptions is imperative so educators can adjust their pedagogical practices based on what they deem as important for educational growth, and the experiences of Black students. Allowing Black students to share their experiences and express their thoughts is conducive to their knowledge and awareness of the subject (Scott, 2017). To grasp an authentic analysis of student understanding educators must start in the primary grades. Previous research highlights that curriculum and instruction fails to align with what students, especially Black students need to be successful in the classroom. Identifying these areas in elementary school will create a smooth transition for students as they advance to the next level.
Show less
Date Issued: 2018
Identifier: CFE0007591, ucf:52547
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007591

Title: THE RELATIONSHIP BETWEEN TEACHER ATTITUDES TOWARD FLORIDA HISTORY AND THE METHODS AND MATERIALS THE TEACHERS USE TO TEACH FLORIDA HISTORY.
Creator: Dewey, Elizabeth, Allen, Kay, University of Central Florida
Abstract / Description: Reacting to an impression that history is not viewed as significant as other curricular subjects such as reading, math, or science, there were multiple purposes for this research: first, to document the attitudes of the fourth grade teachers in one county in Florida towards the subject of Florida history. The teachers' perceptions of the importance of the topic to and for the students, to the administration, and to them personally was surveyed in addition to the perceived preparation of the...
Show moreReacting to an impression that history is not viewed as significant as other curricular subjects such as reading, math, or science, there were multiple purposes for this research: first, to document the attitudes of the fourth grade teachers in one county in Florida towards the subject of Florida history. The teachers' perceptions of the importance of the topic to and for the students, to the administration, and to them personally was surveyed in addition to the perceived preparation of the teachers to teach Florida History. The second purpose was to ascertain the perception of fourth grade teachers regarding preference and efficacy of their methods; third, to discern the teachers' views as to the effectiveness and value of the available materials; fourth, to determine the amount of instructional time devoted to the teaching of Florida History; and fifth, to discover if there is any correlation between teacher attitudes toward Florida History and the methods and materials that they use to teach the subject. Eighty-eight of the 210 fourth grade teachers employed in the county during the research interval responded to a survey that was part Likert scale and part fill-in. The results of this research were in agreement with the premise that teachers perceive themselves as unprepared to teach history; however, the teachers of this county thought that Florida History was important to and for their students, the administration and them personally. Although the teachers advocated the use of constructivist approaches to teaching Florida History such as cooperative learning, student projects, and role-playing, the majority of the teachers utilized lecture as their predominant instructional method due to insufficient classroom instructional time (only one in five teachers included Florida History in the daily schedule). The textbook was the leading material of choice overwhelming tradebooks, computer software, and videos. Although there was a relationship discovered between the teachers' attitudes and the methods they espoused, there was no relationship between the teachers' attitudes and the materials they employed to teach Florida History.
Show less
Date Issued: 2005
Identifier: CFE0000504, ucf:46457
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000504

Title: DOES HOPE VI DEEP-SIX THE POOR? ANALYZING THE EFFECTS OF DISPLACEMENT FORMER RESIDENTS OF DISTRESSED PUBLIC HOUSING IN A MID-SIZED SOUTHERN CITY.
Creator: Zeller, David, Wright, James, University of Central Florida
Abstract / Description: Do downtown revitalization efforts detrimentally affect people who are displaced? HUD's HOPE VI grant program provides local housing authorities with funds to leverage private investment to demolish blighted, severely distressed public housing units and replace them with mixed-use, mixed-income units. In 2002, the OHA secured an $18 million grant to redevelop a public housing project then known as Carver Court. 212 units of public housing were razed and former public housing residents were...
Show moreDo downtown revitalization efforts detrimentally affect people who are displaced? HUD's HOPE VI grant program provides local housing authorities with funds to leverage private investment to demolish blighted, severely distressed public housing units and replace them with mixed-use, mixed-income units. In 2002, the OHA secured an $18 million grant to redevelop a public housing project then known as Carver Court. 212 units of public housing were razed and former public housing residents were displaced to make way for redevelopment. Interviews with 55 former residents of Carver Court are analyzed to determine the self-reported effects of the local implementation of federal housing policy. Outcomes measured include satisfaction with occupation, housing costs, neighborhood quality, crime, social interactions, access to public transportation, and quality of life overall, among others. In addition, the analysis uses Census data to examine the extent to which poverty deconcentration, a major policy goal of HOPE VI, has been accomplished. Implications of the findings are discussed in terms of HOPE VI's position in the history of American housing policy.
Show less
Date Issued: 2006
Identifier: CFE0000995, ucf:46701
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000995

Title: AN EXPLORATION OF TEACHER CANDIDATE PERCEPTIONS CONCERNING THEIR POLITICAL ROLE IN SOCIAL STUDIES EDUCATION.
Creator: Zagrocki, Brian, Russell, William, University of Central Florida
Abstract / Description: This study argued that the purpose of social studies education is intimately connected with civic engagement. The function of civic engagement shifts in accordance with the political roles a teacher plays in the classroom (Westhaimer & Kahne, 2004). The literature review defined the possible parameters of these political roles. The research then explored how secondary social science and elementary teacher candidates, if at all, planned to address the political issue of civic engagement in...
Show moreThis study argued that the purpose of social studies education is intimately connected with civic engagement. The function of civic engagement shifts in accordance with the political roles a teacher plays in the classroom (Westhaimer & Kahne, 2004). The literature review defined the possible parameters of these political roles. The research then explored how secondary social science and elementary teacher candidates, if at all, planned to address the political issue of civic engagement in education and their self-awareness as political actors. This research study aimed to expand the available body of research on this topic by exploring the perceptions of social studies teacher candidates concerning their roles in promoting civic engagement. This study conducted a survey of social science and elementary teacher candidates to qualitatively measure these perceptions. The study found that teacher candidates possessed entrenched conceptions of good citizenry but fail to connect social studies� primary purpose of civic engagement with the promotion of good citizenry. The study also indicated teacher candidates lack sufficient civic engagement conceptual understanding and corresponding pedagogy to adequately perform their political roles as democratic gatekeepers. Consequently, the study�s educational implications were that social studies teachers� and teacher candidates� awareness of civic engagement in the social studies classroom is necessary to facilitate an effective, ethical, and objective education. Additionally, more attention must be given in teacher candidate education to address the political reality of the social science education profession.
Show less
Date Issued: 2016
Identifier: CFH2000056, ucf:45510
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000056

Title: EXPLORING ELEMENTARY TEACHERS' PERCEPTIONS OF TEACHING SOCIAL STUDIES THROUGH HISTORICAL FICTION USING GOOGLE LIT TRIPS.
Creator: Bider, Kristin, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: There is a new generation of students entering our school systems called "Digital Natives"; students who are more technologically inclined than their teachers. With the new cohort of students, it is becoming problematic for teachers to implement engaging lessons. Because social studies is not a state tested subject, teachers and administrators find it very difficult to retrieve the time and the passion for the subject in the everyday classroom. One new Google application called Google Lit...
Show moreThere is a new generation of students entering our school systems called "Digital Natives"; students who are more technologically inclined than their teachers. With the new cohort of students, it is becoming problematic for teachers to implement engaging lessons. Because social studies is not a state tested subject, teachers and administrators find it very difficult to retrieve the time and the passion for the subject in the everyday classroom. One new Google application called Google Lit Trips is an appealing way to teach social studies for the new generation of students. Prior research on Google Lit Trips showed that this application is well suited for creating lessons that can satisfy standards for a multitude of subjects, and in a way that catches the students' attentions. After I completed research on the 21st century learner, how teachers can integrate social studies into their classroom, and Google Literature Trips; I studied many virtual field trips of various books or novels. These Google Literature Trips allows teachers to utilize Google Earth to pin locations of importance for students in order to gain a visual, while simultaneously exploring educational activities. Then, I created my own Google Lit Trip. Before teachers participated in exploring the Google Lit Trip I created, a survey was conducted on the five teachers; getting their perceptions of technology, social studies education, and Google Lit Trips. They were then asked to read the picture book The Story of Ruby Bridges (Coles, 1995). The computer application was then shown to teachers to get their opinions on its perceived effectiveness. A post-survey was then conducted on the teachers' perceptions of the Google Literature Trip. The results of the teachers' discernments of the teaching tool proved it to be an effective application to use in the classroom to enhance cross-curricular education from technology, art, reading, and most importantly for this thesis, social studies. Future research should be conducted on students' perceptions, and whether or not it sustains engagement, and whether or not their knowledge of the subject matter improves.
Show less
Date Issued: 2013
Identifier: CFH0004497, ucf:45072
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004497

Title: The Effect of Civics-Based Video Games on Middle School Students' Civic Engagement.
Creator: Pagnotti, John, Russell, William, Hewitt, Randall, Hopp, Carolyn, Dobson, Leonard, University of Central Florida
Abstract / Description: Democratic theorists argue that democratic institutions thrive when the citizens of the society robustly participate in governance (Galston, 2004; Barber, 2001). A traditional indicator of democratic participation is voting in elections or referendums. However, democratic apologetics posit that humans need to be trained in democratic processes in order to be democratic citizens (Dewey, 1916; Gutmann, 1990; Sehr, 1997; Goodlad, 2001). Citizens need to know not only the protocol of...
Show moreDemocratic theorists argue that democratic institutions thrive when the citizens of the society robustly participate in governance (Galston, 2004; Barber, 2001). A traditional indicator of democratic participation is voting in elections or referendums. However, democratic apologetics posit that humans need to be trained in democratic processes in order to be democratic citizens (Dewey, 1916; Gutmann, 1990; Sehr, 1997; Goodlad, 2001). Citizens need to know not only the protocol of participation, they also need to be trained in the processes of mind (Dewey, 1916; 1927). Educational systems in this country have been the traditional place where democratic training has been vested (Spring, 2001). It seems, though, that the methods that educators are using to train young people fail to meet this challenge as voting rates among the youngest citizens (under 30) have never been higher than slightly more than half of eligible voters in the age group. To remedy this situation, Congress and several private civic-education organizations have called for changing curricular approaches to engage more youth. One such method that may hold promise is the use of video game technology. The current generation of youth has grown up in a digital world where they have been labeled (")Digital Natives(") (Prensky, 2001a). They are (")tech savvy(") and comfortable with their lives being integrated with various forms of digital technology. Significantly, industry research suggests that over 90% of (")Digital Natives(") have played a video game in the last 30 days, and business is booming to the level that video games pulled in more money than the movie industry did in 2008 (ESA, 2009). As early as the 1970s, educational researchers have looked at the use of video game technology to engage student learning; however, this research has been limited at best. More recently, educational scholars such as James Gee (2003; 2007) and Kurt Squire (2002; 2003; 2006) have sought to make the academic conversation more mature with regard to using video games as a classroom supplement.This study continues that conversation by using quantitative methods to investigate whether or not different groups of middle school students self-report a greater propensity to be civically engaged as a result of civic-themed video gameplay. The investigator collected data from middle school students who were given access to civic-themed video games to see if there were statistically significant differences in self-reported civic-engagement scores as a result of gameplay. This investigation was conducted at a large, urban middle school in the Southeast region of the United States.
Show less
Date Issued: 2012
Identifier: CFE0004422, ucf:49379
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004422

Title: The Latina/o Student's Experience in Social Studies: A Phenomenological Study of Eighth Grade Students.
Creator: Busey, Christopher, Russell, William, Cintron Delgado, Rosa, Owens, James, Hopp, Carolyn, University of Central Florida
Abstract / Description: The purpose of this research investigation was to explore the experiences of eighth-grade Latina/o students in a large, urban school in the Southeastern United States. Overall, the study uncovered the essence of the Latino/a student experience in social studies and furthermore revealed that social studies is not meeting the needs of Latino students. Using phenomenology as a method of research, two interviews were conducted with twelve research participants who were selected through purposive...
Show moreThe purpose of this research investigation was to explore the experiences of eighth-grade Latina/o students in a large, urban school in the Southeastern United States. Overall, the study uncovered the essence of the Latino/a student experience in social studies and furthermore revealed that social studies is not meeting the needs of Latino students. Using phenomenology as a method of research, two interviews were conducted with twelve research participants who were selected through purposive sampling. In addition to the interviews, students wrote narratives and drew images as a form of data triangulation. The goal was to give students various methods for relaying their experiences. Data were analyzed using suggested methods of analysis by Moustakas (1994) and Creswell (2007).Using Critical Race Theory and Latino Critical Race Theory as a framework, results revealed that students experienced middle school social studies through the lens of race. Students felt oppressed by the curriculum and textbook due to the fact that culturally responsive teaching practices were primarily absent, diversity was presented only through a Black-White dichotomy, and the social studies curriculum was dominated by notions of White supremacy. Latina/o students experienced a curriculum that was boring as a result of teachers who were boring. Students validated the use of Critical Race Theory and Latino Critical Race Theory as a framework for educational research at the middle school level.In all, this research investigation fills a void in social studies research. The voices and experiences of Latino learners in social studies have been absent in social studies research. Educators can use this research study to alter the approaches to the social studies curriculum for the betterment of our culturally diverse learners.
Show less
Date Issued: 2013
Identifier: CFE0004825, ucf:49738
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004825

Title: The Inclusion of Women's History in the Secondary Social Studies Classroom.
Creator: Scheiner-Fisher, Cicely, Russell, William, Hewitt, Randall, Hartshorne, Charles, Fine, Terri, University of Central Florida
Abstract / Description: The author examined the motivation for why, and methods of how, some secondary social studies teachers incorporate women's voices into the traditional history framework. A multi-layered qualitative methodology was employed for this study using survey, case study, and phenomenological approaches, including interviews and classroom observations of participants. The researcher discovered the percentage of teachers who claim to incorporate women's history/perspectives into their lessons; how...
Show moreThe author examined the motivation for why, and methods of how, some secondary social studies teachers incorporate women's voices into the traditional history framework. A multi-layered qualitative methodology was employed for this study using survey, case study, and phenomenological approaches, including interviews and classroom observations of participants. The researcher discovered the percentage of teachers who claim to incorporate women's history/perspectives into their lessons; how teachers incorporate women's history/perspectives into their lessons; and, the factors that contribute to teachers including women's history/perspectives into their classes.?
Show less
Date Issued: 2013
Identifier: CFE0004933, ucf:49623
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004933

Title: Literate Citizenship: The Culture of Literacy in Inclusive Middle School Social Studies Classrooms and Students with Intellectual Disabilities.
Creator: Becht, Kathleen, Dieker, Lisa, Wienke, Wilfred, Little, Mary, Zygouris-Coe, Vassiliki, University of Central Florida
Abstract / Description: As more and more students with intellectual disabilities are included in the general education middle school setting, the culture and context of the literacy instruction they are receiving is severely limited in the existing literature. In this study, the researcher employed an ethnographic research design to observe the literacy culture of two middle school general education social studies teachers in the context of a district and school that had focused on more inclusive practices over the...
Show moreAs more and more students with intellectual disabilities are included in the general education middle school setting, the culture and context of the literacy instruction they are receiving is severely limited in the existing literature. In this study, the researcher employed an ethnographic research design to observe the literacy culture of two middle school general education social studies teachers in the context of a district and school that had focused on more inclusive practices over the past five years. The learning environment and the general education teachers' perceptions and expectations of the nature of literacy for students with intellectual disabilities in the general education setting were observed over a nine week period using two theoretical frameworks; the culture of inclusion (Giangreco, Cloninger, Dennis, (&) Edelman, 1994) and socio-cultural literacy (Barton (&) Hamilton, 1998). The data gathered is reflective of the literacy practices used with the four students with intellectual disabilities who agreed to participate in the in-depth analyses, though nine were enrolled in the three general education classes. The themes of socialization for students with intellectual disabilities in general education classes, and the immersion in and isolation from literacy practices within the general education social studies literacy culture emerged and are discussed in detail. Implications for practice and recommendations for future research for students with intellectual disabilities in general education middle school settings are provided.
Show less
Date Issued: 2015
Identifier: CFE0005763, ucf:50085
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005763

Title: AN EXPLORATION OF SONG AS A STRATEGY TO ENGAGE ELEMENTARY STUDENTS DURING SOCIAL STUDIES LESSONS.
Creator: Rome, Morgan, Jennings-Towle, Kelly, University of Central Florida
Abstract / Description: The purpose of this thesis is to explore how curriculum-related songs provide an engaging atmosphere for elementary students learning social studies concepts. The investigation done for this thesis examines the resources available to teachers in terms of songs to be used for pedagogical engagement of social studies lessons. Through research and video analyzations it can be concluded that students are overall intrigued by the usage of songs in their social studies lessons. During the social...
Show moreThe purpose of this thesis is to explore how curriculum-related songs provide an engaging atmosphere for elementary students learning social studies concepts. The investigation done for this thesis examines the resources available to teachers in terms of songs to be used for pedagogical engagement of social studies lessons. Through research and video analyzations it can be concluded that students are overall intrigued by the usage of songs in their social studies lessons. During the social studies lessons observed in the video analyzations, the elementary students are focused, exhibit positive body language, participate, and have fun. Since engagement is documented within the analyzed videos and supported through others' research to be beneficial for students, this thesis researched and found a place for songs in elementary social studies lessons. Since there are a lack of current social studies resources that contain a musical element, eight social studies lesson plans were produced specifically for this thesis to demonstrate how songs can be implemented into the elementary curriculum to engage students.
Show less
Date Issued: 2018
Identifier: CFH2000302, ucf:45792
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000302

Title: THE IMPACT OF CO-TEACHING ON STUDENT LEARNING OUTCOMES IN SECONDARY SOCIAL STUDIES CLASSROOMS IMPLEMENTING CONTENT ENHANCEMENT ROUTINES.
Creator: Zgonc, Kimberly, Dieker, Lisa, University of Central Florida
Abstract / Description: The purpose of this study was to examine if differences exist in student learning outcomes between students who are instructed in a co-taught or non co-taught environment in secondary social studies classrooms implementing Content Enhancement Routines (CER). This study examined student and teacher data from seventeen matched pairs of co-taught and non co-taught middle and high school general education social studies teachers who participated in professional development in CER and professional...
Show moreThe purpose of this study was to examine if differences exist in student learning outcomes between students who are instructed in a co-taught or non co-taught environment in secondary social studies classrooms implementing Content Enhancement Routines (CER). This study examined student and teacher data from seventeen matched pairs of co-taught and non co-taught middle and high school general education social studies teachers who participated in professional development in CER and professional development in co-teaching if applicable. Of the 34 participating teachers, 23 were visited by school district personnel to verify implementation of CER. Five co-teaching teams, each consisting of a general and special educator, completed a Coteaching Rating Scale (CtRS) (n=10) to analyze the level of co-teaching occurring in the classroom (beginning, compromising or collaborating stage). A systematic sample of students (n = 907) completed a CER Student Perception Survey to examine perceived differences of the use of CER in co-taught and non co-taught social studies classrooms. Student state assessment scores (n = 318) in co-taught and non co-taught classrooms were analyzed to distinguish differences in student learning gains. Specifically this study investigated if differences in student performance occur when a special educator is present in the classroom. Results indicate that although there was no statistically significant difference in student learning outcomes between the two settings, the impact of teacher preparation, professional development and the implementation of CER in the secondary social studies classroom may be determining factors in student success.
Show less
Date Issued: 2007
Identifier: CFE0001645, ucf:47226
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001645

Title: Narrative Transportation and Virtual Reality: Exploring the Immersive Qualities of Social Justice in the Digital World.
Creator: Raffel, Sara, McDaniel, Rudy, Jones, Natasha, Salter, Anastasia, Rettberg, Jill, University of Central Florida
Abstract / Description: This dissertation explores the potential applications for virtual reality (VR) stories in support of social justice causes, examining whether digital games historically been successfully leveraged for social justice purposes, and determining which components of VR technology can most encourage narrative transportation of participants in VR stories.The first chapter examines theories of simulation, virtual reality, narrative, and interactivity, as well as concepts of immersion from various...
Show moreThis dissertation explores the potential applications for virtual reality (VR) stories in support of social justice causes, examining whether digital games historically been successfully leveraged for social justice purposes, and determining which components of VR technology can most encourage narrative transportation of participants in VR stories.The first chapter examines theories of simulation, virtual reality, narrative, and interactivity, as well as concepts of immersion from various disciplines and settles on narrative transportation, a theory from cognitive psychology, as the most useful in measuring the effect of VR stories on participants.The second chapter examines ethnographic practices, activist games, and modes of reclaiming digital spaces as a way to encourage digital social justice and ensure traditionally marginalized communities have meaningful access to technology(-)or, the tools to use it, create with it, and critique it.The third chapter presents the result of a play study conducted to measure participants' transportation in a recent VR narrative and finds VR interactive narratives to be more transportive and engaging than their two-dimensional counterparts.The fourth chapter interrogates some of the fears of VR technology, namely that it will be used to further current societal injustices and as a potentially powerful propaganda tool.The final chapter presents five recommendations for designers seeking to experiment in virtual reality narratives. The ultimate aim of this work is to encourage scholars, designers, and participants to make ethical decisions in the creation and use of virtual societies.
Show less
Date Issued: 2018
Identifier: CFE0007080, ucf:52015
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007080

Title: Selecting methods to teach controversial topics: A grounded theory study.
Creator: Loomis, Sean, Russell, William, Waring, Scott, Hewitt, Randall, Swan, Bonnie, University of Central Florida
Abstract / Description: This grounded theory study examined the perceptions of 14 high school social studies teachers from three school districts in the Central Florida area. They were interviewed to uncover the decision-making process that high school social studies teachers use to choose methodologies when teaching controversial public issues (CPIs). The result was a three-phase model, the CPI Decision-Making Model, in which teachers move through three conceptual phases to decide on a particular methodology. By...
Show moreThis grounded theory study examined the perceptions of 14 high school social studies teachers from three school districts in the Central Florida area. They were interviewed to uncover the decision-making process that high school social studies teachers use to choose methodologies when teaching controversial public issues (CPIs). The result was a three-phase model, the CPI Decision-Making Model, in which teachers move through three conceptual phases to decide on a particular methodology. By working through this process, teachers analyze the benefits and drawbacks of different methods for teaching controversial public issues. Significant results from this study included: (a) teachers were choosing to avoid teaching CPIs with standard-level students with student-centered methods, (b) teachers received little to no training in alternative methods and no training in how to deal with controversy in the classroom, (c) teachers possibly overestimated their ability to remain neutral in the classroom, and (d) teachers were learning their methodologies for teaching CPIs through unorthodox means.
Show less
Date Issued: 2019
Identifier: CFE0007672, ucf:52492
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007672

Title: Teaching the Civil Rights Movement: A Phenomenological Study Of Central Florida Teachers.
Creator: Houser, Barbara, Russell, William, Whiteman, JoAnn, Hewitt, Randall, Cassanello, Robert, University of Central Florida
Abstract / Description: Teaching the civil rights movement can be challenging. Many history textbooks contain the national story of Martin Luther King, Jr., Rosa Parks, the march to Selma, Alabama, and not much more. Classrooms across the United States follow this path of nationalizing the civil rights movement. This interpretation is only a small part of the civil rights crusade that existed throughout the United States, including in the state of Florida. Teaching only the national story, especially when the local...
Show moreTeaching the civil rights movement can be challenging. Many history textbooks contain the national story of Martin Luther King, Jr., Rosa Parks, the march to Selma, Alabama, and not much more. Classrooms across the United States follow this path of nationalizing the civil rights movement. This interpretation is only a small part of the civil rights crusade that existed throughout the United States, including in the state of Florida. Teaching only the national story, especially when the local exists, can ignore the human, ordinary element of this movement.The purpose of this phenomenological study was to describe the lived experience of central Florida teachers when teaching the civil rights movement. It is based on the theoretical assumptions that the national story is the only narrative being taught regarding the civil rights movement, and it sought to determine whether this is the case in the state of Florida, which incorporates the use of local history in its state standards. Data was collected through the use of surveys along with follow up, qualitative interviews. The sample size was 319 teachers of whom 65 responded to the survey, and eight personal interviews were conducted. Findings show that more than just Martin Luther King, Jr., and Rosa Parks are being taught, but it is still mostly the national story and not local, community history.Nine themes were identified, ranging from the impact of teachers, which builds upon previous research, to the negative opinion that teachers have for the texts being used, to the different content and timelines being used in social studies classrooms when teaching the civil rights movement. This data is important to educators, historians, administrators, and teachers because this is one of the first empirical studies on the subject of teaching the civil rights movement.
Show less
Date Issued: 2013
Identifier: CFE0005183, ucf:50665
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005183

Title: Building Educator Capacity in Support of Student Achievement on Florida's United States History End-of-Course Assessment.
Creator: Skinner, Stacy, Hopp, Carolyn, Robinson, Edward, Vitale, Thomas, Hayes, Grant, University of Central Florida
Abstract / Description: Florida's United States History End-of-Course (EOC) Assessment performance outcomes are scheduled to impact student course grades, educator evaluation scores, and school grades. A professional learning plan to improve teaching and learning in support of student achievement on the Assessment does not exist. Neither Florida Statute nor the Florida Department of Education (FDOE) facilitate or fund professional learning in support of these influences. This dissertation in practice proposes the...
Show moreFlorida's United States History End-of-Course (EOC) Assessment performance outcomes are scheduled to impact student course grades, educator evaluation scores, and school grades. A professional learning plan to improve teaching and learning in support of student achievement on the Assessment does not exist. Neither Florida Statute nor the Florida Department of Education (FDOE) facilitate or fund professional learning in support of these influences. This dissertation in practice proposes the use of the U.S. History EOC Assessment Professional Learning Series to build educator capacity in support of student achievement on the Assessment. Implementation of professional learning could address the disparity between the legislated Assessment and its potential impacts. Tyler's (1949) curriculum development rationale and Shulman's (1986) notion of pedagogical content knowledge provided a conceptual framework for the proposed professional learning. Professional learning experiences were designed to include (1) an assessment simulation, (2) a correlation of simulated assessment items to item specifications, (3) a test item writing practicum, and (4) model lessons. The series was designed to support pedagogical content knowledge growth in planning, teaching, and assessing United States History; and improve instructional and professional efficacy. The ultimate purpose of the series is to improve teaching and learning to support student achievement on U.S. History EOC Assessment.
Show less
Date Issued: 2014
Identifier: CFE0005417, ucf:50419
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005417

social studies (10)	+ -
Social Studies (9)	+ -
education (3)	+ -
Instructional Strategies (2)	+ -
Middle School (2)	+ -

Social Studies Education (2)	+ -
elementary (2)	+ -
hashtags (2)	+ -
high school (2)	+ -
urban studies (2)	+ -
#orlandostrong (1)	+ -
AP Examination Performance (1)	+ -
AP Social Studies Examination Performance (1)	+ -
Advanced Placement (1)	+ -
Anchored Instruction (1)	+ -
BEAUTY (1)	+ -
BEAUTY FILTERS (1)	+ -
BEAUTY PERCEPTIONS (1)	+ -
BEAUTY STANDARDS (1)	+ -
Black students (1)	+ -
CIVIC ENGAGEMENT (1)	+ -
Central Florida History (1)	+ -
Character Education (1)	+ -
Citizenship Education (1)	+ -
Civic Education (1)	+ -
Common Core State Standards (1)	+ -
Computer Games (1)	+ -
Critical Race Theory (1)	+ -
Curriculum (1)	+ -
Curriculum and Instruction (1)	+ -

ETD Collection (22)	+ -
Honors Collection (9)	+ -

University of Central Florida (31)	+ -
Russell, William (10)	+ -
Hewitt, Randall (5)	+ -
Hopp, Carolyn (5)	+ -
Dieker, Lisa (3)	+ -

Cassanello, Robert (2)	+ -
Fine, Terri (2)	+ -
Hoffman, Elizabeth (2)	+ -
Killingsworth Roberts, Sherron (2)	+ -
Salter, Anastasia (2)	+ -
Vie, Stephanie (2)	+ -
Vitale, Thomas (2)	+ -
Allen, Kay (1)	+ -
Baldwin, Lee (1)	+ -
Becht, Kathleen (1)	+ -
Beever, Jonathan (1)	+ -
Bider, Kristin (1)	+ -
Boote, David (1)	+ -
Busey, Christopher (1)	+ -
Ceballos, Marjorie (1)	+ -
Cintron Delgado, Rosa (1)	+ -
Cowgill, Daniel (1)	+ -
Cruz, Angelina (1)	+ -
Dahan Marks, Yaela (1)	+ -
DeArmas, Nicholas (1)	+ -
Dewey, Elizabeth (1)	+ -
Dobson, Leonard (1)	+ -
Dodd, Melissa (1)	+ -
Downs, Jocelyn (1)	+ -
Fritz, Ronald (1)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Topical Subject

Collection

Type of Resource

Language

Creator

Format

Owner