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Title: The Effects of the Marzano Observation System Training on the Self-Efficacy of Teacher Observers.
Creator: Ashley, Samuel, Murray, Kenneth, Murray, Barbara, Baldwin, Lee, Holt, Larry, University of Central Florida
Abstract / Description: This research analyzed the effects of the Marzano Teacher Observation training on the self-efficacy of teacher observers. In this study, seventy-four teacher observers reported their self-efficacy in the areas of evaluating student engagement, evaluating classroom management, and evaluating instructional strategies in pre and post surveys. The results of the surveys were analyzed with a paired samples t-test. This study found that the Marzano Teacher Observation system increases the self...
Show moreThis research analyzed the effects of the Marzano Teacher Observation training on the self-efficacy of teacher observers. In this study, seventy-four teacher observers reported their self-efficacy in the areas of evaluating student engagement, evaluating classroom management, and evaluating instructional strategies in pre and post surveys. The results of the surveys were analyzed with a paired samples t-test. This study found that the Marzano Teacher Observation system increases the self-efficacy of teacher observers. This study was delimited to participants of a Marzano Teacher Observation training conducted in the fall of 2014. The findings of this study will inform executive school leaders of the impact Marzano Teacher Observation training has on the self-efficacy of teacher observers.
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Date Issued: 2015
Identifier: CFE0005758, ucf:50109
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005758

Title: A STUDY OF AN ATTEMPT TO IMPROVE THE RELIABILITY OF TEACHERS' HOLISTIC SCORES OF ELEMENTARY WRITING THROUGH IN-HOUSE PROFESSIONAL DEVELOPMENT.
Creator: Farmer, Lisa, Hynes, Michael, University of Central Florida
Abstract / Description: This study evaluated the effectiveness of a school-based training that attempted to improve the reliability of holistic scores teachers assigned to the writings of elementary school students. Seventeen teachers at one suburban elementary school located in the Southeastern United States participated in three training sessions that allowed for scoring practice and group discussions. The trainers, or presenters, were "faculty-experts." A comparison of scores the participants assigned to students...
Show moreThis study evaluated the effectiveness of a school-based training that attempted to improve the reliability of holistic scores teachers assigned to the writings of elementary school students. Seventeen teachers at one suburban elementary school located in the Southeastern United States participated in three training sessions that allowed for scoring practice and group discussions. The trainers, or presenters, were "faculty-experts." A comparison of scores the participants assigned to students' writings before and after the training was conducted. The analyses included t-tests that compared the participants' mean scores to the scores assigned by raters from the state, a within-group analysis of reliability as measured by Cronbach's Alpha, and percentage agreement analyses. The results suggested that the in-house training activities promoted higher inter-rater reliability of scores assigned to students' writings by the teachers in this study. This study also compared teachers identified as being highly confident writers with teachers who reported low levels of self-confidence related to writing. Prior to the training, the highly confident teachers' scores tended to be lower than the state scores and the scores assigned by their less confident peers. During group discussions, however, the "high-confidence" group was just as likely to change their scores to a higher level as to a lower level, and by the end of the training, both groups demonstrated more consistent score patterns.
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Date Issued: 2008
Identifier: CFE0002297, ucf:47855
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002297

Title: EXAMINING ELEMENTARY PRESERVICE TEACHER EFFICACY TO TEACH WRITING IN A TITLE 1 SCHOOL: A MIXED METHOD STUDY OF A SCHOOL-BASED TEACHER EDUCATION COURSE INTERVENTION.
Creator: Blanch, Norine, Roberts, Sherron, Lue, Martha, Zygouris-Coe, Vassiliki, Zugelder, Bryan, University of Central Florida
Abstract / Description: As the demographics of the United States change, barriers persistently thwart efforts to ensure that all students, regardless of ethnicity, academic ability, or family circumstance, have equal opportunities to learn. Diminished retention rates of effective educators in Title 1 schools, elevated rates at which students from low-income families are taught by inexperienced or unqualified teachers and insufficient preparation of preservice teachers (PSTs) to teach in Title 1 schools are three...
Show moreAs the demographics of the United States change, barriers persistently thwart efforts to ensure that all students, regardless of ethnicity, academic ability, or family circumstance, have equal opportunities to learn. Diminished retention rates of effective educators in Title 1 schools, elevated rates at which students from low-income families are taught by inexperienced or unqualified teachers and insufficient preparation of preservice teachers (PSTs) to teach in Title 1 schools are three such barriers. Policy reform organizations interested in improving the effectiveness of teacher education programs nationwide suggest forging strong clinical partnerships between universities and schools by relocating coursework to school-based settings that more closely resemble the reality of today's classrooms. PSTs, 27 in total, participated in a school-based teacher education intervention situated in a Title 1 school in central Florida to examine the influences of this intervention on PSTs efficacy for culturally responsive teaching and their sense of efficacy for teaching writing to students of diversity in a Title 1 school. Preliminary results indicated that while some PSTs tended to overestimate their efficacy for teaching students of diversity in Title 1 schools prior to the intervention, the school-based course disrupted that reality. Through weekly teaching experiences, PSTs' misconceptions about Title 1 schools, and their own pedagogical practices were challenged. Results yielded a purportedly more efficacious group of PSTs as measured by quantitative survey research and post qualitative responses in this mixed method study.
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Date Issued: 2016
Identifier: CFE0006265, ucf:51049
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006265

Title: Site-Embedded Professional Development as a Means to Increase Teachers' Sense of Efficacy: Lessons from a Middle School Quasi-Experimental Study.
Creator: Roy, Melissa, Gill, Michele, Allen, Kay, Hutchinson, Cynthia, Dehlinger, Robin, University of Central Florida
Abstract / Description: The purpose of this quasi-experimental study was to provide site-embedded professional development and coaching support to middle school teachers in an attempt to increase their sense of efficacy for teaching even the most difficult students. The entire faculty (64 teachers) at Jordan Ridge Middle School participated in this intervention. The theoretical framework used to guide this study was conceptual change theory (Pintrich, Marx, (&) Boyle, 1993); specifically, Gregoire's (2003) Cognitive...
Show moreThe purpose of this quasi-experimental study was to provide site-embedded professional development and coaching support to middle school teachers in an attempt to increase their sense of efficacy for teaching even the most difficult students. The entire faculty (64 teachers) at Jordan Ridge Middle School participated in this intervention. The theoretical framework used to guide this study was conceptual change theory (Pintrich, Marx, (&) Boyle, 1993); specifically, Gregoire's (2003) Cognitive-Affective Model of Conceptual Change (CAMCC) informed the design and interpretation of the intervention. A 33-item adaptation of the Teachers' Sense of Efficacy Scale (TSES, Tschannen-Moran and Hoy, 2007) served as a quantitative measure and was administered to teachers at Jordan Ridge Middle School as a pre- and post- test. The same measure was administered to teachers at a neighboring school with similar demographics as a post-test to serve as a comparison. Additionally, qualitative data were gathered in the form of survey open response questions as well as monthly end-of class reflections in order to further illuminate the quantitative findings. The study's findings indicate that providing targeted, responsive, collaborative professional learning opportunities to teachers in the context of their own school may favorably influence their sense of efficacy. This study has practical and theoretical implications for the ways in which K12 teachers are provided opportunities for professional learning and growth.
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Date Issued: 2016
Identifier: CFE0006383, ucf:51538
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006383

Title: CHARACTER EDUCATION: EXAMINING THE PERCEPTIONS OF ELEMENTARY, MIDDLE, AND HIGH SCHOOL TEACHERS IN A CENTRAL FLORIDA SCHOOL DISTRICT.
Creator: Ampel, Jason, Holt, Larry, University of Central Florida
Abstract / Description: While schools are academic institutions to prepare our country's youth for their future, developing a child's character and civic responsibilities is necessary and is often deleted from the explicit curriculum set forth in most school districts throughout the country. This study investigated the perception of character education of teachers in a Central Florida school district, as it related to teacher importance, teacher efficacy, and teacher practice of character education. This...
Show moreWhile schools are academic institutions to prepare our country's youth for their future, developing a child's character and civic responsibilities is necessary and is often deleted from the explicit curriculum set forth in most school districts throughout the country. This study investigated the perception of character education of teachers in a Central Florida school district, as it related to teacher importance, teacher efficacy, and teacher practice of character education. This study investigated the responses of 497 classroom teachers surveyed within one Central Florida school district. The questionnaire used in this study was designed to illuminate teacher perceptions of character education, by examining a teacher's level of importance, efficacy, and practice of character education in their classrooms and schools. The three areas of importance, efficacy, and practice were examined to determine whether there was a statistically significant difference among Central Florida educators based upon demographic variables of a) grades level taught, b) years of experience, c) highest degree attained, d) gender, and e) National Board Certification. The results of this survey, in combination with existing research findings, proved to be beneficial in revealing the ideals and explicit actions that need to be prevalent in public schools today to insure a balance between academics and the development of civic behaviors and positive character values. This study was a step in a effort to depict the voices of all teachers as stakeholders in one Central Florida School district.
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Date Issued: 2009
Identifier: CFE0002556, ucf:47642
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002556

Title: COLLECTIVE TEACHER EFFICACY AND READING ACHIEVEMENT FOR HISPANIC STUDENTS IN READING FIRST AND NON-READING FIRST SCHOOLS IN SOUTHWEST FLORIDA.
Creator: Hylemon, Larry, Holt, Larry, University of Central Florida
Abstract / Description: This study examined explicit and systematic reading instruction for Hispanic, limited English, lower SES students in a southwest Florida school district. Additionally, collective teacher efficacy was assessed to determine if differences existed between a Reading First and a non-Reading First school. A total of 68 students participated in the study and were divided equally between a Reading First and non-Reading First school. While the Reading First school concentrated resources on grades 2...
Show moreThis study examined explicit and systematic reading instruction for Hispanic, limited English, lower SES students in a southwest Florida school district. Additionally, collective teacher efficacy was assessed to determine if differences existed between a Reading First and a non-Reading First school. A total of 68 students participated in the study and were divided equally between a Reading First and non-Reading First school. While the Reading First school concentrated resources on grades 2 and 3, all students received some degree of Reading First strategies. Available reading measures for analyses at the time of the study included the Group Reading Assessment and Diagnostic Evaluation (GRADE), the Florida Comprehensive Assessment Test (FCAT), and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Results from two-way analyses of variance (ANOVA) did not reveal significant differences between the two groups on a pre and posttest administration of the GRADE. When the two groups were combined, repeated measures ANOVA indicated a significant difference between pre and post administrations of the GRADE with the posttest being significantly higher. Grades 4 and 5 showed significant gains between pre and posttest while grades 2 and 3 did not. It was hypothesized that as students' English proficiency improved, reading instruction became more meaningful and thus positively influenced the posttest. Both the GRADE and the DIBELS Oral Reading Fluency test were significantly correlated with the FCAT. Regression analyses revealed that both were significant predictors individually and combined of the FCAT reading score. Collective teacher efficacy was assessed with the short-form of the Collective Teacher Efficacy Scale (CTES). A total of 38 Reading First teachers and 30 non-Reading First teachers completed the CTES and a brief biographical questionnaire. Results indicated significantly higher collective teacher efficacy in the non-Reading First school. Findings did not support the hypothesis that the intensity of the Reading First program and the teacher training required would result in significantly higher collective efficacy. Differences in level of teacher education, experience, and years teaching in a school were speculated as potential variables influencing the level of collective efficacy. Implications from this study were discussed along with recommendations for future research.
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Date Issued: 2005
Identifier: CFE0000737, ucf:46570
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000737

Title: THE EFFICACY OF EFFORT: DIFFERENCES IN TEACHERS' SENSE OF EFFICACY BASED ON TYPE OF TEACHER TRAINING AND NUMBER OF YEARS OF EXPERIENCE.
Creator: Shane, Julie, Allen, Kay, University of Central Florida
Abstract / Description: Current federal reforms require a highly-qualified teacher in every classroom to promote higher levels of student performance. In an attempt to provide a sufficient and sustainable number of highly qualified teachers in the workforce, alternative certification training programs have come alongside traditional college of education training programs. Proponents of alternative certification programs contend the process of on-the-job training will potentially address the problem of teacher...
Show moreCurrent federal reforms require a highly-qualified teacher in every classroom to promote higher levels of student performance. In an attempt to provide a sufficient and sustainable number of highly qualified teachers in the workforce, alternative certification training programs have come alongside traditional college of education training programs. Proponents of alternative certification programs contend the process of on-the-job training will potentially address the problem of teacher shortages. However, opponents see these programs as an inadequate training process with future ramification for both teachers and students. As more and more classroom teachers are choosing alternative certification routes, there is growing uncertainty as to whether or not this is an effective way to train teachers. There is a substantial body of research that indicates a teacherÃ‚Â's self efficacy beliefs can be an indicator of his or her performance in the classroom. Evidence demonstrates a relationship between teachersÃ‚Â' beliefs about their personal ability to affect studentsÃ‚Â' achievement and the outcomes of both the teachersÃ‚Â' and the studentsÃ‚Â' efforts (Tschannen-Moran & Woolfolk Hoy, 2007). By identifying strengths and weaknesses in self-efficacy beliefs, it is possible to provide interventions such as professional development or peer mentoring to increase an individualÃ‚Â's sense of efficacy, which could then improve his or her teaching performance, and ultimately improve student achievement. The purpose of this research study was to identify and describe the differences between (1) the self-efficacy beliefs of teachers from traditional college of education programs and from alternative certification programs in order to identify patterns or correlations between type of training and teachersÃ‚Â' sense of efficacy, and (2) the self efficacy beliefs of novice, experienced, and expert teachers in order to determine patterns or correlations between years of experience and teachersÃ‚Â' sense of efficacy. This research study investigated the self-efficacy beliefs of 125 high school teachers in Brevard County, Florida, with either college of education training or alternative certification training and with either novice, experienced, or expert classroom teaching experience. The first part of the study analyzed teachersÃ‚Â' responses to the 24 items on Tschannen-Moran and Woolfolk HoyÃ‚Â's TeachersÃ‚Â' Sense of Efficacy Scale; the second part analyzed 6 researcher-designed items referring to teacher training programs and personal classroom experience. The three subscales that directed the items on the questionnaire were Efficacy for Student Engagement, Efficacy for Instructional Strategies, and Efficacy for Classroom Management. Factor analyses indicated 21 of the 24 items from the current research study loaded on the same three factors identified on the TeachersÃ‚Â' Sense of Efficacy Scale. The 6 items created specifically for this study loaded into two factors identified appropriately as training program and classroom experience. A reliability analysis resulted in a total alpha coefficient of .9271 for the 24 items on the TeachersÃ‚Â' Sense of Efficacy Scale for the 125 participants in the current research study which is consistent with an alpha of .94 in previous studies using the same scale. A total alpha coefficient of .6973 was determined for the 6 researcher-designed items. Findings from the t-tests and ANOVAs indicated that there was no relationship between self-efficacy beliefs of college of education trained teachers and alternative certification trained teachers; few relationships between novice, experienced, and expert teachers; and few interaction effects between type of teacher training and number of years of classroom experience. While the results of the study did not reveal statistically significant differences in the teacher groups, the teachersÃ‚Â' responses and comments indicated personal classroom experiences created higher levels of self-efficacy than teacher training programs. Contrary to the researcherÃ‚Â's expectations and conventional wisdom, both alternative certification teachers and novice teachers perceived themselves to be efficacious in the classroom. One possible explanation for the failure to reach statistically significant differences in the type of training and years of experience variables is that there simply are not distinct differences. Generally teachers with alternative certification training are immersed in programs that provide on-the-job training and support from a mentor, and as experts in their field of study, they exhibit self-assurance in their classroom behaviors. Commonly novices enter teaching with high expectations and they bring innovative practices and a fresh outlook to the classroom. Another possible explanation for the failure to reach statistically significant differences is the over-representation of some groups which could possibly have skewed the results. From the group of 125 participants, 86 teachers had college of education training while only 39 had alternative certification training. There were 79 expert teachers with ten or more years of experience, 35 experienced teachers with four to nine years, and only 11 novice teachers with three or less years. While the results of the research study did not offer statistically significant differences in the groups of teachers, there is much practical significance to be gained for district and school-level personnel in planning professional development opportunities. By identifying the strengths and weaknesses in teachersÃ‚Â' self-efficacy beliefs, professional development and peer support can be provided to address the unique needs of each teacher group. Recommendations were made for a synthesis of current practices from both college of education programs and alternative certification programs: a series of half-day internship experiences with relevant content coursework could be combined with on-the-job experience and mentoring support based on current alternative certification programs. This research study lacks generalizability, so further research should include middle school and elementary teachers, and teachers from other counties and states. Because teachersÃ‚Â' self-efficacy beliefs are personal and not necessarily reflective of actual practice, an investigation of the relationship between perceived self-efficacy beliefs and observed classroom effectiveness should be investigated.
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Date Issued: 2010
Identifier: CFE0003268, ucf:48558
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003268

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: 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: Pre-Service Elementary Teachers' Self-Efficacy Beliefs About Science Using Critical Incident Technique: A Case Study Approach.
Creator: Ravikumar, Meera, Jeanpierre, Bobby, Everett, Robert, Hopp, Carolyn, Dieker, Lisa, University of Central Florida
Abstract / Description: The primary goal of this case study using qualitative and quantitative methods was to investigate pre-service elementary teachers' initial self-efficacy beliefs about science and science teaching by exploring the K-12 science experiences of these prospective elementary teachers. Of the 108 participants who completed the science teaching efficacy belief survey (STEBI-B) (Enochs (&) Riggs, 1990), 12 participants were selected to be interviewed using Flanagan's (1954) critical incident technique...
Show moreThe primary goal of this case study using qualitative and quantitative methods was to investigate pre-service elementary teachers' initial self-efficacy beliefs about science and science teaching by exploring the K-12 science experiences of these prospective elementary teachers. Of the 108 participants who completed the science teaching efficacy belief survey (STEBI-B) (Enochs (&) Riggs, 1990), 12 participants were selected to be interviewed using Flanagan's (1954) critical incident technique. Participants were asked to share their past positive and negative incidents during their K-12 years with science and science teachers. They were also asked to report how past incidents affected them at present and how they believed they would impact them as future teachers of science in elementary schools.The past positive and negative incidents were analyzed using Bandura's (1977) four sources of self-efficacy (mastery, vicarious, social persuasion, and physiological/emotional) and by school level; and the impact of the past science incidents on the subjects' present and future beliefs as science teachers were categorized. The results of this study revealed that pre-service elementary teachers' self-efficacy and beliefs were largely influenced by their past experiences with science in the K-12 years, and mastery experiences dominated as a source of self-efficacy. Implications for practice and recommendations for future research were made based on the findings of the study.
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Date Issued: 2013
Identifier: CFE0004916, ucf:49632
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004916

Title: Understanding the beliefs and attitudes of mid-career secondary school teachers toward teacher evaluation and its effect on their professional practice: A mixed method phenomenological study.
Creator: Booth, William, Gill, Michele, Taylor, Rosemarye, Hutchinson, Cynthia, Mullins, Mark, University of Central Florida
Abstract / Description: The purpose of this mixed-method phenomenological study is to understand the beliefs and attitudes that mid-career secondary school teachers have regarding the teacher evaluation process and its effect on their professional practice. Mid-career secondary school teachers (defined as having between 14-21 years of classroom experience) from Bayview Public Schools were selected to participate. A total of 152 mid-career secondary school teachers completed an electronic survey. Additionally, a...
Show moreThe purpose of this mixed-method phenomenological study is to understand the beliefs and attitudes that mid-career secondary school teachers have regarding the teacher evaluation process and its effect on their professional practice. Mid-career secondary school teachers (defined as having between 14-21 years of classroom experience) from Bayview Public Schools were selected to participate. A total of 152 mid-career secondary school teachers completed an electronic survey. Additionally, a total of 9 participants took part in one-on-one semi-structured interviews. The theoretical framework used to guide the study was the theory of planned behavior (TPB) (Ajzen, 1988; 1991) and Bandura's theory of self-efficacy (1977). The quantitative results from the electronic survey were used to augment qualitative data collected from interviews with willing participants.The interviews with study participants were analyzed for emerging themes. In all, a total of nine emerging themes came to light through the analysis of interview data. The data revealed areas of concern regarding the current method of evaluating teachers in Bayview Public Schools. A presentation of the findings with regard to the theoretical framework, literature, and practice were presented. Furthermore, a list of recommendations was provided addressing the specific concerns of participating teachers. In conclusion, recommendations were also made concerning future research that might continue to add to the body of knowledge concerning teacher evaluation.
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Date Issued: 2015
Identifier: CFE0005765, ucf:50077
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005765

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

self-efficacy (3)	+ -
teacher agency (2)	+ -
teacher training (2)	+ -
ADDIE (1)	+ -
Alternative certification (1)	+ -

Collective Teacher Efficacy (1)	+ -
Culturally Responsive Teaching Self Efficacy (1)	+ -
Elementary Preservice Teacher (1)	+ -
Embedded Field Experience (1)	+ -
English Language Learners (ELL) (1)	+ -
Mid-Career (1)	+ -
Novice teachers (1)	+ -
Preservice Teachers (1)	+ -
Reading First (1)	+ -
Reading and Second Language Learners (1)	+ -
School-based course (1)	+ -
Secondary (1)	+ -
Self-Efficacy (1)	+ -
Self-efficacy (1)	+ -
Self-efficacy beliefs (1)	+ -
Teacher Efficacy (1)	+ -
Teacher Evaluation (1)	+ -
Teacher Observation (1)	+ -
Teacher Preparation Program (1)	+ -
Teacher Sense of Efficacy Scale (TSES) (1)	+ -
Teachers' Sense of Efficacy for Literacy Instruction (1)	+ -
Theory of Planned Behavior (1)	+ -
Theory of Self-Efficacy (1)	+ -
Title 1 (1)	+ -
Writing (1)	+ -

ETD Collection (11)	+ -
Honors Collection (1)	+ -

University of Central Florida (12)	+ -
Allen, Kay (3)	+ -
Gill, Michele (3)	+ -
Holt, Larry (3)	+ -
Hopp, Carolyn (2)	+ -

Hutchinson, Cynthia (2)	+ -
Ampel, Jason (1)	+ -
Ashley, Samuel (1)	+ -
Baldwin, Lee (1)	+ -
Becker, Theresa (1)	+ -
Beverly, Monifa (1)	+ -
Blanch, Norine (1)	+ -
Booth, William (1)	+ -
Dehlinger, Robin (1)	+ -
Dieker, Lisa (1)	+ -
Ergle, Roberta (1)	+ -
Everett, Robert (1)	+ -
Farmer, Lisa (1)	+ -
Hahs-Vaughn, Debbie (1)	+ -
Hamed, Kastro (1)	+ -
Hines, Rebecca (1)	+ -
Hylemon, Larry (1)	+ -
Hynes, Michael (1)	+ -
Jeanpierre, Bobby (1)	+ -
Lue, Martha (1)	+ -
Mullins, Mark (1)	+ -
Murray, Barbara (1)	+ -
Murray, Kenneth (1)	+ -
Ravikumar, Meera (1)	+ -
Roberts, Sherron (1)	+ -

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