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Title: A HISTORICAL ANALYSIS OF TEACHER PREPARATION PROGRAM CONTENTBEGINNING WITH TEACHER NORMAL COLLEGES IN 1839 THROUGHSCHOOL DISTRICT ALTERNATIVE CERTIFICATION PROGRAMS IN 2007.
Creator: Helton, Julie, Murray, Barbara, University of Central Florida
Abstract / Description: The purpose of this study was to explore teacher preparation program content throughout American history in order to determine trends in programs of study, specifically including coursework in education foundations, teaching methods involving the behavioral sciences, and subject area content. These categories were selected because their content is responsible for teachers' working knowledge of their subject area, as well as student learning, behavior management and motivation. The study...
Show moreThe purpose of this study was to explore teacher preparation program content throughout American history in order to determine trends in programs of study, specifically including coursework in education foundations, teaching methods involving the behavioral sciences, and subject area content. These categories were selected because their content is responsible for teachers' working knowledge of their subject area, as well as student learning, behavior management and motivation. The study also examined documented teacher knowledge voids: student behavior management, time management, organization, dealing with parents, motivating students, and meeting individual students' needs to determine which aspects of teacher education could improve teachers' skills in these areas. Programs of study from traditional and alternative teacher preparation programs were gathered from Massachusetts, Indiana, Tennessee, California and Florida in an effort to research across the United States. Traditional programs were defined as four or five-year teacher education programs in colleges or universities which began as teacher normal schools and in those that did not. Program components from 1839 through 2007 were analyzed using Thinking Maps® for organizing and interpreting the information while focusing on education foundations, teaching methods, or subject area content gaps which would correlate to teacher knowledge voids. Patterns were traced within teacher education programs focusing on the art or science of teaching. Trends in course offerings were investigated and linked to concurrent events which may have influenced them. The following results were obtained from this research. American teacher preparation programs began in 1839 with elements of teaching methods, subject area content and education foundations, which remained the common elements in 2007. The ratio of each element in teacher preparation programs fluctuated throughout history. The dissent over teaching as an art or a science was evident in the early years of teacher normal schools, and the argument continued in 2007, largely affected by the absence of a clear definition of either approach. Early teacher normal schools admitted that teacher education programs were "imperfect preparation" for the classroom, and teacher knowledge voids remained an issue in 2007. From the inception of common schools in America, there was a shortage of teachers to fill them, and the teacher shortage continued in 2007, which may have contributed to the vast difference in teacher education program composition. An avenue taken to alleviate the teacher shortage issue was alternative teacher certification. Alternative certification programs were enacted in the 1800s, and alternative certification programs were widely used in 2007.
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Date Issued: 2008
Identifier: CFE0002139, ucf:47926
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002139

Title: "IN TRANSITION": AN ACTIVITY THEORETICAL ANALYSIS EXAMINING ELECTRONIC PORTFOLIO TOOLS' MEDIATION OF THE PRESERVICE TEACHER'S AUTHORING EXPERIENCE.
Creator: Fiedler, Rebecca, Baumbach, Donna, University of Central Florida
Abstract / Description: Co-chairs: Dr. Donna Baumbach Dr. Gail West Background: Electronic portfolios are increasingly used to make critical decisions about teacher candidates and program accreditation. Adoption rates for portfolios are at nearly 90% for schools, colleges, and departments of education (Salzman, Denner, & Harris, 2002). Over 50% of institutions who rated themselves or were nominated by others as exemplary users of electronic portfolios use web-based database-driven electronic portfolio systems ...
Show moreCo-chairs: Dr. Donna Baumbach Dr. Gail West Background: Electronic portfolios are increasingly used to make critical decisions about teacher candidates and program accreditation. Adoption rates for portfolios are at nearly 90% for schools, colleges, and departments of education (Salzman, Denner, & Harris, 2002). Over 50% of institutions who rated themselves or were nominated by others as exemplary users of electronic portfolios use web-based database-driven electronic portfolio systems (Strudler & Wetzel, 2005b; Wetzel & Strudler, 2005b). There is a paucity of theory-driven, systematic, rigorous research on electronic portfolios and a need for in-depth, context-aware research on such initiatives. Purpose: To explicate the differential impact of different portfolios systems on preservice teachers. The overarching research question was, "What are the preservice teachers' experiences using tools to create an electronic portfolio?" Setting: The Teachers College at a large university and the Education Department at a small liberal arts college. Participants: Six preservice teachers at each institution served as key participants. Informal interviews with numerous other participants provided additional data. Research Design: Qualitative multi-site case study informed by Engeström's Cultural Historical Activity Theory (CHAT) (Engeström, 1987). Data Collection and Analysis: Document analysis, focus group interviews, individual interviews, thinkaloud work sessions, and lab and classroom observations provided data. Qualitative data analysis was informed by Creswell's "data analysis spiral" and Engeström's CHAT. Findings: Visits at both institutions presented several of the key ideas in the CHAT framework including the networked nature of activity, the portfolio as a boundary activity, contradictions within the portfolio activity, and changes to the portfolio activity system. Additional themes included transition, creativity, reflection, and resources.
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Date Issued: 2006
Identifier: CFE0001015, ucf:46830
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001015

Title: ART TEACHER PREPARATION: DOES THE PATH TO CERTIFICATION IN FLORIDA MATTER?.
Creator: Price, Deanna, Brewer, Thomas, University of Central Florida
Abstract / Description: For years now, students have been learning from two different types of teachers: Teachers who received certification from a traditional training program at a university and teachers who became certified through alternative certification routes. Does the educational preparation of an art teacher matter? Is alternative certification as effectual as traditional teacher preparation programs? Darling- Hammond (2006) says, "Evidence indicates that teachers who have had more preparation for teaching...
Show moreFor years now, students have been learning from two different types of teachers: Teachers who received certification from a traditional training program at a university and teachers who became certified through alternative certification routes. Does the educational preparation of an art teacher matter? Is alternative certification as effectual as traditional teacher preparation programs? Darling- Hammond (2006) says, "Evidence indicates that teachers who have had more preparation for teaching are more confident and successful with students than those who have had little or none." This thesis will examine and analyze alternative teacher certification in art education for the state of Florida, in a selected county in central Florida, and the traditional teacher certification program via a university path. I am choosing to base this study on my own program of study. I am on the path receive a Bachelor's degree through a traditional art education preparation program. This topic will be discussed by conducting a review of literature. Articles from scholars will be cited in order to provide evidence to support the conclusion that art teachers who are traditionally certified are better prepared for the art classroom than art teachers who attained certification via an alternative route. In order to carry out this investigation, an autoethnography will be included, which will include personal experiences, such as going through a traditional art teacher certification program, which is a four year Bachelor's degree in art education and observing art teachers who have completed different types of certification, leading me to the conclusion that traditionally certified art teachers are more prepared.
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Date Issued: 2011
Identifier: CFH0004092, ucf:44787
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004092

Title: A COMPARISON OF ROUTES TO CERTIFICATION:INSTRUCTIONAL DECISIONS AND TEACHER PREPARATION.
Creator: Trogan, Amy, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: This research study examined whether there is a relationship between teacher preparation and instructional practice. The dataset for this study was the1999-2000 Schools and Staffing Survey (SASS). Specifically, variables created in SASS from the information provided by the Public School Teacher Questionnaire were utilized. The teacher population sample for this research study was derived from these data and then separated into two groups (alternatively and traditionally-certified teachers)...
Show moreThis research study examined whether there is a relationship between teacher preparation and instructional practice. The dataset for this study was the1999-2000 Schools and Staffing Survey (SASS). Specifically, variables created in SASS from the information provided by the Public School Teacher Questionnaire were utilized. The teacher population sample for this research study was derived from these data and then separated into two groups (alternatively and traditionally-certified teachers) based on certification variables within the dataset. The study conducted was a correlational study with instructional practices variables extracted from the dataset. Using Chi Square Goodness of Fit statistical tests, the data were analyzed to determine if teacher preparation influences instructional practice. Therefore, the research questions for this research study were: 1. Is there a statistically significant relationship between whether teachers are alternatively-certified or traditionally-certified and the extent to which they use state or district standards to guide instructional practice in their main teaching assignment? 2. Is there a statistically significant relationship between whether teachers are alternatively-certified or traditionally-certified and whether they use groupings of students in their classroom to teach students who learn at different rates? 3. Is there a statistically significant relationship between whether teachers are alternatively-certified or traditionally-certified and the extent to which they use the information from state or local achievement tests to group students into different instructional groups by achievement or ability? 4. Is there a statistically significant relationship between whether teachers are alternatively-certified or traditionally-certified and the extent to which they use the information from state or local achievement tests to assess areas where they need to strengthen their content knowledge or teaching practice? 5. Is there a statistically significant relationship between whether teachers are alternatively-certified or traditionally-certified and the extent to which they use the information from state or local achievement tests to adjust their curriculum in areas where their students encountered problems? Overall, while there were statistically significant relationships between certification type and various instructional practices, the effect sizes were very small (ranging from -.005 to .036). This suggests that the statistical significance may be an artifact of the large sample size and that there may be little practical significance. Therefore, a relationship was not found between the type of teacher preparation program and instructional practice.
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Date Issued: 2011
Identifier: CFE0003750, ucf:48763
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003750

Title: Increasing Metalinguistics Awareness as a Necessary Precursor for Preservice Teachers.
Creator: Schoonmaker, Aimee, Purmensky, Kerry, Nutta, Joyce, Folse, Keith, Clark, M. H., Mihai, Florin, University of Central Florida
Abstract / Description: Metalinguistic awareness (MA) in the context of the present study is the ability to deconstruct and analyze a language's intricate systems, and by doing so, better understand how these systems work. More specifically for the present study, the investigation focused on preservice teachers' MA in relation to grammar and its importance for their future students' understanding of language. Language is at the core of any content area in students' academic lives and it will continue to permeate all...
Show moreMetalinguistic awareness (MA) in the context of the present study is the ability to deconstruct and analyze a language's intricate systems, and by doing so, better understand how these systems work. More specifically for the present study, the investigation focused on preservice teachers' MA in relation to grammar and its importance for their future students' understanding of language. Language is at the core of any content area in students' academic lives and it will continue to permeate all aspects of their studies at all ages. As such, language-related issues should be at the front and center of preservice teachers' preparation.The present study, a quasi-experimental one-group pretest-posttest (Shadish, Cook (&) Campbell, 2002) investigated the metalinguistic awareness of preservice teachers who were enrolled in a face-to-face, undergraduate applied linguistics course at an urban research university in the United States. The metalinguistic awareness in the scope of the present study was directly related to the grammar knowledge of participants, and it was measured by an adapted instrument called ALAT. The results of the current study demonstrate that overall increase of MA is feasible (as attested by the results from research question 1). Nevertheless, further investigations (research questions 2, 3, 4, and 5) demonstrated that teachers' levels of metalinguistic awareness vary significantly. These results echoed previous findings that demonstrated that preservice teachers are not language-knowledgeable enough to deal with myriad issues that involve language, both in relation to students who are native speakers of English and also concerning ELs (Kolln (&) Hancock, 2005; Nutta et al., 2012; Pappamihiell, 2007). Preservice teachers' lack higher level metalinguistic awareness, as evidenced by their limited ability to explain grammar errors and use proper metalanguage while doing so.The main implication of the present study lies in the recommendation that more can and should be done in order to ensure that preservice teachers are receiving the appropriate amount of language-oriented preparation during their college years. The present study offers a confirmatory perspective to previous research findings which found that preservice teachers are not knowledgeable enough in relation to language. Previous studies also pointed out to this lack of preparation as a generator of feelings of inadequacy and anxiety in preservice teachers while foreseeing their future students' language struggles. Nonetheless, the present study also demonstrates that improvement can be achieved in regard to MA teacher preparedness in relatively little amount of time, especially for recognition of grammatical items such as parts of speech and parts of sentence. However, the findings demonstrate that more time is needed to ensure better results for complex grammar analyses such as explanation of grammatical errors.
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Date Issued: 2015
Identifier: CFE0005996, ucf:50779
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005996

Title: FACTORS ASSOCIATED WITH RETENTION RATES IN CAREER AND TECHNICAL EDUCATION TEACHER PREPARATION WEB-BASED COURSES.
Creator: Whiteman, Jo Ann, Hudson, Larry, University of Central Florida
Abstract / Description: There is a recognized state and national shortage of Career and Technical (CTE) teachers; in certain school districts or by subject area, it is defined as a "Critical Shortage". At the same time, both statewide and nationally, the number of teacher preparation programs for Career and Technical Education (CTE) teachers has decreased. To alleviate the shortage and increase access many Career and Technical Education (CTE) teacher preparation programs use the web. This study examined retention...
Show moreThere is a recognized state and national shortage of Career and Technical (CTE) teachers; in certain school districts or by subject area, it is defined as a "Critical Shortage". At the same time, both statewide and nationally, the number of teacher preparation programs for Career and Technical Education (CTE) teachers has decreased. To alleviate the shortage and increase access many Career and Technical Education (CTE) teacher preparation programs use the web. This study examined retention rates in courses from Fall 1997 through Fall 2003 within web-based courses in a CTE teacher preparation program at the University of Central Florida to identify factors associated with student retention. Three research questions emerged from the primary question: Are there factors associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? (a) Is gender associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? (b) Is ethnicity associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? and (c) Is age associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? Enrollees were non-admitted students seeking initial Career and Technical Education (CTE) school district certification as well as admitted students seeking state certification and/or a Bachelors degree. Of the 2371 enrollees in eleven (11) web-based courses during 74 course offerings from Fall 1997 through Fall 2003in a Career and Technical Education (CTE) teacher preparation program at the University of Central Florida, a large metropolitan public university, 92.1% were retained. Three demographic variables, gender, ethnicity and age were compared, to evaluate retention. The categorical data were analyzed using Chi Square Test of Independence.
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Date Issued: 2004
Identifier: CFE0000210, ucf:46277
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000210

Title: FLORIDA FIRST YEAR TEACHERS' PERCEPTIONS OF PREPAREDNESS TO MEET NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR TEACHERS (NETS-T).
Creator: Bedenbaugh, Larry, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The purpose of this study was to determine if first year teachers in Florida perceived they were adequately prepared by their preservice education programs to meet the National Educational Technology Standards for Teachers (NETS-T). The study was designed to gather data about first year teacher perceptions of personal technology proficiency and self-reported technology integration practices. The data were measured using the First Year Teacher Perceptions Related to Preparedness to Meet...
Show moreThe purpose of this study was to determine if first year teachers in Florida perceived they were adequately prepared by their preservice education programs to meet the National Educational Technology Standards for Teachers (NETS-T). The study was designed to gather data about first year teacher perceptions of personal technology proficiency and self-reported technology integration practices. The data were measured using the First Year Teacher Perceptions Related to Preparedness to Meet National Educational Technology Standards for Teachers (NETS-T) survey instrument. The sample (N=257) for this study was drawn from the population of Florida first year PreK-12 public classroom teachers from the 2005–2006 school year who were still teaching during the 2006-2007 school year. Demographic variables, perceptions of personal technology skills, and self-reported technology integration practices were collected on the sample. Descriptive and comparative statistics were used to identify relationships between the variables. It was concluded that first year teachers in Florida who held a professional teaching certificate or graduated from a Florida public university's teacher education program perceived they were better prepared to meet national educational technology standards than first year teachers in Florida who did not. It was also determined that there was a statistically significant relationship between first year teacher perceptions for preparedness for technology integration and their perceived personal technology skills, as well as between self-reported technology integration practices of first year teachers and their perceptions of their ability to integrate technology. Two additional findings came to light during the study. The majority of first year teachers in Florida did not take the traditional university teacher preparation program as their path to certification. Additionally, the vast majority of first year teachers in Florida gave credit to independent learning in increasing their own personal technology skills.
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Date Issued: 2007
Identifier: CFE0001727, ucf:47320
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001727

Title: An Examination of Perceptions and Intentions of Preservice Educators in Title I Settings.
Creator: Kaczmarczyk, Annemarie, Roberts, Sherron, Lue, Martha, Hoffman, Elizabeth, Donley, Amy, University of Central Florida
Abstract / Description: With the shifting demographics of our nation and increased vacancies in schools, teacher preparation programs must equip teachers to work with today's culturally, academically, racially, and economically (CARE) diverse student population effectively. University-based teacher preparation programs are called to examine the steps taken and experiences provided to develop effective teachers to work with CARE students and fill vacancies, specifically in Title I schools. Preservice teachers, 15...
Show moreWith the shifting demographics of our nation and increased vacancies in schools, teacher preparation programs must equip teachers to work with today's culturally, academically, racially, and economically (CARE) diverse student population effectively. University-based teacher preparation programs are called to examine the steps taken and experiences provided to develop effective teachers to work with CARE students and fill vacancies, specifically in Title I schools. Preservice teachers, 15 total, participated in this qualitative study examining the perceptions and intentions of PSTs who were exposed to course content and field experiences that focused on Title I and CARE students. The PSTs were placed into two focus groups based on the number of times they were exposed to both throughout their undergraduate career. Participants who had one to two episodes of previous exposure comprised the first group. Participants who had three opportunities for exposure (course content, field experience, and/or first internship) comprised the second focus group. All PSTs were completing their final internship with placements in Title I schools. Findings gleaned from the transcripts indicated that stereotypes and previous perceptions of Title I schools and CARE students were positively impacted through their experiences. Throughout their internship semester, all participants used words that denoted respect and understanding for their diverse students and for their beginning challenges to implement instruction. PSTs noted a need for additional preparation in undergraduate courses related to best practice and classroom management within their Title I school settings. Despite challenges, six participants opted to seek employment in Title I schools. Of the remaining participants, five indicated intentions to teach in non-Title I, while four remained neutral. Future related research will focus on creating and providing meaningful experiences for PSTs that lead to positive intentions for teaching in Title I schools.
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Date Issued: 2018
Identifier: CFE0007202, ucf:52270
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007202

Title: Five School District Mentor Models for Secondary Mathematics and Science Teachers in a Job Embedded University Teacher Preparation Program.
Creator: Karcinski, Lisa, Taylor, Rosemarye, Swan, Bonnie, Doherty, Walter, Baldwin, Lee, Wilson, Corbet, University of Central Florida
Abstract / Description: Mentoring was a component of the Resident Teacher Professional Preparation Program (RTP3), a Race to the Top (RTTT) program funded project. RTTT funded efforts reward states that have demonstrated success in raising student achievement and have the best plans to accelerate learning in the future (U.S. Department of Education, 2014). Five Florida school districts implemented different variations of the RTP3 mentor model and due to the unique needs of each school district, context differences...
Show moreMentoring was a component of the Resident Teacher Professional Preparation Program (RTP3), a Race to the Top (RTTT) program funded project. RTTT funded efforts reward states that have demonstrated success in raising student achievement and have the best plans to accelerate learning in the future (U.S. Department of Education, 2014). Five Florida school districts implemented different variations of the RTP3 mentor model and due to the unique needs of each school district, context differences in effectiveness may have emerged. The purpose of the study was to determine the differences among the five mentor models, the extent to which these differences may relate to variances in mentoring effectiveness, and the impact on persistence of the resident teachers in teaching. School district designee interviews were conducted and mentor and resident teacher surveys were administered. Interview and survey data were analyzed using the grounded theory approach (Glaser (&) Strauss, 1967) and open coding (Strauss (&) Corbin, 1990) to determine mentor and resident teacher perceptions of the effectiveness of the RTP3 mentoring support.The findings of the research suggest that the decisions of the five partner school districts to add additional targeted supports to their mentor models had an impact on increased persistence rates and decreased rates of resident teachers leaving the field of teaching. The majority of mentors perceived that common professional learning increased their capacity as a mentor to a moderate or large degree. The findings suggest that resident teachers who had school-based mentors perceived that their mentors were somewhat to very influential in assisting them in being more effective teachers. There were limitations to this study. Five school districts in the state of Florida were used in the study, and the sample of survey and interview participants were limited. Therefore results may not be able to be generalized to other school districts in Florida or other states. Additionally, the objectivity of survey and interview participants may be questioned because the participants were employees of the school district. However, it was assumed that participant's responses to the survey and interview questions were candid.Further research is recommended that would examine variations in school district mentor preparation and selection processes. Further recommendations would include evaluating different mentor models within the same context to better examine the impact of specific components of mentoring programs and considering the effectiveness of the mentee based on not only mentee perception of increased effectiveness, but effectiveness as determined by the school district-adopted evaluation system. Another avenue for future research to broaden and support the findings in this study would be to access whether effective mentoring models differ depending on the context and based on the needs and experiences of the beginning teachers.?
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Date Issued: 2015
Identifier: CFE0005639, ucf:50231
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005639

Title: PRESERVICE TEACHERS' PERCEPTIONS OF THE INFLUENCE AND VALUE OF AN EMBEDDED, SCHOOL-BASED FIELD EXPERIENCE.
Creator: Zambrano, Beverly V, Roberts, Sherron Killingsworth, University of Central Florida
Abstract / Description: This study explored how preservice teachers perceive the influence and value of an embedded, school-based field experience. Information was gathered from preservice teachers using surveys and a focus group interview. The data collected showed that an embedded field experience tied to a language arts methods course was generally a positive influence leading to great self-efficacy. Further, the data compared similarly to research supporting the notion that embedded field experiences generally...
Show moreThis study explored how preservice teachers perceive the influence and value of an embedded, school-based field experience. Information was gathered from preservice teachers using surveys and a focus group interview. The data collected showed that an embedded field experience tied to a language arts methods course was generally a positive influence leading to great self-efficacy. Further, the data compared similarly to research supporting the notion that embedded field experiences generally have the effect of strengthening preservice teachers� self-efficacy. Looking at Bandura�s work in Self-efficacy: Toward a unifying theory of behavioral change, it shows that early interactions and successes will boost the self-efficacy of preservice teachers. This study found that successful experiences help preservice teachers value their embedded, school-based field experiences and help view it as something positive. Even if the experience had its difficulties, preservice teachers were able to learn from the situation and if they ever find themselves in a similar circumstance, they will feel more confident about handling things. Therefore, when these preservice teachers become in-service teachers, they will feel more confident about their abilities compared to in-service teachers who did not have similar experiences in their teacher preparation program.
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Date Issued: 2016
Identifier: CFH2000058, ucf:45530
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000058

Title: An Analysis of Professional Education Course Content Specific to Classroom Management and Student Motivativation Within Selected NCATE Accredited Teacher Preparation Programs.
Creator: Babcock, Donna, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The focus of this research was to complete a micro-examination of professional education course content related to classroom management and student motivation in approximately 24 traditional teacher preparation programs (TTPP) drawn from the eight of the 10 largest teacher-producing states. Programs of study, course descriptions from the school catalogs, course syllabi, and student teaching handbooks or field guides for professional education courses were analyzed to determine what, if any,...
Show moreThe focus of this research was to complete a micro-examination of professional education course content related to classroom management and student motivation in approximately 24 traditional teacher preparation programs (TTPP) drawn from the eight of the 10 largest teacher-producing states. Programs of study, course descriptions from the school catalogs, course syllabi, and student teaching handbooks or field guides for professional education courses were analyzed to determine what, if any, knowledge voids existed within selected programs designed to serve preservice teachers. Specifically, the researcher investigated materials to discover the depth and breadth of the professional education course content related to classroom management and student motivation offered to preservice teachers during their higher education undergraduate experience. The findings of the study have documented that a common practice in the programs reviewed was to infuse the content of each key topic, classroom management or student motivation, into other professional education course work. This practice serves to diminish the depth and breadth of the professional course content presented to the preservice teachers which, in turn, dramatically increases the risk of the development of a knowledge void.
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Date Issued: 2011
Identifier: CFE0004085, ucf:49147
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004085

Title: Using a Senior Seminar During Internship II as a Means to Increase Self-Efficacy, Perceptions of Preparedness, and Internship Experiences for Elementary Education Teachers.
Creator: Trenta, Shane, Gill, Michele, Ergle, Roberta, Allen, Kay, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: The purpose of this quasi-experimental, mixed methods study was to examine how a Senior Seminar pilot conducted during elementary preservice teachers' Internship II semester could potentially increase their teacher self-efficacy and perceptions of preparedness to teach. The study was conducted at a large public university located in the southeast United States and included 29 participants. The collection of data included the 24 item Teacher Sense of Self-Efficacy Survey (Tschannen-Moran (&)...
Show moreThe purpose of this quasi-experimental, mixed methods study was to examine how a Senior Seminar pilot conducted during elementary preservice teachers' Internship II semester could potentially increase their teacher self-efficacy and perceptions of preparedness to teach. The study was conducted at a large public university located in the southeast United States and included 29 participants. The collection of data included the 24 item Teacher Sense of Self-Efficacy Survey (Tschannen-Moran (&) Woolfolk Hoy, 2001) used to measure pre- and post- teacher self-efficacy for classroom instruction, classroom management, and student engagement. To measure pre- and post- perceptions of preparedness, the 8 item Perceptions of Preparedness for the Teaching Profession survey was used. Additionally, qualitative data was collected by use of open response questions on the post survey and also on exit slips at the end of each session to gain insight into the participants' perceptions of the Senior Seminar pilot. The study findings indicate that the added support and instruction provided by the Senior Seminar may provide elementary preservice teachers with a means to increase perceptions of preparedness for the teaching profession and positively influence their Internship II experience. This study suggests practical ways in which teacher preparation programs can be enhanced to provide preservice teachers with an opportunity to be better prepared for the teaching profession.
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Date Issued: 2017
Identifier: CFE0006811, ucf:51774
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006811

Title: Impact of the Education Level of Voluntary Prekindergarten Teachers upon Kindergarten Student Readiness Rates.
Creator: Wright, Teresa, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Williams-Fjeldhe, Karri, University of Central Florida
Abstract / Description: This study addressed the problem of insufficient information concerning the impact of variability in requirements and credentials for Florida Voluntary Prekindergarten (VPK) teachers statewide on VPK program quality. This study examined the variance in the professional credentials of VPK lead instructors in Florida school districts and whether or not this variability makes a significant difference in program quality as measured by VPK Provider Kindergarten Readiness Rates.Analysis of variance...
Show moreThis study addressed the problem of insufficient information concerning the impact of variability in requirements and credentials for Florida Voluntary Prekindergarten (VPK) teachers statewide on VPK program quality. This study examined the variance in the professional credentials of VPK lead instructors in Florida school districts and whether or not this variability makes a significant difference in program quality as measured by VPK Provider Kindergarten Readiness Rates.Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) statistical tests were conducted, as appropriate, for each of four research questions. Research findings indicated there was no statistically significant difference in the mean VPK Provider Kindergarten Readiness Rates based on the professional credentials for VPK lead instructors when controlling for the socio-economic status of the children enrolled at each site.Recommendations were made for future research to replicate the study using a different indicator of program quality, perhaps a measure of student progress throughout the school year. Also, the first groups of students to participate in Florida's voluntary prekindergarten (VPK) program are now enrolled in upper elementary grades making a longitudinal study both feasible and worthwhile in evaluating the effectiveness of a large-scale preschool program. The researcher further recommended that the idea of improving the qualifications of the prekindergarten workforce must persist, supported by continued research and adequate funding.
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Date Issued: 2012
Identifier: CFE0004619, ucf:49928
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004619

Title: Coaching in an Interactive Virtual Reality to Increase Fidelity of Implementation of Discrete Trial Teaching.
Creator: Vince Garland, Krista, Wienke, Wilfred, Pearl, Cynthia, Dieker, Lisa, Vasquez, Eleazar, Sundeen, Todd, University of Central Florida
Abstract / Description: In teacher preparation, more effective pathways and practices are needed for preparing, placing, and supporting beginning teachers and principals (Darling-Hammond, 2010; U.S. Department of Education, 2009b). A common issue in the field of special education is the lack of skill transfer from one setting to another (Dieker, Hynes, Hughes, (&) Smith, 2008). It has been posited that (")practicing up(") is not ethical in that novice teachers must attempt to teach with a limited knowledge of...
Show moreIn teacher preparation, more effective pathways and practices are needed for preparing, placing, and supporting beginning teachers and principals (Darling-Hammond, 2010; U.S. Department of Education, 2009b). A common issue in the field of special education is the lack of skill transfer from one setting to another (Dieker, Hynes, Hughes, (&) Smith, 2008). It has been posited that (")practicing up(") is not ethical in that novice teachers must attempt to teach with a limited knowledge of appropriate pedagogy and skill (Dieker et al., 2008). The new challenge becomes finding an effective mechanism that provides essential learning experiences and opportunities to refine teaching techniques to the highest standards of fidelity in a safely controlled and coordinated environment (Odom, 2009).Perhaps because of the ethical concerns in honing teacher skills on actual children, and despite the strong demand for professionals who are trained in discrete trial teaching (DTT), few studies have been published on training methodologies and fidelity of implementation (Fazzio, Martin, Arnal, (&) Yu, 2009). The training of teachers to implement evidence-based interventions such as DTT with fidelity while they are working with students with ASD cannot be over-emphasized in a teacher preparation program (Scheuermann, Webber, Boutot, (&) Goodwin, 2003; Simpson, 2004; 2005). The researcher utilized the TLE TeachLivE simulation classroom laboratory at the University of Central Florida as a mechanism to infuse cutting-edge technology and learning activities within program/project coursework. The TLE TeachLivE virtual classroom serves as a venue for pre-service and practicing teachers to safely gain proficiency and enhance fidelity of implementation of evidence-based practices. Participants experienced an immersive, real-time environment that featured interactions with Austin, an avatar that portrayed a student with autism. A trained interactor remotely controlled the behavior and responses of the avatar with which teachers engaged for practice sessions consisting of ten discrete trials. Between sessions, participants received individualized clinical coaching (ICC) on their performance. Upon termination of the intervention, two generalization probes were conducted to measure retention of fidelity over time within actual classroom settings. Results indicated that all five participants strongly benefited from learning DTT with ICC in the TLE TeachLivE learning platform.Across participants, the overall mean gain in fidelity from baseline phase (14%) to intervention phase (80%) was 66%. The fidelity means of participants in the generalization phase held to 90%, thus supporting the use of virtual environments for teacher preparation. Mean time among participants to attain higher than mastery level performance of 90% in intervention was 1.25 hours. This resulted in shorter training times than previously researched training programs (Arnal et al., 2007; Fazzio et al., 2009; Leblanc, (&) Luiselli, 2005; Thiessen et al., 2009). This investigation endeavored to reduce the potential of diminished pupil learning gains as a necessary consequence when honing skills in the appropriate delivery of instruction of discrete trial teaching.
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Date Issued: 2012
Identifier: CFE0004450, ucf:49327
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004450

Title: Examining potential teacher bias of Hispanic males with emotional disturbances in virtual settings.
Creator: Lopez, Angel, Dieker, Lisa, Wienke, Wilfred, Vasquez, Eleazar, Correa, Vivian, University of Central Florida
Abstract / Description: The importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment...
Show moreThe importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment. Factorial MANOVAs and Discriminant analyses revealed statistically significant interactions and relationships between participant level of bias and the identified student avatars. These exchanges were more prevalent with one student avatar by both experimental and control PTs; indicating that student characteristics and their differences are important factors that need to be considered when addressing issues related to bias.
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Date Issued: 2012
Identifier: CFE0004403, ucf:49401
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004403

Title: Analysis of Commercial Online Training Videos for Teachers who Instruct Students with Characteristics of Autism Spectrum Disorder.
Creator: Schaffer, Kelly, Vasquez, Eleazar, Dieker, Lisa, Hines, Rebecca, Pearl, Cynthia, Blakely, Elbert, University of Central Florida
Abstract / Description: A deficit currently exists in teacher preparation programs for teaching students with Autism Spectrum Disorder (ASD) using evidence-based practices, specifically in the area of Applied Behavior Analysis. As communication deficits are a primary characteristic associated with the diagnosis of ASD teaching communication skills is a common educational goal for students with ASD, and this skill needs to be addressed in teacher education. Mand training is one evidence-based practice applied to...
Show moreA deficit currently exists in teacher preparation programs for teaching students with Autism Spectrum Disorder (ASD) using evidence-based practices, specifically in the area of Applied Behavior Analysis. As communication deficits are a primary characteristic associated with the diagnosis of ASD teaching communication skills is a common educational goal for students with ASD, and this skill needs to be addressed in teacher education. Mand training is one evidence-based practice applied to teach independent requesting skills to students with ASD.In this study, four teachers serving students with characteristics of ASD in the classroom participated in a multiple-probe across-participants study evaluating the extent to which online training videos prepare teachers in mand training procedures for students with ASD. Concurrent with teacher participants, changes in rates of student mands were evaluated for four students receiving instruction in a multiple probe design. Data analysis consisted of visual analysis of graphically displayed results and calculation of effect sizes. Results indicate that the Online Training Videos (OTV) were not effective as a standalone intervention for preparation of teachers to teach mands, however three student participants showed improved student outcomes.
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Date Issued: 2014
Identifier: CFE0005411, ucf:50418
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005411

Title: The perceived effectiveness of mixed reality experiences in a master of arts in teaching (MAT) program for science, technology, engineering, and mathematics degreed individuals.
Creator: Speir, Chana, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Mitchell, Paul, University of Central Florida
Abstract / Description: The purpose of this study was to examine the perceived effectiveness of mixed reality experiences on resident teachers who successfully completed an undergraduate Science, Technology, Engineering, or Mathematics (STEM) degree and were enrolled in a Master of Arts in Teaching (MAT) degree program as part of RTP3 at a large research university in Orlando, Florida. The population for this study consisted of those selected to be in the RTP3, which included being in the Masters in the Art of...
Show moreThe purpose of this study was to examine the perceived effectiveness of mixed reality experiences on resident teachers who successfully completed an undergraduate Science, Technology, Engineering, or Mathematics (STEM) degree and were enrolled in a Master of Arts in Teaching (MAT) degree program as part of RTP3 at a large research university in Orlando, Florida. The population for this study consisted of those selected to be in the RTP3, which included being in the Masters in the Art of Teaching (MAT) and becoming a middle or high school science, mathematics, or engineering teacher. The resident teachers experienced mixed reality as a method of practice on two occasions. The first was to introduce a lesson with avatar middle school students and a second time to conduct a parent conference with an avatar parent. This study was focused on the resident teachers' perceptions of (a) the effectiveness of mixed reality in the lesson experience and parent conference, (b) the coach's helpfulness after the lesson introduction experience and the parent conference experience, and (c) the extent to which the resident teachers believe that their confidence was increased and they were prepared for future classroom instruction and parent interactions through the use of mixed reality.Data were gathered with a feedback form with Likert-type items and open ended items completed immediately upon completion of each experience, as well as an additional open response document completed at a later time after reflection on the entire experience. The researcher analyzed the two qualitative data sources independently to determine trends and themes. Findings in this study were that the mixed-reality laboratory experience did have a positive effect on the perceptions of the resident teachers regarding their level of preparedness. They were more confident and comfortable teaching a lesson and conducting a parent conference after practicing both experiences with the avatars. Resident teachers overwhelmingly responded that the mixed reality experiences should remain a part of the MAT pedagogy and that they gained insight and confidence through the mixed reality practice. ?
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Date Issued: 2015
Identifier: CFE0005718, ucf:50127
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005718

Title: Exploring Stress for Novice Teachers' in Low Socio-Economic Elementary Schools Through Breathing Biofeedback.
Creator: Fulchini, Angelica, Dieker, Lisa, Hines, Rebecca, Lue, Martha, Hynes, Mike, University of Central Florida
Abstract / Description: Teachers who serve children of color in schools that support students from low socio-economic status have turnover rates reported to be as high as 70% (SES; Carver-Thomas (&) Darling-Hammond, 2017). Numerous approaches to teacher retention in low SES settings have been discussed in the literature (Chester (&) Beaudin, 1996; Donaldson, 2009; Ingersoll (&) Kralik, 2004; Jacob, 2007; McKinney, Haberman, Stafford-Johnson, (&) Robinson, 2008; McLaurin, Smith, (&) Smillie, 2009; Siwatu, Frazier,...
Show moreTeachers who serve children of color in schools that support students from low socio-economic status have turnover rates reported to be as high as 70% (SES; Carver-Thomas (&) Darling-Hammond, 2017). Numerous approaches to teacher retention in low SES settings have been discussed in the literature (Chester (&) Beaudin, 1996; Donaldson, 2009; Ingersoll (&) Kralik, 2004; Jacob, 2007; McKinney, Haberman, Stafford-Johnson, (&) Robinson, 2008; McLaurin, Smith, (&) Smillie, 2009; Siwatu, Frazier, Osaghae, (&) Starker, 2011; Sutcher, Darling-Hammond, (&) Carver-Thomas, 2016; Taylor (&) Frankenberg, 2009), but the use of emerging biofeedback technology is an unexplored territory. This type of technology could help novice teachers understand basic changes in stress levels through awareness of the body and mind while teaching. Hence, the potential use of biofeedback strategies to reduce stress levels in teachers, in inclusive settings, that serve students with low SES is explored. To help potentially reduce novice teachers' stress levels (Friedman, 2000; Day (&) Hong, 2016; Isenbarger (&) Zembylas, 2006), the researcher explored the effectiveness of biofeedback on breathing rates of teachers in inclusive classrooms serving more than 50% of students from low SES backgrounds. The researcher found, by tracking the rate of stressed breathing of 9 teachers during the instructional day, that teachers reported they were more mindful of their breathing. The researcher found meetings, paperwork, and student behaviors increased their stress and suggested better mentorship as a way to help reduce stress. The paper concludes with implications for practice, and recommendations for future research for teachers is provided.
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Date Issued: 2018
Identifier: CFE0007179, ucf:52266
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007179

Title: PRE-SERVICE SECONDARY SOCIAL STUDIES TEACHERS' EFFICACY TOWARDSCHARACTER EDUCATION: A COMPARATIVE STUDY.
Creator: Waters, Kevin, Russell, William, University of Central Florida
Abstract / Description: Character education is one of the most controversial aspects of academic institutions in the United States. The responsibility of educating children about democratic principles and moral values is something many states and schools are taking very seriously as a vital part of a teacher's role in the classroom. This study investigated the personal teaching efficacy and general teaching efficacy beliefs of pre-service secondary teachers at a large university in the state of Florida. This study...
Show moreCharacter education is one of the most controversial aspects of academic institutions in the United States. The responsibility of educating children about democratic principles and moral values is something many states and schools are taking very seriously as a vital part of a teacher's role in the classroom. This study investigated the personal teaching efficacy and general teaching efficacy beliefs of pre-service secondary teachers at a large university in the state of Florida. This study investigated the responses of 130 pre-service secondary teachers in language arts, science, social studies, and mathematics within one teacher education program. The questionnaire utilized in this quantitative research study was the Character Education Efficacy Belief Instrument (CEEBI), which was designed by Milson and Mehlig (2002). This instrument is composed of 24 items designed to understand personal teaching efficacy (PTE) and general teaching efficacy (GTE) beliefs. This study examined if there was a statistically significant difference in PTE and GTE scores between secondary pre-service teachers based on the independent variables of a) program/major, b) gender, c) race/ethnicity, and d) coursework in character education. The results of this survey adds to a rich field of research and literature on character education and teacher education by taking a closer look at the specific beliefs of secondary preservice teachers regarding their PTE and GTE for character education. This study was an attempt to better understand the teaching efficacy beliefs for secondary pre-service teachers graduating from a teacher preparation program within a state that mandates character education.
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Date Issued: 2011
Identifier: CFE0003686, ucf:48839
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003686

Title: Using a Mixed-Reality Classroom Environment Including English Learners: The Perceptions of Teacher Candidates.
Creator: Ashtari, Nooshan, Nutta, Joyce, Hutchinson, Cynthia, Mihai, Florin, Jahani, Shiva, University of Central Florida
Abstract / Description: Technological modernization has impacted various fields such as the field of education, teaching, and learning. The traditional classroom and teaching methodologies no longer meet the needs of the new tech-savvy generation. Thus, recently there have been changes in teacher preparation programs in order to prepare teacher candidates to have the skills to respond to such high technological demands. Additionally, the demographics of students attending schools in countries with exceptionally high...
Show moreTechnological modernization has impacted various fields such as the field of education, teaching, and learning. The traditional classroom and teaching methodologies no longer meet the needs of the new tech-savvy generation. Thus, recently there have been changes in teacher preparation programs in order to prepare teacher candidates to have the skills to respond to such high technological demands. Additionally, the demographics of students attending schools in countries with exceptionally high numbers of immigrants such as the United States is another reason to seek novel ways to prepare teachers who have had adequate practice and developed teaching skills needed to reach the English learners (ELs) in their classrooms. Using Multi-User Virtual Environments (MUVEs) has been one solution in order to bridge this gap. EL TLE TeachLivE(TM), which was the focus of this study, is a computer simulated environment that combines real-life participants and digital personas or avatars. The participants of this study were teacher candidates who experienced using EL TLE TeachLivE(TM) to practice the teaching strategies and skills they had been learning about during their teacher preparation program (n=20). This research investigated the perceptions of these teacher candidates about using this mixed-reality classroom environment through observations, questionnaires, focus groups, and individual interviews. A qualitative transcendental phenomenological approach was taken to have a more in-depth understanding of the participants' perceptions about the phenomenon of EL TLE TeachLivE(TM) as a mixed-reality classroom environment in teacher preparation and the meaning they made of their experiences. Through the data analysis three main categories emerged: TCs' general perceptions about the avatars and EL TLE TeachLivE(TM) as a mixed-reality classroom environment, TCs' perceptions of the current use of the EL TLE TeachLivE(TM) in their teacher preparation program, and TCs' perceptions about the future use of EL TLE TeachLivE(TM). The Teacher Candidates' General Perceptions of EL TLE TeachLivE(TM) consisted of the following sub-themes: (a) Video game dissimilarities, (b) Avatar believability and real-life features, (c) Personification of the EL cases, (d) Fear of the unknown, (e) Avatar movement restrictions, and (f) Suspension of disbelief. The Teacher Candidates' Perceptions about the Current Use of EL TLE TeachLivE(TM) included: (a) Importance of prerequisites, (b) Advantages over role-playing, (c) Teaching in front of peers, (d) Group teaching and random selection, (e) Importance of feedback, and (f) Teaching strategies and aha moments.Finally, the Teacher Candidates' Perceptions about the Future Use of EL TLE TeachLivE(TM) incorporated: (a) Changes in the implementation, (b) Elementary vs secondary classrooms, and (c) Gradual practice.
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Date Issued: 2016
Identifier: CFE0006255, ucf:51048
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006255

Teacher Preparation (10)	+ -
teacher preparation (8)	+ -
education (4)	+ -
Access (2)	+ -
Avatars (2)	+ -

Early Childhood Education (2)	+ -
Inclusion (2)	+ -
Inclusive (2)	+ -
K-12 (2)	+ -
Novice Teachers (2)	+ -
Qualitative (2)	+ -
Students with Disabilities (2)	+ -
TeachLivE (2)	+ -
avatar (2)	+ -
evidence-based practices (2)	+ -
inclusion (2)	+ -
integrated (2)	+ -
preparation (2)	+ -
preservice (2)	+ -
preservice teachers (2)	+ -
special education (2)	+ -
students with disabilities (2)	+ -
teacher (2)	+ -
teacher education (2)	+ -
technology (2)	+ -
8th grade science (1)	+ -
Accommodations (1)	+ -
After Action Review (1)	+ -
Austism Spectrum Disorders (1)	+ -
Autism (1)	+ -

ETD Collection (28)	+ -
Honors Collection (5)	+ -

University of Central Florida (33)	+ -
Dieker, Lisa (6)	+ -
Doherty, Walter (6)	+ -
Taylor, Rosemarye (6)	+ -
Baldwin, Lee (5)	+ -

Hines, Rebecca (4)	+ -
Murray, Barbara (4)	+ -
Vasquez, Eleazar (4)	+ -
Boote, David (3)	+ -
Hutchinson, Cynthia (3)	+ -
Murray, Kenneth (3)	+ -
Nutta, Joyce (3)	+ -
Pearl, Cynthia (3)	+ -
Hahs-Vaughn, Debbie (2)	+ -
Hynes, Mike (2)	+ -
Lue, Martha (2)	+ -
Martin, Suzanne (2)	+ -
Mihai, Florin (2)	+ -
Wienke, Wilfred (2)	+ -
Albers-Biddle, Laura (1)	+ -
Allen, Kay (1)	+ -
Ashtari, Nooshan (1)	+ -
Babcock, Donna (1)	+ -
Baumbach, Donna (1)	+ -
Bedenbaugh, Larry (1)	+ -
Berrio, Gabriel (1)	+ -
Blakely, Elbert (1)	+ -
Bousfield, Taylor (1)	+ -
Brewer, Thomas (1)	+ -
Bush, Sarah (1)	+ -

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