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Pages
- Title
- Readers' Theatre: Communication Aiding Learning in the Elementary School.
- Creator
-
Baker, Mary F., Buchanan, Raymond W., College of Humanities and Fine Arts
- Abstract / Description
-
Florida Technological University College of Humanities and Fine Arts Thesis
- Date Issued
- 1972
- Identifier
- CFR0012152, ucf:53125
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0012152
- Title
- GLOBAL CITIZENSHIP AND EDUCATION: THE MULTIDIMENSIONAL IMPACT OF A STUDY ABROAD BILINGUAL TEACHING EXPERIENCE ON UNIVERSITY STUDENTS AND PRESERVICE TEACHERS.
- Creator
-
Anwar, Haris N, Owens, J. Thomas, University of Central Florida
- Abstract / Description
-
The intent of this thesis is to study the diverse experiences of 13 University of Central Florida students who participated in the Bilingual Study Abroad Teaching Experience in Spain. The group included nine education students and four in other majors. The experiences of study abroad participants can help to better understand what future participants can look to gain from the program, and what the organizers of the program can potentially look to improve. The research involved was a...
Show moreThe intent of this thesis is to study the diverse experiences of 13 University of Central Florida students who participated in the Bilingual Study Abroad Teaching Experience in Spain. The group included nine education students and four in other majors. The experiences of study abroad participants can help to better understand what future participants can look to gain from the program, and what the organizers of the program can potentially look to improve. The research involved was a qualitative study which sought to record the experiences of participants, and then interpret those experiences. The participants were asked to determine the benefits of the program across three dimensions: academic, professional, and personal. This was accomplished through Likert scale questions which gauged their opinions, and by reflecting on their experiences in a more open-ended way, writing broadly about the impact of the program. In analyzing the responses, connections were drawn between the quantitative data in the Likert scale questions, and the qualitative data in the open responses. It was found that as a whole, participants considered the study abroad experience to be overwhelmingly positive across all surveyed dimensions. In addition, a number of connections were found that could be drawn between the broad experiences of the participants, and specific benefits which they noted in the survey. A number of unique experiences and circumstances will be considered, both positive and negative. Finally, the conclusions and implications of the study will be discussed. Recommendations are included in regard to future participants can expect to gain, potential areas of improvement in the program, and things which should be included in the orientation for future participants in the bilingual teaching experience.
Show less - Date Issued
- 2018
- Identifier
- CFH2000278, ucf:45699
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000278
- Title
- CO-TEACHING: USING VIDEO TO IDENTIFY CURRENT PRACTICES AND PROMOTE TEACHER DISCUSSION IN MIDDLE SCHOOL MATHEMATICS CLASSROOMS.
- Creator
-
Davis, Kimberly, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
ABSTRACT This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co...
Show moreABSTRACT This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co-assessing) and the findings were similar to past co-teaching research indicating mixed results. Overall, concerns that emerged from the study were a lack of heterogeneous classrooms, clarity for the role of the special educator, inquiry-based based instruction, and individualization for behavioral and instructional needs. Encouraging findings were that teachers were willing to communicate to create richer content, instruction and assessment. In addition, one team showed overall growth and promise related to effective practices. From triangulation of the data teams were growing in the areas of communicating with each other, clarifying roles, building teacher relationships, and discussing student achievement. The hope for effective co-teaching lies in teams being given time to plan, dual preparation, and co-professional development to more effectively meet the needs of low achieving students and students with disabilities in mathematics classrooms. The findings from this study implicate that for co-teaching to be successful teachers need heterogeneous classrooms with both teachers having strong content knowledge, yet with clarity that the special educator's role is to provide individualized strategies for behavior and instruction while the general educator's role is to lead the content instruction. When this level of co-teaching emerges, perhaps further research will not be necessary.
Show less - Date Issued
- 2008
- Identifier
- CFE0002294, ucf:47863
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002294
- Title
- A Phenomenological Analysis of Undergraduate Teaching in the United States and the United Kingdom from the Perspective of Current and Former Exchange Students.
- Creator
-
Griffiths, Barry, Owens, J. Thomas, Cintron Delgado, Rosa, Welch, Kerry, Haciomeroglu, Erhan, University of Central Florida
- Abstract / Description
-
While once almost indistinguishable, the systems of higher education in the United States and the United Kingdom have diverged during the past 200 years to the point where today there are few similarities. However, due to increasing globalization and the growing ubiquity of the internet, many contemporary issues in higher education are often faced by institutions across the globe.After detailing the historical role of scholarship and teaching in the two countries, this study concentrates on...
Show moreWhile once almost indistinguishable, the systems of higher education in the United States and the United Kingdom have diverged during the past 200 years to the point where today there are few similarities. However, due to increasing globalization and the growing ubiquity of the internet, many contemporary issues in higher education are often faced by institutions across the globe.After detailing the historical role of scholarship and teaching in the two countries, this study concentrates on two aspects that have been extensively researched in recent years, namely the role of technology in the classroom and the balance that many modern day faculty must seek with regard to teaching and research. A new perspective on these issues is then explored by considering the perceptions of current and former exchange students from the United States and the United Kingdom. Data were collected by interviewing 12 students representing eight universities in the two countries, and an analysis was conducted according to established phenomenological principles. Four primary themes emerged as a result, which allowed me to seek commonalities and differences with the existing literature, and make suggestions for the direction of future research.The conclusions made center around how students want technology to be used by faculty in a moderated fashion, and a distinction is formed between the way in which faculty and institutions in the two countries use web-based technology. With regard to the teaching-research nexus, this study largely refutes the notion that contemporary faculty prioritize research to the detriment of undergraduate students, and posits that the two disciplines are integrated in the sense that they can positively affect each other.
Show less - Date Issued
- 2014
- Identifier
- CFE0005800, ucf:50042
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005800
- Title
- HOW MY PRACTICE OF USING MANIPULATIVES IN TEACHING MULTIPLYING AND DIVIDING FRACTIONS INFLUENCES THE STUDENTS' CONCEPTUAL UNDERSTANDING OF THESE OPERATIONS.
- Creator
-
Bale, Vickie, Dixon, Juli, University of Central Florida
- Abstract / Description
-
This qualitative study examined how my practice of using manipulatives to teach multiplying and dividing fractions to 8th grade students facilitated their conceptual understanding of those operations. The students who participated in the study were enrolled in one of my intensive mathematics classes. Before the lessons began, I interviewed the students and gave them a pre-assessment to determine their content knowledge and comfort level with manipulatives. The students engaged in activities...
Show moreThis qualitative study examined how my practice of using manipulatives to teach multiplying and dividing fractions to 8th grade students facilitated their conceptual understanding of those operations. The students who participated in the study were enrolled in one of my intensive mathematics classes. Before the lessons began, I interviewed the students and gave them a pre-assessment to determine their content knowledge and comfort level with manipulatives. The students engaged in activities that included solving problems using various manipulatives. During the activities, I made observations of their problem solving techniques and how they used the manipulatives. At the conclusion of the unit I gave them a post assessment and conducted post interviews to determine any change in their content knowledge and comfort level with using manipulatives. I concluded through my research that by giving the students a hands-on, minds-on approach to learning they were able to develop an understanding of the concepts and apply that knowledge to multiplying and dividing fractions.
Show less - Date Issued
- 2006
- Identifier
- CFE0001068, ucf:46812
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001068
- Title
- A STUDY OF INSTRUCTOR PERSONA IN THE ONLINE ENVIRONMENT.
- Creator
-
Phillips, William, Dziuban, Charles, University of Central Florida
- Abstract / Description
-
Higher education continues to witness a significant increase in the demand for online courses delivered via the World Wide Web. Institutions are challenged to position and prepare faculty for successfully developing and delivering this increasing number of online courses from a distance. Becoming successful in the online classroom presents difficult and time-consuming challenges to the novice faculty member. Instructors who transition from the face-to-face classroom find that some...
Show moreHigher education continues to witness a significant increase in the demand for online courses delivered via the World Wide Web. Institutions are challenged to position and prepare faculty for successfully developing and delivering this increasing number of online courses from a distance. Becoming successful in the online classroom presents difficult and time-consuming challenges to the novice faculty member. Instructors who transition from the face-to-face classroom find that some characteristics, strategies and procedures carryover into the online classroom. The new teaching environment presents an evolving spectrum of possibilities for the online professor, a new paradigm for teaching and learning. This research provides a multi-dimensional case study of the online teaching persona of four successful undergraduate college professors. The literature presents mounting evidence of the growth and momentum of the online college education. Also, the literature presents evidence that multiple resources become necessary if best practices and strategies are to be successfully integrated into online courses. The research has found that a persona change occurs when the faculty member transitions from the face-to-face to the online classroom. Utilizing this foundation, this study adds to the literature and clarifies the online teaching persona, incorporated characteristics, and strategies used by four successful undergraduate professors in a large university setting in the southern United States. Using face-to-face interviews and (non-participant) class observation, this researcher determined the transitory nature of the online teaching persona of the four participants in the study. The study revealed the characteristics, methods and strategies that enable the online professor to successfully deliver undergraduate courses using the World Wide Web.
Show less - Date Issued
- 2008
- Identifier
- CFE0002029, ucf:47613
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002029
- 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
- Political education.
- Date Issued
- 1935
- Identifier
- 367849, CFDT367849, ucf:5356
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/FCLA/DT/367849
- Title
- Theory as a guide to action.
- Creator
-
Browder, Earl
- Date Issued
- 1939
- Identifier
- 2660243, CFDT2660243, ucf:4969
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/FCLA/DT/2660243
- Title
- EVALUATION OF COMPUTER-BASED SIMULATION FOR PAIN MANAGEMENT EDUCATION.
- Creator
-
Gerardi, Nicole, Allred, Kelly, University of Central Florida
- Abstract / Description
-
Effective pain management is an elusive concept in the acute care setting. Improving nurses' knowledge about optimal pain management is one way to improve the patient's pain experience. A computer-simulation game was developed as an alternative method of teaching the subject of pain management to nursing students. In the game, two patient scenarios are presented, one male and one female. Both patients present with acute pain and request help from the nurse. The player progresses through a...
Show moreEffective pain management is an elusive concept in the acute care setting. Improving nurses' knowledge about optimal pain management is one way to improve the patient's pain experience. A computer-simulation game was developed as an alternative method of teaching the subject of pain management to nursing students. In the game, two patient scenarios are presented, one male and one female. Both patients present with acute pain and request help from the nurse. The player progresses through a series of nine questions as the scenarios unfold, each with one best or correct answer. The purpose of this study was to evaluate the game's potential as a teaching method compared to traditional methods of teaching, such as a lecture. A total of 30 nursing students participated in the study. After playing through the game, each student was asked to complete a post-game survey consisting of 10 standard 5-point Likert scale items and five open-ended questions. The survey was used to evaluate the students' enjoyment of the game, educational benefits, preference compared to traditional teaching methods, and perceived potential to change nursing practice. Results of the survey show that the majority of nursing students enjoyed playing the game and found it captured their attention more than traditional teaching methods. Nine out of the ten Likert scale items received universal high scores. Nursing students were receptive to the computer-simulation game as a teaching method and found it preferable to traditional methods.
Show less - Date Issued
- 2013
- Identifier
- CFH0004347, ucf:44981
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004347
- Title
- THE RELATIONSHIP BETWEEN NUMBER OF TOYS, INFANT DISTRACTIBILITY, AND MOTHERS' TEACHING UTTERANCES.
- Creator
-
Nguyen, Lap, Culp, PhD, Anne, University of Central Florida
- Abstract / Description
-
The purpose of this study is to investigate the relationship among the number of toys in an infant's play environment, infant's distractibility, and how often a mother teaches her infant during a play session. This study takes samples from videotapes of 12-month old children playing with their mothers during a 5 minute free-play situation. Twenty-two mother and infant pairs were selected for this study based on their previous participation in a language study. The measures used in this study...
Show moreThe purpose of this study is to investigate the relationship among the number of toys in an infant's play environment, infant's distractibility, and how often a mother teaches her infant during a play session. This study takes samples from videotapes of 12-month old children playing with their mothers during a 5 minute free-play situation. Twenty-two mother and infant pairs were selected for this study based on their previous participation in a language study. The measures used in this study were: (1) the number of maternal teaching utterances to her infant; (2) the total number of utterances that mother used during the play session with the child; (3) the number of toys that were visible in the room; (4) the factors that distracted the infant during the play session; and (5) the type of toy the infant choses to engage with.
Show less - Date Issued
- 2011
- Identifier
- CFE0004032, ucf:49169
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004032
- Title
- ELEMENTARY TEACHERSÂÂÂÂ' PERCEIVED MATHEMATICS ANXIETY AND TEACHING EFFICACY IN RELATIONSHIP TO STUDENTSÂÂÂÂ' MATHEMATICS ACHIEVEMENT.
- Creator
-
Sasser, Jennifer, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The focus of this research was to determine to what extent, if any, there were relationships among elementary teacher anxiety about learning mathematics, their anxiety about the mathematics they teach, their mathematics teaching efficacy beliefs, and their studentsÂÂÂÂ' mathematics achievement. The researcher also investigated potential intervening variables such as gender, grade level taught...
Show moreThe focus of this research was to determine to what extent, if any, there were relationships among elementary teacher anxiety about learning mathematics, their anxiety about the mathematics they teach, their mathematics teaching efficacy beliefs, and their studentsÂÂÂÂ' mathematics achievement. The researcher also investigated potential intervening variables such as gender, grade level taught, level of college degree, and years of teaching experience, that may influence these relationships. Teachers (N = 119) from 11 elementary schools in a west central Florida school district participated in this study and completed the Mathematics Anxiety and Teaching Efficacy Survey. Survey data on mathematics anxiety and teaching efficacy were analyzed and correlated with mathematics achievement data, as measured by the 2009 Florida Comprehensive Assessment Test (FCAT) mathematics subtest. Through a review of the research results and related literature, the researcher concluded that there was not a statistically significant relationship between teachersÂÂÂÂ' perceived mathematics anxiety, anxiety about teaching mathematics, and student achievement. However, mathematics teaching efficacy was significantly correlated in a positive direction with student achievement. Review of the data also revealed that there was a statistically significant positive correlation between teachersÂÂÂÂ' perceived mathematics anxiety and anxiety about teaching mathematics. Additionally, there was a significant negative correlation between anxiety about teaching mathematics and mathematics teaching efficacy.
Show less - Date Issued
- 2010
- Identifier
- CFE0003274, ucf:48521
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003274
- Title
- An Examination of Statewide Mandates in Economic Education and of the Programs Developed to Implement these Mandates.
- Creator
-
Frye, Virginia C., Hicks, Robert E., Business Administration
- Abstract / Description
-
University of Central Florida College of Business Administration Thesis
- Date Issued
- 1979
- Identifier
- CFR0011948, ucf:53137
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0011948
- Title
- Examining Practices of Elementary School Principals: Selection of Co-teaching Teams.
- Creator
-
Tejeda, Jeannette, Martin, Suzanne, Reyes, Maria, Dieker, Lisa, Uhle, Karen, University of Central Florida
- Abstract / Description
-
The purpose of this study was to explore the lived experiences of urban elementary school principals in relation to co-teaching and their co-teacher selection process. Three elementary school principals who exemplify characteristics of shared, ethical, and transformational leadership from a large urban school district in the southern United States were interviewed. The findings from the interviews were utilized to create a Likert-type survey to be administered to select co-teachers and select...
Show moreThe purpose of this study was to explore the lived experiences of urban elementary school principals in relation to co-teaching and their co-teacher selection process. Three elementary school principals who exemplify characteristics of shared, ethical, and transformational leadership from a large urban school district in the southern United States were interviewed. The findings from the interviews were utilized to create a Likert-type survey to be administered to select co-teachers and select teachers not co-teaching at each of the three schools. The interview data were examined using Hycner's guidelines for phenomenological analysis. The Likert-type surveys administered to co-teachers and teachers not co-teaching served as sources of information for triangulation. The findings of the study led to the emergence of 13 themes addressing the three research questions. The resulting themes were (a) open communication with staff, (b) team approach to decision-making, (c) teacher leadership, (d) parental involvement encouraged, (e) positive relationship with staff, (f) professional growth encouraged, (g) volunteers selected for co-teaching, (h) co-teachers select partners, (i) co-teaching option presented to entire teaching staff, (j) personal involvement in co-teaching selection process, (k) multifaceted selection criteria, (l) principals involved teachers in the pairing procedure, and (m) recruitment procedures were aligned with best practices. This study has contributed additional evidence supportive of best practices in co-teaching and leadership and suggests a link between effective leadership practices and the facilitation of co-teaching teams and co-teacher selection processes. Recommendations for future research address the areas of (a) principal experience, (b) length of co-teaching model, (c) principal personal involvement, (d) study participant size, (e) study subjects, and (f) link between leadership practices and co-teaching selection procedures.
Show less - Date Issued
- 2015
- Identifier
- CFE0006012, ucf:51005
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006012
- Title
- Urban School Principal Rated as Highly Effective: Support and Culture for Co-teaching Teams.
- Creator
-
San, Michelle, Martin, Suzanne, Dieker, Lisa, Lue, Martha, Uhle, Thomas, University of Central Florida
- Abstract / Description
-
The recent revisions to the Individuals with Disabilities Education Improvement Act (2004) and the passing of the No Child Left Behind Act (2001) promoted a movement toward meaningful inclusion, which has led to an increase in interest in co-teaching (Friend, Cook, Hurley-Chamberlain, (&) Shamberger, 2010; Nichols, Dowdy, (&) Nichols, 2010). When co-teaching is effectively executed both students with and without disabilities benefit academically and socially (Friend (&) Cook, 2007)....
Show moreThe recent revisions to the Individuals with Disabilities Education Improvement Act (2004) and the passing of the No Child Left Behind Act (2001) promoted a movement toward meaningful inclusion, which has led to an increase in interest in co-teaching (Friend, Cook, Hurley-Chamberlain, (&) Shamberger, 2010; Nichols, Dowdy, (&) Nichols, 2010). When co-teaching is effectively executed both students with and without disabilities benefit academically and socially (Friend (&) Cook, 2007). Researchers indicate that a key factor in effective co-teaching is administrative support (Friend et al.; Dieker (&) Murawski, 2003; Murawski (&) Dieker, 2008; Murawski (&) Dieker, 2004; Scruggs et al., 2007). The purpose of this study was to identify the policies and practices used by effective principals who have led the implementation of co-teaching in their schools. The researcher interviewed three middle school principals in a large urban school district to ascertain the essence of their experiences. The principals were identified as highly effective by their most recent principal evaluation system. The interview data were examined using Hycner's guidelines for phenomenological analysis. Triangulation occurred through a survey and review of documents. The co-teaching teams from the participating principals' schools completed a Likert-type survey. The researcher reviewed the schools' master schedules, School Improvement Plan, and Action Plan.Analysis of the participating principals' interview data has identified themes. These themes included: (a) preparing the setting, (b) preparing co-teaching teams, (c) necessary co-teacher skill sets, (d) utilizing the leadership team, (e) purposeful selection of co-teaching staff, (f) addressing barriers, (g) culture supporting knowledgeable co-teachers, (h) traits of effective co-teachers, (i) expectations of co-teachers, (j) motivating co-teachers, and (k) attaining buy-in through support and culture.
Show less - Date Issued
- 2015
- Identifier
- CFE0005994, ucf:50785
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005994
- Title
- The Many Pedagogies of Memoir: A Study of the Promise of Teaching Memoir in College Composition.
- Creator
-
Lee, Melissa, Wallace, David, Bartkevicius, Jocelyn, Marinara, Martha, University of Central Florida
- Abstract / Description
-
This thesis examines the promise and problems of memoir in the pedagogy and practices of teaching memoir in college composition. I interviewed three University of Central Florida instructors who value memoir in composition, and who at the time of this study, were mandated to teach memoir in their composition courses. The interviews focus on three main points of interest: (1) the instructors' motivations behind their teaching of memoir, (2) how these instructors see memoir functioning in their...
Show moreThis thesis examines the promise and problems of memoir in the pedagogy and practices of teaching memoir in college composition. I interviewed three University of Central Florida instructors who value memoir in composition, and who at the time of this study, were mandated to teach memoir in their composition courses. The interviews focus on three main points of interest: (1) the instructors' motivations behind their teaching of memoir, (2) how these instructors see memoir functioning in their classes, and (3) what these instructors hope their students will gain in the process of writing the memoir essay. By analyzing these interviews, I was better able to understand the three instructors' pedagogical choices and rationales for teaching memoir in their classes. I have also collected data and research from scholarly journal articles, books, and from my experiences teaching memoir in the composition classroom. This thesis challenges the widely accepted notion that memoir and the personal in composition scholarship, pedagogy, and teaching practices are (")'touchy-feely,' 'soft,' 'unrigorous,' 'mystical,' 'therapeutic,' and 'Mickey Mouse'(") ways of meaning-making and teaching writing (Tompkins 214). My findings show that memoir in the classroom is richer and far more complex than it might appear at first, and that the teaching of memoir in composition can, in fact, be greater than the memoir essay itself. Even though each instructor I interviewed values the personal and believes memoir belongs in composition curriculum, it turns out that none of these instructors' core reasons for teaching memoir was so his or her students could master writing the memoir essay, although this was important; rather the memoir essay ultimately served in the instructors' classrooms as a conduit through which they ultimately could teach more diverse writing skills and techniques as well as intellectual concepts that truly inspired them. Since the teaching of memoir seems to be even more dynamic and versatile in process and pedagogy than many of the other essay genres traditionally taught in college composition, this thesis makes recommendations for how memoir needs to be viewed, written about, and taught in order to harness the promise of this essay genre more consistently in the discussion of composition pedagogy and in the teaching of memoir to our students in the composition classroom.Thompkins, Jane. A Life in School: What the Teacher Learned. Reading: Addison-Wesley. 1996. Print.
Show less - Date Issued
- 2012
- Identifier
- CFE0004293, ucf:49469
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004293
- Title
- The effect of pre-service teaching on student achievement using a co-teaching model at an elementary school in a large, urban school district in central Florida.
- Creator
-
McHale, Walton, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
-
This study was focused on the effect of pre-service teaching utilizing a co-teaching model on student achievement at an elementary school in a large, urban school district in central Florida. The contribution of university student teachers (i.e., interns) to elementary school achievement was investigated. Specifically explored was the difference between student achievement scores in classes with interns who participated in a co-teaching model and interns in classes that did not employ any...
Show moreThis study was focused on the effect of pre-service teaching utilizing a co-teaching model on student achievement at an elementary school in a large, urban school district in central Florida. The contribution of university student teachers (i.e., interns) to elementary school achievement was investigated. Specifically explored was the difference between student achievement scores in classes with interns who participated in a co-teaching model and interns in classes that did not employ any structured approach to intern teaching. The researcher compared seven classes that employed co-teaching, where the university intern teacher and master teacher remained in the class conducting instruction, to seven classes that had a more traditional approach to the intern teaching. The co-teaching intern model did not exert a significant effect, either positive or negative, on student achievement. Also investigated was the effect of an intern, utilizing any model, on student achievement scores, when compared to similar classes without the presence of an intern. The study utilized 14 classes with interns and 13 classes without interns; each group had populations of approximately 285 students. The presence of an intern did not exert a significant effect, either positive or negative, on student achievement. However, the data indicated that the presence of an intern could positively influence mathematics scores.Additionally, the impact of teacher quality and socio-economic status on student achievement in reading and mathematics were explored. The data revealed the value of the individual teacher significantly affected student success in reading and mathematics. In reading, socio-economic status also significantly affected student achievement.
Show less - Date Issued
- 2015
- Identifier
- CFE0005841, ucf:50912
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005841
- Title
- The Effect of Input Modality on Pronunciation Accuracy of English Language Learners.
- Creator
-
Farina, Marcella, Nutta, Joyce, Ehren, Barbara, Mihai, Florin, Xu, Lihua, Ryalls, John, University of Central Florida
- Abstract / Description
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The issues relative to foreign accent continue to puzzle second language researchers, educators, and learners today. Although once thought to be at the root, maturational constraints have fallen short of definitively accounting for the myriad levels and rates of phonological attainment (Bialystok (&) Miller, 1999, p. 128). This study, a Posttest-only Control Group Design, examined how the pronunciation accuracy of adult, English language learners, as demonstrated by utterance length, was...
Show moreThe issues relative to foreign accent continue to puzzle second language researchers, educators, and learners today. Although once thought to be at the root, maturational constraints have fallen short of definitively accounting for the myriad levels and rates of phonological attainment (Bialystok (&) Miller, 1999, p. 128). This study, a Posttest-only Control Group Design, examined how the pronunciation accuracy of adult, English language learners, as demonstrated by utterance length, was related to two input stimuli: auditory-only input and auditory-orthographic input. Utterance length and input modality were further examined with the added variables of native language, specifically Arabic and Spanish, and second language proficiency as defined by unofficial TOEFL Listening Comprehension and Reading Comprehension section scores.Results from independent t tests indicated a statistically significant difference in utterance length based on input modality (t(192) = -3.285. p = .001), while with the added variable of native language, factorial ANOVA results indicated no statistically significance difference for the population studied. In addition, multiple linear regression analyses examined input modality and second language proficiency as predictors of utterance length accuracy and revealed a statistically significant relationship (R2 = .108, adjusted R2 = .089, F(3, 144) = 5.805, p = .001), with 11% of the utterance length variance accounted for by these two factors predictors. Lastly, hierarchical regressions applied to two blocks of factors revealed statistical significance: (a) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp (R2 = .101, adjusted R2 = .070, F(3, 86) = 3.232, p = .026), with ListenComp increasing the predictive power by 3%; (b) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ReadComp (R2 = .112, adjusted R2 = .081, F(1, 86) = 3.629, p = .016), with ReadComp increasing the predictive power by 4%; and (c) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp/ReadComp (R2 = .114, adjusted R2 = .072, F(2, 85) = 2.129, p = .035), with ListenComp/ReadComp increasing the predictive power by 4%.The implications of this research are that by considering issues relative to input modality and second language proficiency levels especially when teaching new vocabulary to adult second language learners, the potential for improved pronunciation accuracy is maximized. Furthermore, the heightened attention to the role of input modality as a cognitive factor on phonological output in second language teaching and learning may redirect the manner in which target language phonology is approached.
Show less - Date Issued
- 2013
- Identifier
- CFE0004838, ucf:49687
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004838
- Title
- Cold war in the classroom.
- Creator
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Sillen, Samuel
- Date Issued
- 1950
- Identifier
- 671280, CFDT671280, ucf:5530
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/FCLA/DT/671280
- Title
- TEACHING STRATEGIES FOR STUDENTS WITH EXCEPTIONALITIES IN THE SECONDARY ART CLASSROOM WITH A FOCUS ON STUDENTS WITH AUTISM, DOWN SYNDROME, AND VISUAL IMPAIRMENT.
- Creator
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Fannan, Cheyanne Maree, McGann, Debra, Killingsworth Roberts, Sherron & Hoffman, Elizabeth, University of Central Florida
- Abstract / Description
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The intent of this thesis is to discover teaching strategies for students who have exceptionalities with a focus on students who have Autism, Down syndrome, or Visual Impairment and how these teaching strategies can be used to teach students in a mainstreamed secondary art classroom. Since the mainstreaming of the public school system has increased, students with exceptionalities have caused uncertainty among teachers about which teaching strategies to use in the classroom to meet all of...
Show moreThe intent of this thesis is to discover teaching strategies for students who have exceptionalities with a focus on students who have Autism, Down syndrome, or Visual Impairment and how these teaching strategies can be used to teach students in a mainstreamed secondary art classroom. Since the mainstreaming of the public school system has increased, students with exceptionalities have caused uncertainty among teachers about which teaching strategies to use in the classroom to meet all of their students needs. New teaching strategies need to be brought into the classroom to change the way students are learning. This thesis will include: the general facts, characteristics, accommodations, and modifications of Autism, Down syndrome, and Visual Impairment. An understanding of how students with Autism, Down syndrome, or Visual Impairment learn and what teaching strategies can be used in a secondary art classroom to provide the least restrictive learning environment to the students will be addressed. Suggested teaching strategies for students with Autism include the use of visualizations, change in pace, adaptive tools, and choosing materials wisely. For students with Down syndrome include simplification, repetition, breaking the lesson down into parts, and pacing. Students with Visual Impairment will need tactile materials, clear wording, descriptive visuals, and labeling, light, and intense color.
Show less - Date Issued
- 2017
- Identifier
- CFH2000248, ucf:46000
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000248
