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Title: A PROFILE OF THE LITERACY PRACTICES OF K-5 CENTRAL FLORIDA TEACHERS OF THE YEAR 2004-2005.
Creator: Cowern, Stephanie, Magann, Douglas, University of Central Florida
Abstract / Description: The problem of this study was to develop a literacy teaching profile of the 2004-2005 Teachers of the Year in Kindergarten through grade 5 in four central Florida school districts. Of primary interest was the extent to which these teachers indicated their use of exemplary literacy practices as defined using the domains and indicators of the National Exemplary Literacy Teacher Assessment (NELTA). The NELTA results were analyzed using frequencies and percentages. The results of the NELTA were...
Show moreThe problem of this study was to develop a literacy teaching profile of the 2004-2005 Teachers of the Year in Kindergarten through grade 5 in four central Florida school districts. Of primary interest was the extent to which these teachers indicated their use of exemplary literacy practices as defined using the domains and indicators of the National Exemplary Literacy Teacher Assessment (NELTA). The NELTA results were analyzed using frequencies and percentages. The results of the NELTA were also evaluated and discussed when total length of years teaching, and length of years at present grade level were considered. The data were derived from the 66 (59.4%) classroom Teachers of the Year who responded to the survey. Overall, the findings showed little congruency between exemplary teaching practices as measured by the NELTA and teachers' self-described practices. Many teachers indicated utilizing grade level practices best suited for grade levels higher than the ones they were presently teaching. Demographic variables did little to clarify the profile of the Teachers of the Year; however, 18 teachers with 7 or more years of teaching experience (27.2%) responded with the highest levels of congruency. Furthermore, using the domains and indicators of the NELTA, 13 grade 4 teachers (19.7%) demonstrated the highest level of congruence with grade 4 best practices. Conclusions were made to explain this along with recommendations for future research.
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Date Issued: 2004
Identifier: CFE0000249, ucf:46229
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000249

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: 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: WHAT IS THE EFFECT OF STANDARDIZED TESTING ON TEACHER PRACTICE?.
Creator: Granato, Courtney, Hopp, Carolyn, University of Central Florida
Abstract / Description: This study examines the potential correlation between standardized testing and teacher practice. Building upon the conceptual framework, are constructs of school climate and assessment to develop themes such as leadership role, teacher role, district role, and coach's role as well as teacher practice, classroom assessment, standardized assessment, and the alignment of curriculum to standardized testing. In discovering the parallel between standardized testing and teacher practice, both...
Show moreThis study examines the potential correlation between standardized testing and teacher practice. Building upon the conceptual framework, are constructs of school climate and assessment to develop themes such as leadership role, teacher role, district role, and coach's role as well as teacher practice, classroom assessment, standardized assessment, and the alignment of curriculum to standardized testing. In discovering the parallel between standardized testing and teacher practice, both qualitative and quantitative data were collected through research and observations, but more importantly through a survey and focus group. Over a two-semester period, it became evident that there was an eminent parallel between each the themes and constructs within the conceptual framework, ultimately answering the research question. Although the data fulfilled the research question of this study, future research would require a more in-depth, longitudinal study in order to suggest possible ideas for solutions.
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Date Issued: 2015
Identifier: CFH0004790, ucf:45335
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004790

Title: Examining Preservice Teachers' Performances and Pedagogies of Practice in an Urban Classroom Through the Use of a Simulated Learning Environment.
Creator: Jennings, Kelly, Szente, Judit, Hopp, Carolyn, Englehart, Deirdre, Dieker, Lisa, Hartle, Lynn, University of Central Florida
Abstract / Description: The failure to staff the nation's classrooms with highly qualified teachers, especially those in disadvantaged schools, is a problem in American education. Novice teachers who begin teaching in urban, low-income, diverse schools leave the field of education at alarmingly high rates. Schools are not being provided with the teachers they deserve; new teachers are especially ill-prepared to meet the needs of students in high-need urban settings. In return, these low-income schools are not...
Show moreThe failure to staff the nation's classrooms with highly qualified teachers, especially those in disadvantaged schools, is a problem in American education. Novice teachers who begin teaching in urban, low-income, diverse schools leave the field of education at alarmingly high rates. Schools are not being provided with the teachers they deserve; new teachers are especially ill-prepared to meet the needs of students in high-need urban settings. In return, these low-income schools are not retaining sufficient numbers of the teachers they do recruit. A teacher's performance has a tremendous impact on a child's learning and academic journey. Teacher preparation programs need to increase effectiveness by preparing teachers who perform at a proficient level or higher from the first day they step foot in the classroom. Preservice teachers must have an understanding of how to teach effectively through the use of pedagogical knowledge and culture. Universities can assist prospective teachers to simultaneously learn content and pedagogy through training. The revolving door of teachers leaving impoverished communities must stop. Students are not in warrant of substitute teachers, unqualified or uncertified novice teachers year after year. Teacher preparation programs have a vital role in shaping initial levels of teacher commitment. One way to build this bridge between preparation of teachers for urban or diverse settings is to consider new options for teacher preparation. While teacher preparation programs can offer theories and pedagogies of practice, the use of a virtual reality (VR) environment permits teacher preparation to provide preservice teachers with varied experiences in order to prepare them for a high-need urban setting. This fully immersive environment could allow preservice teachers to create an environment that best supports the needs of their learners, strengthening knowledge gained in coursework to examination in the field. A traditional teacher preparation program cannot offer this understanding of pedagogy in a consistent and constant format. It is the obligation of schools and colleges of education to improve teacher education programs. Universities need to prepare culturally responsive educators who can effectively perform in the urban classroom. The purpose of this study was to examine the impact a simulated learning environment had on preservice teachers' classroom performances as measured by onsite and virtual observations. Pedagogies of practice are described through categories of personal connections, life experiences, engagement and assessment of prior knowledge as demonstrated in reflective writing of preservice teachers who participated in a simulated learning environment versus those who did not. The researcher proposed the use of a VR to provide an expanded view to preservice teacher preparation within a simulated classroom. It was hypothesized this scaffolding of learning beyond typical textbook learning would deepen the knowledge of the preservice teacher, leading to effective performance within a high-need urban setting. A mixed-methods approach of the embedded experimental design was used for collection of both qualitative and quantitative data. The Chi-square Test of Independence, supported by Fisher's Exact Test and Cramer's V used to analyze data measured on a nominal scale for the experimental group and control groups. Data analysis showed a significant difference in teacher indicators in three of the four observations. Specifically the preservice teachers (experimental group) who participated in the simulated learning environment related and integrated the subject matter with other disciplines and life experiences and reviewed previous class material before instruction more often than the control group. Key words in context (KWIC), word count and content analysis were used to identify themes through language as demonstrated in the reflective writing. Underlying patterns were used to form relationships between performance in the urban classroom after participation in a simulated learning environment, followed by reflective writing in the categories of personal connections, life experiences, engagement and assessment of prior knowledge. The preservice teachers in both the experimental and control groups exhibited many of the teacher behaviors needed in a high-need urban setting through their reflective writing. However, the intervention of TeachLivE(TM) continued to be an outlier, which not only strengthened the preservice teachers' reflections but performance in the classroom. The simulated learning environment offered the preservice teachers in the experimental group a medium to learn through doing. Exposure to the tools and methods in TeachLivE(TM), followed by reflective writing, provided opportunities to improve pedagogies of practice, impacting preservice teacher's performances in the urban setting. Future research recommendations based on continued observations to gather further data of the study, improvement of performance over time, and an expanded observational group are presented. Academic achievement of the students in the participant's classrooms who took part in TeachLivE(TM) in order to analyze whether the variable of TeachLivE(TM) impacted preservice teacher performance in the urban classroom could be measured. Finally, faculty mentors at the university could design professional development opportunities for novice teachers in TeachLivE(TM), assisting in coaching and self-reflection of lessons taught, working towards understanding of content and pedagogy. Reflection afterward would be collaborative between novice teachers and faculty mentors based on observations. Scaffolding novice teachers learning while in a simulated environment can be motivating and effective in learning gains.
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Date Issued: 2014
Identifier: CFE0005187, ucf:50617
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005187

Title: Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities.
Creator: Mayes, Zerek, Martin, Suzanne, Boote, David, Butler, S. Kent, Berrio, Gabriel, University of Central Florida
Abstract / Description: This phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education...
Show moreThis phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education Statistics, 2018). The current failings of reform efforts to improve the academic achievement of students with EBD brings the roles, responsibilities and practices of teachers and their preparation into view. This study examined the impact of culture on the attitudes, beliefs, and practices of special education teachers. Semi-structured interviews were conducted with eight participants (N = 8). A thematic analysis resulted in three overarching themes. The three themes included: (a) the essentials: keys to student engagement, (b) the frustrations regarding effective program implementation, and (c) elements of an effective program. This study exposed multiple factors affecting the effectiveness of special educators' practices as well as offered recommendations for teachers, schools, districts, policies, and future research.
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Date Issued: 2019
Identifier: CFE0007682, ucf:52510
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007682

Title: Deconstructing Differences in Effectiveness of Teachers of Tenth Grade Non-Proficient Readers in One Florida School District.
Creator: Williams, Mary, Taylor, Rosemarye, Doherty, Walter, Murray, Barbara, Baldwin, Gordon, Zugelder, Bryan, University of Central Florida
Abstract / Description: Despite an intense focus and considerable financial commitment to remediate non-proficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in...
Show moreDespite an intense focus and considerable financial commitment to remediate non-proficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in practice will inform future decisions related to staffing, scheduling, and professional learning. This study sought to identify the underlying professional and instructional differences between the most effective and least effective teachers of tenth grade intensive reading courses through teacher and principal/assistant principal surveys along with teacher evaluation data. This study revealed with regards to a teacher's preparation to teach reading (research question one), that years of experience in the classroom and years of experience as a high school reading teacher were the only significant factors that influenced a teacher's effectiveness. For research questions two and three; which had to do with the beliefs and professional practices of the teacher, the educationally relevant belief that the more effective teachers were more confident about their abilities than their less effective peers was noted. Research question four provided the data with regards to the general classroom teaching strategies and the adolescent reading strategies the effective teachers employed. This data revealed that the more effective teachers implemented posting and communicating daily and long term learning goals more frequently than their less effective peers. In addition, the general classroom teaching practices of efficient use of learning time, establishing and maintaining classroom routines, and checking for understanding proved to be educationally relevant. Additionally, the adolescent reading strategies of sustained silent reading, paired/partner readings, and students reading one-on-one with teacher, were educationally relevant as well. Finally, in regards to research question five, it was of statistical significance that administrators valued the use of the general classroom teaching strategy of posting and communicating daily and long term learning goals and were able to recognize the use of this strategy when observing and evaluating the teachers.?
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Date Issued: 2013
Identifier: CFE0004960, ucf:49573
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004960

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: SUPPORTING A STANDARDS-BASED TEACHING AND LEARNING ENVIRONMENT: A CASE STUDY OF AN EXPERT MIDDLE SCHOOL MATHEMATICS TEACHER.
Creator: Akyuz, Didem, Dixon, Juli K., University of Central Florida
Abstract / Description: Although it has been more than 20 years since the publication of Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989) and 10 years since the second version of standards, Principles and Standards for School Mathematics (NCTM, 2000), the research underlines the lack of essential practices for standards-based teaching (Franke, Kazemi, & Battey, 2007). The literature also emphasizes the importance of planning in standards-based teaching, although few studies focus on the direct...
Show moreAlthough it has been more than 20 years since the publication of Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989) and 10 years since the second version of standards, Principles and Standards for School Mathematics (NCTM, 2000), the research underlines the lack of essential practices for standards-based teaching (Franke, Kazemi, & Battey, 2007). The literature also emphasizes the importance of planning in standards-based teaching, although few studies focus on the direct planning of the teacher (Kilpatrick, Swafford, & Findell, 2001). The aim of the current study was to conduct a case study to extract the planning and classroom practices of an expert seventh grade mathematics teacher. The extracted practices were interpreted using the teaching-in-context theory which is based on the beliefs, goals, and knowledge of the teacher. The case study was conducted in a design experiment environment where the instructional sequence was revised based on the classroom instruction. The data were collected through different resources including videotapes of classroom sessions, teacher notes, students' artifacts, audiotapes of daily teacher interviews, weekly teacher meetings and classroom small groups in five weeks. Transcripts were used to observe the action patterns of the teacher during both planning and classroom practices. By triangulating the data, planning practices were separated into five categories: preparation, reflection, anticipation, assessment, and revision. These practices were interrelated in an environment of collaboration. Classroom practices also were categorized into five groups, namely creating and sustaining social norms, facilitating genuine mathematical discourse, supporting the development of sociomathematical norms, capitalizing on students' imagery to create inscriptions and notation, and developing small groups as communities of learners. Similar to the planning practices, these were also highly interrelated with social norms playing a key role in application of all other practices. The results showed that the expert teacher used a diverse set of practices with each practice comprised of multiple actions to create and sustain a standards-based environment. The results also indicated that standards-based teaching requires a rich and connected body of knowledge about students, curriculum, content, and literature. It was found that the depth of the teacher's knowledge allowed her to develop practices that were consistent with her beliefs and goals. Finally, the planning and classroom practices were found to be highly interrelated. While effective planning practices facilitated the application of standards-based teaching, the classroom teaching practices equipped the teacher with the data necessary to perform effective planning practices.
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Date Issued: 2010
Identifier: CFE0003449, ucf:48395
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003449

Title: Practicing Teachers' Beliefs Regarding Racially, Culturally, Ethnically, And Linguistically Diverse (RCELD) Students In A Title I Secondary-School Environment.
Creator: Sabino, Lisa, Gill, Michele, Kaplan, Jeffrey, Boote, David, Lue, Martha, Oldham, Lucile, University of Central Florida
Abstract / Description: Based on school-level data that included disparities in discipline rates, Title I status, teacher attrition, and teachers' statements, I designed a dissertation in practice to understand practicing teachers' personal and professional diversity beliefs regarding racially, culturally, ethnically, and linguistically diverse (RCELD) students in a Title I, secondary-school setting. Four hypotheses concerning type of secondary degree, years of experience, subjects taught, and racial or ethnic...
Show moreBased on school-level data that included disparities in discipline rates, Title I status, teacher attrition, and teachers' statements, I designed a dissertation in practice to understand practicing teachers' personal and professional diversity beliefs regarding racially, culturally, ethnically, and linguistically diverse (RCELD) students in a Title I, secondary-school setting. Four hypotheses concerning type of secondary degree, years of experience, subjects taught, and racial or ethnic background were tested. Pohan and Aguilar's (2001a) Teachers' Belief Survey was administered to 59% of the GHS staff in order to measure the personal and professional beliefs of practicing teachers. I used descriptive and parametric tests to analyze the survey's data. Based on the parametric and non-parametric tests no statistically significant differences were found for the four hypotheses tested. Although no statistically significant differences were noted in the data, this dissertation in practice starts a conversation about diversity issues at GHS. The initial school-level data were indicative of a problem of practice at GHS, and practicing teachers did self-report high levels of diversity beliefs. I recommend that further research build upon this study and include a qualitative component. I conclude that further research is necessary in order to investigate why practicing teachers' self-report diversity beliefs were high, yet school-level data indicated discriminatory practices.
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Date Issued: 2016
Identifier: CFE0006174, ucf:51123
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006174

Title: An Examination of Novice and Expert Teachers' Pedagogy in a Mixed-Reality Simulated Inclusive Secondary Classroom Including a Student Avatar With Autism Spectrum Disorders.
Creator: Bousfield, Taylor, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Hynes, Mike, University of Central Florida
Abstract / Description: Teachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of autism by 119.4% since 2000 (Centers for Disease Control and Prevention [CDC], 2016) and 39% of students with ASD being served in general education classrooms for over 80% of the school day (U.S. Department of Education, 2015), teachers need to be prepared to effectively teach this population. To better prepare teachers, the researcher...
Show moreTeachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of autism by 119.4% since 2000 (Centers for Disease Control and Prevention [CDC], 2016) and 39% of students with ASD being served in general education classrooms for over 80% of the school day (U.S. Department of Education, 2015), teachers need to be prepared to effectively teach this population. To better prepare teachers, the researcher conducted a two-phase study, situated in the framework of the Skill Acquisition Model (Dreyfus (&) Dreyfus, 1986) to explore the behaviors of novice and expert teachers in a simulated secondary inclusive environment. This classroom included a virtual student with autism. In phase one, the researcher conducted a Delphi Study to determine the best practices, perceived by experts in the field, for teachers who serve students with ASD in inclusive secondary environments. During phase two, the researcher used the list of skills identified as a framework to observe and interview 10 teachers, five novices and five experts, in a simulated secondary inclusive environment. The researcher identified 11 high leverage simulation practices (HLSP) that expert teachers should use while teaching in a simulated secondary inclusive environment. Observations and reflections of expert and novice teachers were analyzed, finding only 4 HLSP among experts and 5 HLSP among novice teachers. Additional HLSP were seen through the teachers' reflections. Data were analyzed and discussed in detail. Implications for practice and recommendations for future research in teacher preparation is provided.
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Date Issued: 2017
Identifier: CFE0006722, ucf:51877
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006722

Title: A CORRELATIONAL STUDY ABOUT COACHING AND TEACHERS' ATTITUDES, PERCEPTIONS, AND PRACTICES IN READING INSTRUCTION.
Creator: Conway, Joan, Zygouris-Coe, Vicky, University of Central Florida
Abstract / Description: The purpose of this study was to explore elementary teachers' self-reporting of: a) work with a reading coach and b) attitudes, perceptions, and practices in teaching reading. The five point ratings and open-ended responses on the survey were the sources of data. Surveys were returned by 85% of teachers in five elementary schools in Collier County, Florida. Correlations of survey items were analyzed on the basis of the aggregated data and the following subgroups: certification, years of...
Show moreThe purpose of this study was to explore elementary teachers' self-reporting of: a) work with a reading coach and b) attitudes, perceptions, and practices in teaching reading. The five point ratings and open-ended responses on the survey were the sources of data. Surveys were returned by 85% of teachers in five elementary schools in Collier County, Florida. Correlations of survey items were analyzed on the basis of the aggregated data and the following subgroups: certification, years of experience, school demographics, and grade levels. The survey in this study was excerpted and adapted from a survey, which was tested for validity and reliability, used with teachers in a research study, and published by the National Staff Development Council (NSDC) in Evaluating professional development: An approach to verifying program impact on teachers and students (Shaha, Lewis, O'Donnell, & Brown, 2004). Permission to use the survey was granted by Performance Learning Systems, Inc. and the National Staff Development Council (see Acknowledgements). The primary question for this study was: Are teachers' self-reports of their attitudes, perceptions, and instructional practices on the Reading Instruction Survey correlated with the amount of coaching they indicated they had received? Secondary questions pertained to how the results changed for the subgroups. The literature review contained information about resources and research in reading that led to the provision of reading coaches. High-stakes for the improvement of reading instruction from federal, state, and local levels provided a rationale for the study. The results of this study indicated that coaching made a difference for these teachers. The aggregated and disaggregated data revealed small to large, significant correlations to coaching. The items with the greatest number and magnitude of correlations to coaching were isolated skills instruction and intervention plans. The evidence of positive relationships of attitudes, perceptions, and practices to work with a coach is an important finding. The limited correlations of skilled, balanced, and integrated strategies led to questions about the content of the coaching. Further research is needed to determine whether the content of the professional development offered by coaches is comprehensive enough to impact reading proficiency levels of all students.
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Date Issued: 2006
Identifier: CFE0001357, ucf:46970
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001357

Title: An Analysis of the Variables in Implementation of the Marzano Causal Teacher Evaluation System in the State of Florida.
Creator: Phillips, Matthew, Murray, Barbara, Murray, Kenneth, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: This was a non-experimental, mixed methods study to research the different ways in which the Marzano casual teacher evaluation system was implemented in 25 school districts in the state of Florida during the 2012-2013 school year. Based on seven implementation variables, the teacher evaluation systems were compared to the implementation model and research-based best practice. The researcher then sought to determine what relationships may or may not exist in teacher performance ratings between...
Show moreThis was a non-experimental, mixed methods study to research the different ways in which the Marzano casual teacher evaluation system was implemented in 25 school districts in the state of Florida during the 2012-2013 school year. Based on seven implementation variables, the teacher evaluation systems were compared to the implementation model and research-based best practice. The researcher then sought to determine what relationships may or may not exist in teacher performance ratings between districts that followed the research-based implementation model and districts that did not. Two stated purposes of the Marzano causal teacher evaluation system were to improve the accuracy of teacher performance ratings and to improve the accuracy of feedback provided to teachers. Variation in implementation may possibly occur among school districts. To date no research has been conducted to analyze how variations in implementation may relate to teacher performance ratings. The purpose of this study was to provide data to support best-practice in the implementation of the Marzano causal teacher evaluation system and to guide instructional leaders on the implementation of this evaluation system. The researcher also sought to ensure the Marzano causal teacher evaluation system provides both accurate teacher feedback and accurate teacher evaluations. Data was collected from the Florida Department of Education published reports and information. School district implementation plans were gathered from state submitted documentation. Implementation plans were analyzed and read. Data was collected on a data collection sheet and then analyzed in SPSS using a crosstab Chi square test to determine if a statistically significant relationships existed between districts that followed the research-based implementation model and districts that did not. It was determined that implementation of the Marzano causal evaluation system varies widely. In six out of the seven implementation variables, it was determined that there were statistically significant relationships in teacher evaluation scores between districts that followed the research-based implementation variables and districts that did not. Further research should include validity and reliability studies on the Marzano causal evaluation system. Research should continue to analyze different ways in which the Marzano causal evaluation system is implemented, and what relationship there is between implementation and teacher performance ratings. Research should be conducted to analyze the effectiveness of feedback provided to teachers through the Marzano causal teacher evaluation system. This research indicates that the Marzano causal teacher evaluation system should be used following research based best-practice and how it is intended to be used. The research in this study shows that when implementation variables are altered in the Marzano causal teacher evaluation system, teacher performance ratings may become inaccurate. Based on misunderstandings of the Marzano causal evaluation system, it is recommended school leaders receive additional training on the understanding and implementation of the Marzano casual teacher evaluation system.
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Date Issued: 2014
Identifier: CFE0005399, ucf:50460
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005399

Title: Staffing Practices of Elementary School Principals for Teachers in Primary Grades and Implications for the PreK-3rd Continuum.
Creator: Albers-Biddle, Laura, Boote, David, Culp, Anne, Levin, Judith, Hayes, Grant, University of Central Florida
Abstract / Description: Principals are considered the educational leaders of their schools and face pressure to improve the quality of education across all levels and disciplines. Principals were interviewed to understand their beliefs, knowledge, and dispositions on staffing teachers in the primary grades. A purposive sample of elementary school principals was drawn from one mid-size suburban district in Florida. Data were analyzed using Bolman and Deal's four-frame organizational theory framework, Cohen's...
Show morePrincipals are considered the educational leaders of their schools and face pressure to improve the quality of education across all levels and disciplines. Principals were interviewed to understand their beliefs, knowledge, and dispositions on staffing teachers in the primary grades. A purposive sample of elementary school principals was drawn from one mid-size suburban district in Florida. Data were analyzed using Bolman and Deal's four-frame organizational theory framework, Cohen's cognitive frame, and Boote's theory of professional discretion.The data strongly suggest that principals do not understand the foundations of early childhood practice. In addition, they do not understand the differences between Early Childhood Education (ECE) and Elementary Education (EE). The principals tend to hire teachers with EE certification as opposed to ECE training. This is partially due to their lack of understanding of ECE and to the perceived advantage of being able to place teachers in a wide range of grade levels. Although all principals stated that primary teaching requires specialized knowledge, most principals consider flexibility to move teachers into the upper grades more important.Three main implications for practice are suggested based on recommendations for advocacy and public education for young children within PreK(-)3rd continuum initiatives. (1) Professional development in ECE should be implemented at the district level for principals to learn and understand the differences in preparation between ECE and EE teacher preparation and to demonstrate the importance of the early years of child development and education. (2) Curriculum enrichment in ECE needs to be added to higher education, graduate teacher leadership programs to demonstrate the importance of the early years of child development and education. (3) The policy for hiring should be centralized at the district level and require teachers with training in ECE for the primary grades. The limitations of the study and recommendations for future research are also discussed.
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Date Issued: 2014
Identifier: CFE0005294, ucf:50547
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005294

Title: An Investigation of Low Performing Central Florida Teacher Evaluation Feedback and Improvement Plans as Related to Value-Added Model Scores and Instructional Practice Scores.
Creator: Butler, Tara, Murray, Barbara, Doherty, Walter, Murray, Kenneth, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The purpose of this study was to determine if low performing Central Florida teachers, according to Florida VAM scores, had related instructional practice evaluations that were being used to determine placement on improvement plans in the 2013-14 school year. Additionally, the feedback held within the instructional practice evaluations was analyzed to discover the levels of feedback most frequently rendered by administrative evaluators to the lowest performing teachers. Deidentified data from...
Show moreThe purpose of this study was to determine if low performing Central Florida teachers, according to Florida VAM scores, had related instructional practice evaluations that were being used to determine placement on improvement plans in the 2013-14 school year. Additionally, the feedback held within the instructional practice evaluations was analyzed to discover the levels of feedback most frequently rendered by administrative evaluators to the lowest performing teachers. Deidentified data from a population of 528 Central Florida teacher evaluations and improvement plans within the lowest 10% of VAM scores for the 2013-14 school year were gathered from a Florida Department of Education database and public record requests. Data were analyzed to determine if any significant relationship existed between VAM scores and instructional practice scores. A very weak relationship existed between these two variables. Tenured teachers were rated significantly more favorably on summative instructional practice evaluations than nontenured teachers. Within the population, fewer than 1% of low-performing teachers (two total) were prescribed an improvement plan, regardless of tenure or nontenure status. Finally, evaluation feedback was largely low-level without reference to student growth or achievement. Evidence of administrative barriers within the three dimensions of individual conflict avoidance, bureaucratic procedural interferences, and administrative procedural faults were inferred from the literature and subsequent findings. To improve upon the current evaluation system, administrators must be aware of, and well-prepared for the demands of evaluating, remediating, and providing feedback to teaching professionals relative to student achievement and growth in a manner that is simultaneously respectful, candid, fair, timely, and actionable.
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Date Issued: 2017
Identifier: CFE0006937, ucf:51677
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006937

Title: Pre-service teacher perceptions on the education of children with critical illness and preparation to teach mathematics to children with critical illness.
Creator: Fralish, Bethany, Nickels, Megan, Bush, Sarah, Kelley, Michelle, University of Central Florida
Abstract / Description: This research study presents data on three pre-service elementary teachers in an ethnographic study outlining the experiences of the pre-service elementary teachers during the semester of their first education internship. During the first internship semester, the three pre-service teachers completed a 12-week internship placement, 6-weeks at a hospital-based school program and 6-weeks at a brick-and-mortar public school, and three co-requisite courses (i.e., elementary mathematics methods,...
Show moreThis research study presents data on three pre-service elementary teachers in an ethnographic study outlining the experiences of the pre-service elementary teachers during the semester of their first education internship. During the first internship semester, the three pre-service teachers completed a 12-week internship placement, 6-weeks at a hospital-based school program and 6-weeks at a brick-and-mortar public school, and three co-requisite courses (i.e., elementary mathematics methods, diagnostic and corrective reading, and teaching exceptional students). The data collected includes the pre-service teacher applications to participate in internship at the hospital-based school program, pre-interview questionnaire, end-of-day reflections, post-interview questionnaire, and background information questionnaire. The questions of study were: (1) How prepared do pre-service teachers feel to educate children with critical illness and address the needs of children with critical illness in the classroom as a result of completion of a 6-week internship at a hospital-based school program? (2) How prepared do pre-service teachers feel to teach mathematics to children with critical illness after completing a 6-week internship at a hospital-based school program? The results show that the participants' reported an increase in preparation to teach children with critical illness and teach them mathematics, but their views about the education of children with a critical illness and mathematics remain consistent. Thus, the results illuminated two themes across all participants: 1) children as a homogenous group 2) procedural mathematics. Study implications include the need to add specific professional learning on the educational impacts of a critical illness and the need to involve pre-service teachers in reflective practices of what they learn and observe and how that informs actions in the classroom.
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Date Issued: 2019
Identifier: CFE0007804, ucf:52354
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007804

Title: Virtual Coaching of Novice Science Educators to Support Students with Emotional and Behavioral Disorders.
Creator: Garland, Dennis, Dieker, Lisa, Vasquez, Eleazar, Hines, Rebecca, Rosenberg, Michael, University of Central Florida
Abstract / Description: Due to a multitude of convergent circumstances, students labeled in the disability category of emotional and behavioral disorders (EBD) experience high rates of academic and behavioral failure. Such failure frequently leads to the students' dropping out of school, involvement in the judicial system, or a combination of those outcomes. Science is an academic content area that has the potential to enhance behavioral and academic success of students with EBD. Researchers, nonprofits, and...
Show moreDue to a multitude of convergent circumstances, students labeled in the disability category of emotional and behavioral disorders (EBD) experience high rates of academic and behavioral failure. Such failure frequently leads to the students' dropping out of school, involvement in the judicial system, or a combination of those outcomes. Science is an academic content area that has the potential to enhance behavioral and academic success of students with EBD. Researchers, nonprofits, and business leaders have provided an impetus for nationwide reform in science education. Concurrently, a corpus of legislation has influenced the preparation of new teachers to use evidence-based teaching practices while addressing the needs of an increasingly diverse student population. Using technology is one way that teacher educators are providing in-vivo learning experiences to new teachers during their classroom instruction. A multiple-baseline across-participants research study was used to examine the effectiveness of providing immediate feedback (within three seconds) to novice general science educators to increase their use of an evidence-based teaching strategy, known as a three-term contingency (TTC) trial while they taught. Feedback was delivered via Bug-in-the-Ear (BIE) technology and during whole-class instruction in which students with EBD were included. The teacher participants wore a Bluetooth earpiece, which served as a vehicle for audio communication with the investigator. Teachers were observed via web camera over the Adobe(&)#174;ConnectTM online conferencing platform. During the intervention, teachers increased their percentage of completed TTC trials, opportunities to respond, and praise or error correction. Student responses also increased, and maladaptive behaviors decreased.
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Date Issued: 2013
Identifier: CFE0004847, ucf:49681
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004847

teacher preparation (4)	+ -
Teacher Preparation (2)	+ -
beliefs (2)	+ -
evidence-based practices (2)	+ -
practice (2)	+ -

teacher evaluation (2)	+ -
teacher practices (2)	+ -
urban (2)	+ -
Autism (1)	+ -
Autism Spectrum Disorders (1)	+ -
Avatars (1)	+ -
Bug-in-the-Ear Technology (1)	+ -
Conceptual Change (1)	+ -
Delphi (1)	+ -
Diverse Students (1)	+ -
Early Childhood Education (1)	+ -
Elementary Education (1)	+ -
Emotional and Behavioral Disorders (1)	+ -
Evidence-Based Practices (1)	+ -
Expert Teachers (1)	+ -
High Leverage Practices (1)	+ -
Inclusion (1)	+ -
Inclusive (1)	+ -
Inclusive Classroom (1)	+ -
Instructional Practices (1)	+ -
K-12 (1)	+ -
Marzano (1)	+ -
Mixed Reality (1)	+ -
Novice Educators (1)	+ -
Novice Teachers (1)	+ -

ETD Collection (16)	+ -
Honors Collection (1)	+ -

University of Central Florida (17)	+ -
Dieker, Lisa (4)	+ -
Boote, David (3)	+ -
Murray, Barbara (3)	+ -
Baldwin, Lee (2)	+ -

Doherty, Walter (2)	+ -
Hines, Rebecca (2)	+ -
Hopp, Carolyn (2)	+ -
Hutchinson, Cynthia (2)	+ -
Murray, Kenneth (2)	+ -
Vasquez, Eleazar (2)	+ -
Akyuz, Didem (1)	+ -
Albers-Biddle, Laura (1)	+ -
Ampel, Jason (1)	+ -
Baldwin, Gordon (1)	+ -
Berrio, Gabriel (1)	+ -
Bousfield, Taylor (1)	+ -
Bush, Sarah (1)	+ -
Butler, S. Kent (1)	+ -
Butler, Tara (1)	+ -
Conway, Joan (1)	+ -
Cowern, Stephanie (1)	+ -
Culp, Anne (1)	+ -
Dixon, Juli K. (1)	+ -
Englehart, Deirdre (1)	+ -
Fralish, Bethany (1)	+ -
Garland, Dennis (1)	+ -
Gill, Michele (1)	+ -
Granato, Courtney (1)	+ -
Hahs-Vaughn, Debbie (1)	+ -

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