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- Title
- A HISTORICAL ANALYSIS OF TEACHER PREPARATION PROGRAM CONTENTBEGINNING WITH TEACHER NORMAL COLLEGES IN 1839 THROUGHSCHOOL DISTRICT ALTERNATIVE CERTIFICATION PROGRAMS IN 2007.
- Creator
-
Helton, Julie, Murray, Barbara, University of Central Florida
- Abstract / Description
-
The purpose of this study was to explore teacher preparation program content throughout American history in order to determine trends in programs of study, specifically including coursework in education foundations, teaching methods involving the behavioral sciences, and subject area content. These categories were selected because their content is responsible for teachers' working knowledge of their subject area, as well as student learning, behavior management and motivation. The study...
Show moreThe purpose of this study was to explore teacher preparation program content throughout American history in order to determine trends in programs of study, specifically including coursework in education foundations, teaching methods involving the behavioral sciences, and subject area content. These categories were selected because their content is responsible for teachers' working knowledge of their subject area, as well as student learning, behavior management and motivation. The study also examined documented teacher knowledge voids: student behavior management, time management, organization, dealing with parents, motivating students, and meeting individual students' needs to determine which aspects of teacher education could improve teachers' skills in these areas. Programs of study from traditional and alternative teacher preparation programs were gathered from Massachusetts, Indiana, Tennessee, California and Florida in an effort to research across the United States. Traditional programs were defined as four or five-year teacher education programs in colleges or universities which began as teacher normal schools and in those that did not. Program components from 1839 through 2007 were analyzed using Thinking Maps® for organizing and interpreting the information while focusing on education foundations, teaching methods, or subject area content gaps which would correlate to teacher knowledge voids. Patterns were traced within teacher education programs focusing on the art or science of teaching. Trends in course offerings were investigated and linked to concurrent events which may have influenced them. The following results were obtained from this research. American teacher preparation programs began in 1839 with elements of teaching methods, subject area content and education foundations, which remained the common elements in 2007. The ratio of each element in teacher preparation programs fluctuated throughout history. The dissent over teaching as an art or a science was evident in the early years of teacher normal schools, and the argument continued in 2007, largely affected by the absence of a clear definition of either approach. Early teacher normal schools admitted that teacher education programs were "imperfect preparation" for the classroom, and teacher knowledge voids remained an issue in 2007. From the inception of common schools in America, there was a shortage of teachers to fill them, and the teacher shortage continued in 2007, which may have contributed to the vast difference in teacher education program composition. An avenue taken to alleviate the teacher shortage issue was alternative teacher certification. Alternative certification programs were enacted in the 1800s, and alternative certification programs were widely used in 2007.
Show less - Date Issued
- 2008
- Identifier
- CFE0002139, ucf:47926
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002139
- Title
- TEACHER RETENTION IN BREVARD COUNTY, FLORIDA K-12 SCHOOLS.
- Creator
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Winn, Kenneth, Pawlas, George, University of Central Florida
- Abstract / Description
-
This descriptive study was designed to determine the extent to which selected self-reported practical and professional factors of teaching influenced teacher job satisfaction and retention within the K-12 public education system. The population of the study was 1321 certified teachers from a large Central Florida school district. The researcher developed the survey instrument based on the constructs of teaching known for motivating teachers to remain within the public school setting (Brunetti...
Show moreThis descriptive study was designed to determine the extent to which selected self-reported practical and professional factors of teaching influenced teacher job satisfaction and retention within the K-12 public education system. The population of the study was 1321 certified teachers from a large Central Florida school district. The researcher developed the survey instrument based on the constructs of teaching known for motivating teachers to remain within the public school setting (Brunetti, 2001; Farkas, Johnson, & Folena, 2005). The researcher's survey was based on the studies of Perie (1997), Brunetti (2001), and Gary (2002). The researcher personally distributed 1321 surveys, respondent informed consent letters and instructions for completing the survey during faculty meetings in November and December 2005. Extra surveys were left at the schools for those who were unable to attend the faculty meetings. A total of 890 surveys were returned for a response rate of 67.4%. The percentage returned was 72.4% for elementary teachers, 58.7% for middle school teachers, and 68.9% for high school teachers. Teacher satisfaction and job retention were influenced by safe working conditions, a collaborative interaction among colleagues, and a supportive administration. Most of the teacher respondents indicated that it was not "very important" to be recognized for being a teacher nor was it "very important" to take on additional leadership roles and responsibilities. Instead, teachers indicated it was "very important" to be given the opportunities to help children develop their talents and skills.
Show less - Date Issued
- 2006
- Identifier
- CFE0001400, ucf:47071
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001400
- Title
- SELECTED SCHOOL CHARACTERISTICS AND THEIR RELATIONSHIPTO HIGH SCHOOL TEACHER RETENTION.
- Creator
-
Mohapatra, Jhunu, Pawlas, George, University of Central Florida
- Abstract / Description
-
ABSTRACT This study was conducted to examine the perceptions of Orange County high school teachers and administrators regarding selected school characteristics and their relationship to teacher retention. The study was based on another investigation conducted by the Charlotte Advocates of Education (2004) inquiring into the working conditions in schools and their impact on teacher retention. A total of 292 teachers with less than 4 years of experience and 14 administrators with more than 1...
Show moreABSTRACT This study was conducted to examine the perceptions of Orange County high school teachers and administrators regarding selected school characteristics and their relationship to teacher retention. The study was based on another investigation conducted by the Charlotte Advocates of Education (2004) inquiring into the working conditions in schools and their impact on teacher retention. A total of 292 teachers with less than 4 years of experience and 14 administrators with more than 1 year of experience responded to 25 survey items related to the 6 factors comprising positive school characteristics. Factors such as School Facility, Resources, and Professional Development contributed positively to the school characteristics, and Collegial Environment, New Teacher Support, and Teacher Empowerment factors were present to a lesser degree. Administrators perceived, to a greater extent than did teachers, the presence of the six factors. For the most part, the perceptions of teachers regarding the six factors did not differ significantly based on sex, age, education, and ethnicity. Some differences between ethnic groups concerning Professional Development and New Teacher Support factors and some differences between age groups for Collegial Environment and Professional Development factors were determined. The presence of Professional Development and New Teacher Support was a good indicator of teachers' intention to stay in the teaching profession. One fourth of respondents (54, 25%) indicated interest in long-term teaching careers, and almost half of those surveyed wished to conclude their teaching careers within 5 (54, 25%) or 10 (43, 20%) years.
Show less - Date Issued
- 2005
- Identifier
- CFE0000742, ucf:46571
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000742
- Title
- The relationship between the individual's educational and professional backgrounds and the 1985 Florida merit program.
- Creator
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Dearing, James Roger, Olson, Arthur H., Education
- Abstract / Description
-
University of Central Florida College of Education Thesis; This research was designed to investigate whether there are any significant relationships between the individual's educational and professional backgrounds and the 1985 Florida Master Teacher Program. This study included information collected on 2,245 (72%) respondents out of 3,390 teachers who were selected as meritorious in Florida's 1985 program. Two instruments were used in data collection. One was the set of Fram Factor Data...
Show moreUniversity of Central Florida College of Education Thesis; This research was designed to investigate whether there are any significant relationships between the individual's educational and professional backgrounds and the 1985 Florida Master Teacher Program. This study included information collected on 2,245 (72%) respondents out of 3,390 teachers who were selected as meritorious in Florida's 1985 program. Two instruments were used in data collection. One was the set of Fram Factor Data which was obtained from the Merit Teachers' Summative Observation forms. The Frame Factor Data included: method of classroom presentation, number of students in the observed classes, number of students in upper and lower academic quartiles, number of students in lower socioeconomic quartile, number of students with a learning disability, the grade level of the class, and the teachers' total number of years of teaching experience. The second instrument was a questionnaire developed to obtain demographic data from merit teachers. This questionnaire which was sent to all merit teachers, and it solicited the following information: the respondent's degree, the individual teaching certificate, professional association membership, enrollment in a college course related to their professional duties, date of birth, total years of teaching experience in Florida, and total years of experience at the same school, grade level, and subject area. The data obtained were analyzed using two procedures: (1) difference of proportions (two-tailed test) on those responses which could be answered by a simple "yes" or "no" response, and (2) chi-square goodness of fit on all multiple response items. The 0.05 level of significance was used with both statistical procedures. Significant items included the number of teachers who: graduated from a Florida teacher education program, were certified in more than one field or area, taught in a single field or area, were members of professional teachers' association, and had teaching experience only in Florida. Other significant items included: number of students in the class, total number of years of teaching experience, number of years teaching the same grade of subject area, the grade level of the students, and number of students in the upper quartile academically, and the teacher's classroom presentation method.
Show less - Date Issued
- 1987
- Identifier
- CFR0008179, ucf:53059
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0008179
- Title
- AN EXPLORATION OF GENDER IMPACTS THROUGH THE PORTRAYAL OF TEACHERS IN BEST SELLING PICTUREBOOKS, 2008-2012.
- Creator
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Martinez, Alicia, Roberts, Sherron, University of Central Florida
- Abstract / Description
-
The purpose of this study is to examine if a difference exists in the quantity and/or quality, in terms of effectiveness in the portrayal of teachers, and according to gender, in New York Times best selling picturebooks, 2008 to 2012. This study examines the depiction of a teacher in terms of their effectiveness, as defined by Robert Walker's 12 Characteristics of an effective teacher. Examining each of the portrayed teachers for both the 12 effective characteristics, as well as their direct...
Show moreThe purpose of this study is to examine if a difference exists in the quantity and/or quality, in terms of effectiveness in the portrayal of teachers, and according to gender, in New York Times best selling picturebooks, 2008 to 2012. This study examines the depiction of a teacher in terms of their effectiveness, as defined by Robert Walker's 12 Characteristics of an effective teacher. Examining each of the portrayed teachers for both the 12 effective characteristics, as well as their direct antithesis, presents a clear image of the teachers presented to young audiences through picturebooks. In addition to comparing the presentation of a male teacher as opposed to a female teacher, this study revealed the depiction of teachers to be one who is almost always female, generally prepared, creative, and positive. Educational implications for choosing picturebooks and highlighting positive qualities to children are also provided.
Show less - Date Issued
- 2014
- Identifier
- CFH0004608, ucf:45312
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004608
- Title
- A SURVEY OF SCHOOL PRINCIPALS AND TEACHERS REGARDING TEACHERS' PROFESSIONAL DEVELOPMENT PARTICIPATION.
- Creator
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Inge, Richard, Bozeman, William, University of Central Florida
- Abstract / Description
-
The purpose of this study was twofold: First, to gather perspectives of randomly selected administrators and teachers in two central Florida school districts concerning the participation of teachers in professional development (PD), and secondly, to determine if there was a significant differences in the amount of participation of teachers from different academic departments in these activities. Results indicated that a teacher's assignment to a particular academic department has a...
Show moreThe purpose of this study was twofold: First, to gather perspectives of randomly selected administrators and teachers in two central Florida school districts concerning the participation of teachers in professional development (PD), and secondly, to determine if there was a significant differences in the amount of participation of teachers from different academic departments in these activities. Results indicated that a teacher's assignment to a particular academic department has a relationship to the amount of PD involvement. Results also suggested that building principals' perceptions concerning teacher support of and participation in these activities were moderately accurate. Data were collected using two survey instruments developed by the researcher. The Professional Development Questionnaire for Teachers contained 22 items developed to gather teachers' perceptions concerning: (a) their participation in PD, (b) the relevance of the PD activities they had been involved in, (c) the process used to select these activities, (d) the monitoring efforts of their administrators concerning teacher involvement in these activities, and (e) information about the number of hours they were involved in PD between July 1, 2002 and June 30, 2004. The Professional Development Questionnaire for Building Principals collected data from administrators at the same schools as those of the teachers surveyed. Building principals were asked their perceptions concerning: (a) teacher participation in PD, (b) the effectiveness of PD, (c) the selection of activities, and (d) the fund sources used to provide PD for their teachers. A total of 433 teachers and 38 building administrators comprised the sample population. Descriptive statistics, independent samples t-tests, and a One-way Analysis of Variance (ANOVA) were used to analyze the data collected. In addition, information was collected from respondents using comments they included in the surveys. The implications for policy and procedure drawn from this study were: (a) school administrators' need to develop a plan to more closely monitor the participation of their teachers in PD and (b) the availability of PD opportunities should be equitable for all teachers regardless of their academic department assignment. Suggestions for future research and educational practices were also provided.
Show less - Date Issued
- 2005
- Identifier
- CFE0000407, ucf:46413
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000407
- Title
- TEACHER PERFORMANCE PAY: THE PERCEPTIONS OF CERTIFIED SCHOOL-BASED PERSONNEL.
- Creator
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Adkins, Gregory, House, Jess, University of Central Florida
- Abstract / Description
-
To meet the continued demand for educational reform, the state of Florida enacted legislation in 1998 that required school boards to base a portion of the salary for school administrators and instructional personnel on performance. Although ahead of the required statutory timeline, the School District of Lee County implemented a teacher performance pay plan during the 1998–1999 school year as a result of Florida's legislative direction. The problem of this study was to determine the...
Show moreTo meet the continued demand for educational reform, the state of Florida enacted legislation in 1998 that required school boards to base a portion of the salary for school administrators and instructional personnel on performance. Although ahead of the required statutory timeline, the School District of Lee County implemented a teacher performance pay plan during the 1998–1999 school year as a result of Florida's legislative direction. The problem of this study was to determine the perceptions of Southwest Florida school-based certified staff regarding the implementation of teacher performance pay in a school district where performance pay had been in operation for the five years prior to this study. The population of this study consisted of the certified school-based personnel employed by the School District of Lee County, Florida. A random sample of 1,000 members was selected from the instructional population. Additionally, this study included the entire population of 176 school-based administrators for an overall sample of 1,176 members. Participants were asked to complete the survey instrument, Teacher Performance Pay Attitudinal Survey designed by the researcher. This instrument was developed to fit the unique requirements and specific nature of this study. Although intended to motivate teachers, the teacher performance pay plan examined in this study was perceived by instructional staff and administrators as not motivating. Findings of this study also show that most teachers and other instructional respondents disagree that teacher performance pay provides an incentive to work harder toward improving student achievement. Additionally, a majority of the instructional respondents did not agree that performance pay encouraged them to participate in staff development or motivated them to change their instructional practice. Finally, most respondents, both instructional and administrative, did not agree that the current performance pay system was fair. These findings suggest that the performance pay program of the current study may have fallen short of its intended goal. This study also found many differences in perceptions of teacher performance pay among the demographic variables. These differences were particularly significant in several survey areas to include the respondent's years of experience, union status, and position. Findings in this study suggest that performance plan design should clearly connect the compensation reward to performance so that educators understand the performance level required. The findings of this study also suggest that improving the alignment between the performance pay plan and school goals should be a consideration in any future plan revision.
Show less - Date Issued
- 2004
- Identifier
- CFE0000200, ucf:46250
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000200
- Title
- DEVELOPING MATHEMATICAL PRACTICES IN A SOCIAL CONTEXT:AN INSTRUCTIONAL SEQUENCE TO SUPPORT PROSPECTIVE ELEMENTARY TEACHERS' LEARNING OF FRACTIONS.
- Creator
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Wheeldon, Debra, Dixon, Juli, University of Central Florida
- Abstract / Description
-
This teaching experiment used design-based research (DBR) to document the norms and practices that were established with respect to fractions in a mathematics content course for prospective elementary teachers. The teaching experiment resulted in an instructional theory for teaching fractions to prospective elementary teachers. The focus was on the social perspective, using an emergent framework which coordinates social and individual perspectives of development. Social norms,...
Show moreThis teaching experiment used design-based research (DBR) to document the norms and practices that were established with respect to fractions in a mathematics content course for prospective elementary teachers. The teaching experiment resulted in an instructional theory for teaching fractions to prospective elementary teachers. The focus was on the social perspective, using an emergent framework which coordinates social and individual perspectives of development. Social norms, sociomathematical norms, and classroom mathematical practices were considered. A hypothetical learning trajectory (HLT) including learning goals, instructional tasks, tools and imagery, and possible discourse, was conjectured and implemented in the mathematics class. Video tapes of the class sessions were analyzed for established norms and practices. Resulting social norms were that students would: (a) explain and justify solutions, (b) listen to and try to make sense of other students' thinking, and (c) ask questions or ask for clarification when something is not understood. Three sociomathematical norms were established. These were expectations that students would: (a) know what makes an explanation acceptable, (b) know what counts as a different solution, and (c) use meaningful solution strategies instead of known algorithms. Two classroom mathematical practices with respect to fractions were established. The first was partitioning and unitizing fractional amounts. This included (a) modeling fractions with equal parts, (b) defining the whole, (c) using the relationship of the number of pieces and the size of the pieces, and (d) describing the remainder in a division problem. The second practice was quantifying fractions and using relationships among these quantities. This included: (a) naming and modeling fractions, (b) modeling equivalent values, and (c) using relationships to describe fractions. Finally, recommendations for revising the HLT for a future teaching experiment were made. This will contribute toward the continuing development of an instructional theory for teaching fraction concepts and operations to prospective elementary teachers.
Show less - Date Issued
- 2008
- Identifier
- CFE0002171, ucf:47526
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002171
- Title
- Overcoming Beginning Teacher Attrition.
- Creator
-
Husko, Neva, Cox, Dr. Thomas, Hopp, Carolyn, Vitale, Thomas, Ellis, Amanda, University of Central Florida
- Abstract / Description
-
The goal of this research was to increase the retention of beginning teachers in a large urban public school district in Central Florida through the refinement of the current induction program. In order to understand the needs of beginning teachers, four key stakeholders were surveyed using an online pilot survey developed by the researchers. Beginning teachers, mentors, instructional coaches, and principals each provided their perspective and perceptions on the needs of beginning teachers....
Show moreThe goal of this research was to increase the retention of beginning teachers in a large urban public school district in Central Florida through the refinement of the current induction program. In order to understand the needs of beginning teachers, four key stakeholders were surveyed using an online pilot survey developed by the researchers. Beginning teachers, mentors, instructional coaches, and principals each provided their perspective and perceptions on the needs of beginning teachers. Through the analysis of the qualitative results, several commonalities emerged. These themes included discrepancies regarding knowledge and completion of district induction requirements, as well as between the implementation of school-based induction programs.Based upon the themes of the research and the literature on supporting beginning teachers, a framework was developed to meet the needs of the beginning teachers in order to reduce attrition within the large urban school district. The framework entailed the refinement of the district induction program and the development of a school-based induction program. The amendment of the district induction program included accountability for all stakeholders, three years of induction support for beginning teachers, structures for tracking the completion of induction requirements by beginning teachers, and training for mentors, instructional coaches, and administrators regarding the district induction requirements. The school based induction framework contains support for a beginning teacher's first three years including specific support by mentors, instructional coaches, and administrators.The framework has been developed based upon the needs of the large urban school district in Central Florida but also has the potential to be applied to any large urban school district. The nature of the framework is that it provides the basic structure and can be customized to meet the needs of any district or school.
Show less - Date Issued
- 2016
- Identifier
- CFE0006330, ucf:51553
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006330
- Title
- An Analysis of the School Board of Brevard County Instructional Personnel Performance Appraisal Instrument and the Validity of its Components.
- Creator
-
Mela, Carol, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Hahs-Vaughn, Debbie, University of Central Florida
- Abstract / Description
-
This study examined the relationship between the professional practices components of the School Board of Brevard County Instructional Personnel Performance Appraisal System Instrument and student achievement as measured by a teacher's value-added measurement score. A Pearson Product-Moment Correlation was the statistical test used to analyze the data. The population included Brevard Public School instructional personnel assigned to Grades 4-10 who taught reading and/or mathematics measured...
Show moreThis study examined the relationship between the professional practices components of the School Board of Brevard County Instructional Personnel Performance Appraisal System Instrument and student achievement as measured by a teacher's value-added measurement score. A Pearson Product-Moment Correlation was the statistical test used to analyze the data. The population included Brevard Public School instructional personnel assigned to Grades 4-10 who taught reading and/or mathematics measured by the Florida Comprehensive Assessment Test during the 2011-2012 school year and who received teacher aggregated value-added measurement scores.Findings indicated that there was a small to moderate statistically significant, positive relationship between all eight professional practices component variables and value-added measurement scores. Correlation coefficients ranged from .089 for collaborative inquiry to .218 for quality of instruction. All of the components combined had a correlation of .231, confirming the strength of multiple evaluation measures.Recommendations were provided for future research aimed at further data analysis in Brevard Public Schools as well as other school districts in order to identify the combination of evaluation components that most accurately reflect teaching effectiveness resulting in student learning as well as to pinpoint weaknesses upon which additional training could be based and the fidelity of implementation improved.
Show less - Date Issued
- 2013
- Identifier
- CFE0004719, ucf:49810
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004719
- Title
- The Antecedents and Consequences of Teacher Professional Discretion Over Curriculum and Instruction: A Grounded Theory Inquiry.
- Creator
-
Spittler, Marc, Sivo, Stephen, Katzenmeyer, Conrad, Boote, David, Short, Edmund, University of Central Florida
- Abstract / Description
-
With the ever-changing requirements of a secondary level of education and the application of standardized testing criteria to determine proficiency in mastery of the subject matter, the attempt to create a standard and acceptable curriculum for all school sites has left the control of the schools. Now classrooms are scrambling for focus, guidance and support with curriculum development and implementation. Over the last three decades, there have been numerous research studies that have...
Show moreWith the ever-changing requirements of a secondary level of education and the application of standardized testing criteria to determine proficiency in mastery of the subject matter, the attempt to create a standard and acceptable curriculum for all school sites has left the control of the schools. Now classrooms are scrambling for focus, guidance and support with curriculum development and implementation. Over the last three decades, there have been numerous research studies that have examined the place of the classroom teacher in the process of creating curriculum for their classroom with mixed results. The efforts to reform secondary education, from the federal level to the local level, have shut out the local input from teachers and professionals in their particular fields as to what the curriculum in the classroom should be and left that decision to people outside the classroom environment.This research study was conducted to derive a theory developed on the empirical basis of teacher input through the lens of the methodology of grounded theory. Its goal was to identify the underlying issues and problems associated with classroom teachers; input into local curriculum as well as the barriers to changing the prevailing thought of classroom teachers on curriculum. Classroom teachers from two separate academic subject matters that are currently being taught at the middle school level were interviewed and their responses were coded using the classical grounded theory methodology and processes.The resulting research shows that the involvement of classroom teachers is considered a benefit to the local curriculum development, regardless of experience in the classroom or length of service as a teacher. While most teachers feel that their input is paramount to learning in their particular classroom, teachers admit that they lack the skills to effectively create curriculum for implementation. It is in this manner that teachers strive to do what is best for their students; however, in some cases they lack the support and direction from the district, state or federal level. Knowing the issue as it appears to the classroom teacher, the creation, implementation and execution of locally created curriculum would be and is met with great resistance due to the adherence to the prevailing thoughts on curriculum development at the state of federal level and the need to comply with and execute the curriculum within the existing frameworks.Further studies in looking at the existence of and use of locally teacher created and implemented curriculum, in different state or regional areas, would contribute to a better and clearer understanding of the particular issues that surround and deal with teacher involvement in the classroom curriculum decision making process. It is believed that the use of the grounded theory model as a methodological research tool provides a pathway for all interested parties to be open and candid about the issue and provide a better introspective look at the issues at hand.
Show less - Date Issued
- 2012
- Identifier
- CFE0004796, ucf:49726
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004796
- Title
- THE EFFECT OF SCHOOL CULTURE ON SCIENCE EDUCATION AT AN ELEMENTARY SCHOOL: AN ETHNOGRAPHIC CASE STUDY.
- Creator
-
Meier, Lori, Boote, David, University of Central Florida
- Abstract / Description
-
This ethnographic case study investigated one elementary school to understand how the school's culture influenced its science curriculum design and instruction. The main data was formal and informal semi-structured interviews with key teachers to understand their values, beliefs, practices, materials, and problems with science instruction. To triangulate these data, the researcher observed classroom practice, school-wide activities, and collected artifacts and documents. Data were...
Show moreThis ethnographic case study investigated one elementary school to understand how the school's culture influenced its science curriculum design and instruction. The main data was formal and informal semi-structured interviews with key teachers to understand their values, beliefs, practices, materials, and problems with science instruction. To triangulate these data, the researcher observed classroom practice, school-wide activities, and collected artifacts and documents. Data were analyzed using a theoretical framework that emphasizes that culture cannot be reduced to beliefs, values, practices, materials or problems, but rather each aspect of culture is interdependent and mutually reinforcing. The main finding suggests that the school's culture is organized to accomplish other curricular goals than effective science education. Science is rarely taught by most teachers and rarely taught well when it is. While the teachers know the rhetoric of effective science education and value it enough to not dismiss it entirely, most value it less than most other subjects and they are not proficient with science instruction and materials. This study builds upon the literature by reiterating that school culture plays a central role in elementary science education, but adds to that literature by emphasizing that culture cannot be reduced to one or a few factors and must be seen as an organic whole.
Show less - Date Issued
- 2006
- Identifier
- CFE0001412, ucf:47061
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001412
- Title
- MIDDLE SCHOOL MATHEMATICS TEACHER CERTIFICATION, DEGREE LEVEL, AND EXPERIENCE, AND THE EFFECTS ON TEACHERATTRITION AND STUDENT MATHEMATICS ACHIEVEMENT IN A LARGE URBAN DISTRICT.
- Creator
-
Swan, Bonnie, Hynes, Michael, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine the backgrounds and experiences of middle school mathematics teachers that often distinguish "quality" teachers, including certification, experience, degree type, and degree level and how those demographics and others vary for different types of schools. The emphasis was on profiling teachers in a large urban district by describing their basic features and distributions, as well as how middle school mathematics teachers, according to those differences,...
Show moreThe purpose of this study was to examine the backgrounds and experiences of middle school mathematics teachers that often distinguish "quality" teachers, including certification, experience, degree type, and degree level and how those demographics and others vary for different types of schools. The emphasis was on profiling teachers in a large urban district by describing their basic features and distributions, as well as how middle school mathematics teachers, according to those differences, relate to student mathematics achievement, teacher attrition and teacher mobility. Student achievement was measured by test results from the Norm Reference Test-Normal Curve Equivalent (NRT-NCE) mathematics portion of the Florida Comprehensive Assessment Test (FCAT) for two school years (2003-04 and 2004-05). A variety of analytic approaches and methods were used to examine how different teacher characteristics relate to teacher employment patterns and student achievement, including chi-square, Kruskal-Wallace, Mann-Whitney U, ANOVA, and t tests, together with simple descriptives and graphical analysis. Standard multiple regression was used to evaluate whether students' previous test scores and teacher- and school-level predictors could affect the results of students' mathematics achievement. A short survey was administered, which provided some insight to ascertain whether and why teachers choose among schools when seeking employment. A total of 282 teachers and 24,766 students were included for the final analysis. This research revealed high rates of teacher turnover and deficient numbers of well qualified mathematics teachers for this particular demographic. For example, one in three middle school mathematics teachers was in their first year, and over half (55%) had less than three years seniority. It was also apparent that, because of a shortage of well-qualified mathematics teachers, many new teachers were being hired out-of-field--of those first-year teachers, only about half had certification in their content area and most (67%) did not have a degree in mathematics or mathematics education. Middle schools in this district had lost 29% of the mathematics teacher workforce employed the previous year due to mathematics teacher attrition. Of those many resigned, some came back to teach another subject at the same or different middle school, and others transferred to high schools. An additional 5% transferred to other middle schools within the same district bringing the total turnover to 34%. Findings revealed no significant differences in turnover rates in high-poverty versus low-poverty schools, but there were significant differences in the proportions of movers, leavers, and stayers in schools according to whether or not a school was achieving high-standards in mathematics. Although inequities did exist in favor of schools with less at-risk students, in this district--for the most part--teachers were fairly distributed according to the "quality" of their backgrounds and experiences. The only significant gap was in that students in wealthier schools were more likely to have a mathematics teacher with a higher degree. This study also offers results that further understanding on the debate about which attributes of teachers are most likely to translate into effective-classroom performance. When analysis was performed at the student level, the findings revealed that students of middle school mathematics teachers with higher seniority, advanced degrees, or certification in the content area that they taught, performed significantly higher than students in other classrooms. Yet the magnitude of those differences was either modest or very small. When controlling for students' socio-economics status at the classroom level, differences were not significant for seniority or advanced degrees but the results were significant for certification.
Show less - Date Issued
- 2006
- Identifier
- CFE0001210, ucf:46948
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001210
- Title
- THE RELATIONSHIP BETWEEN MENTORING AND ELEMENTARY BEGINNING TEACHERS' INTENT TO STAY IN THE TEACHING FIELD.
- Creator
-
Partridge, Deborah, Sivo, Stephen, University of Central Florida
- Abstract / Description
-
The purpose of this survey research study was to determine if a relationship existed between mentoring for beginning elementary teachers and teachers' intent to stay in the teaching field. The key attribute analyzed was the significance of having or not having a mentor. Teachers' perceptions regarding mentoring were analyzed and teacher opinions of the most important elements of a mentoring program were discussed. Results indicated there was not a statistical significance between...
Show moreThe purpose of this survey research study was to determine if a relationship existed between mentoring for beginning elementary teachers and teachers' intent to stay in the teaching field. The key attribute analyzed was the significance of having or not having a mentor. Teachers' perceptions regarding mentoring were analyzed and teacher opinions of the most important elements of a mentoring program were discussed. Results indicated there was not a statistical significance between mentoring and teachers' intent to stay in the teaching field. The qualitative portion of the survey revealed that beginning teachers felt availability, accessibility, and receptivity of the mentor were the three most important elements of a mentoring program. Data from the returned surveys were processed through SPSS Version 11 using a t-test and an analysis of variance (One-Way ANOVA). Based upon the findings, specific recommendations are made to administrators and district level personnel. This cross sectional study was based on theories surrounding effective mentoring practices and job satisfaction leading to employment retention. Dr. Jeffrey Scott created the survey instrument and piloted it in West Alabama in 2004 where it was approved for use. Dr. Scott approved innovations made to the survey instrument. The study was grounded in the theoretical framework of Maslow's Needs Hierarchy and Bandura's Social Cognitive Theory. A total of 71 elementary beginning teachers, out of a total of 135 (52.5%) from ten school sites in a community in Central Florida, completed and returned the anonymous questionnaire that was mailed to them. The ten school sites included both urban and non-urban student population classifications.
Show less - Date Issued
- 2007
- Identifier
- CFE0001747, ucf:47282
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001747
- Title
- RETAINING QUALIFIED TEACHERS THROUGH SCHOOL-BASED INDUCTION: A STUDY OF ELEMENTARY SCHOOLS IN TWO PUBLIC SCHOOL DISTRICTS IN FLORIDA.
- Creator
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Handley, Junella, Pawlas, George, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine teacher induction strategies and effectiveness at the school level, specifically focusing on how the principal designed and implemented induction activities. It also investigated if the following factors influenced teacher retention: (a) number of instructional staff members, (b) number of first-year teachers, (c) number of second-year teachers, (d) number of third-year teachers, (e) principal's gender, (f) principal's age, (g) principal's...
Show moreThe purpose of this study was to examine teacher induction strategies and effectiveness at the school level, specifically focusing on how the principal designed and implemented induction activities. It also investigated if the following factors influenced teacher retention: (a) number of instructional staff members, (b) number of first-year teachers, (c) number of second-year teachers, (d) number of third-year teachers, (e) principal's gender, (f) principal's age, (g) principal's highest degree earned, (h) principal's total years in education, (i) principal's years in an instructional position, (j) principal's administrative experience, (k) year the school opened, (l) student enrollment, and (m) free and reduced lunch percentages. Common patterns and trends in the data were analyzed to reveal differences between schools with high teacher retention and schools with low teacher retention. All principals of elementary schools in Hillsborough County Public Schools, Florida and Orange County Public Schools, Florida were invited to participate in the study. Data were collected through a researcher created, 32-question, online questionnaire. Both quantitative and qualitative data were gathered. A total of 147 principals completed the survey. Descriptive statistics were used to report the findings and recommend various areas in need of further study. Analyses of these data found that induction activities that were cited in literature as important were being implemented in schools. These induction activities, organized from most implemented to least implemented, were: (a) formal observation by the principal, (b) mentoring, (c) offer school-level professional development, (d) provide an open door policy, (e) visit classrooms of new teachers often, (f) final (end of year) assessment conferences, (g) provide common planning time for grade levels, (h) encourage district level professional development, (i) give time to observe veteran teachers, (j) involve new teachers in decision making, (k) mid-year assessment conference, (l) provide positive feedback for effective practice, (m) preliminary assessment conference, (n) team building activities, (o) allow new teachers to teach same grade level for at least two consecutive years, (p) offer in-service targeting school policies and procedures, (q) reduce number of students with discipline issues when assigning students to new teachers, (r) provide common planning time with mentor, (s) implement professional reading book club (t) reduce workload of new teachers, and (u) certification exams study group. Data also revealed that schools with high teacher retention tended to be older schools, smaller schools, and schools with fewer percentages of students who received free and reduced lunch. When compared to principals in low retention schools, the principals in high retention schools tended to have more teaching experience, were assigned to their present school for several years, and were older. High retention schools showed significantly less teacher migration and attrition than low retention schools. Recommendations based on this study include investigating how school culture relates to teacher retention and examining teacher migration in more detail. Research is needed to determine how mobility of a school district, new construction, rezoning, allocation cuts, and the reappointment process for teachers affects teacher migration rates of schools. In addition, further study could be done to target specific induction components to determine how to make them effective at the school level. Mentoring, team-building activities, and scheduling are components of induction that need further study.
Show less - Date Issued
- 2007
- Identifier
- CFE0001725, ucf:47312
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001725
- Title
- THE RELATIONSHIP BETWEEN TEACHER ATTITUDES TOWARD FLORIDA HISTORY AND THE METHODS AND MATERIALS THE TEACHERS USE TO TEACH FLORIDA HISTORY.
- Creator
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Dewey, Elizabeth, Allen, Kay, University of Central Florida
- Abstract / Description
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Reacting to an impression that history is not viewed as significant as other curricular subjects such as reading, math, or science, there were multiple purposes for this research: first, to document the attitudes of the fourth grade teachers in one county in Florida towards the subject of Florida history. The teachers' perceptions of the importance of the topic to and for the students, to the administration, and to them personally was surveyed in addition to the perceived preparation of the...
Show moreReacting to an impression that history is not viewed as significant as other curricular subjects such as reading, math, or science, there were multiple purposes for this research: first, to document the attitudes of the fourth grade teachers in one county in Florida towards the subject of Florida history. The teachers' perceptions of the importance of the topic to and for the students, to the administration, and to them personally was surveyed in addition to the perceived preparation of the teachers to teach Florida History. The second purpose was to ascertain the perception of fourth grade teachers regarding preference and efficacy of their methods; third, to discern the teachers' views as to the effectiveness and value of the available materials; fourth, to determine the amount of instructional time devoted to the teaching of Florida History; and fifth, to discover if there is any correlation between teacher attitudes toward Florida History and the methods and materials that they use to teach the subject. Eighty-eight of the 210 fourth grade teachers employed in the county during the research interval responded to a survey that was part Likert scale and part fill-in. The results of this research were in agreement with the premise that teachers perceive themselves as unprepared to teach history; however, the teachers of this county thought that Florida History was important to and for their students, the administration and them personally. Although the teachers advocated the use of constructivist approaches to teaching Florida History such as cooperative learning, student projects, and role-playing, the majority of the teachers utilized lecture as their predominant instructional method due to insufficient classroom instructional time (only one in five teachers included Florida History in the daily schedule). The textbook was the leading material of choice overwhelming tradebooks, computer software, and videos. Although there was a relationship discovered between the teachers' attitudes and the methods they espoused, there was no relationship between the teachers' attitudes and the materials they employed to teach Florida History.
Show less - Date Issued
- 2005
- Identifier
- CFE0000504, ucf:46457
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000504
- Title
- A SURVEY OF THE BIG FIVE PERSONALITY TRAITS AMONG ELEMENTARY TEACHERS.
- Creator
-
Rohani, Afrina R, Roberts, Sherron, University of Central Florida
- Abstract / Description
-
This research examined the possibility that personality traits play a part in career longevity and job satisfaction in the education field. The current study examined trends among the Big Five personality traits (Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism) and their relation to job satisfaction in the elementary classroom. This researcher hypothesized that some common personality traits that are shared by teachers who persist in the classroom for...
Show moreThis research examined the possibility that personality traits play a part in career longevity and job satisfaction in the education field. The current study examined trends among the Big Five personality traits (Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism) and their relation to job satisfaction in the elementary classroom. This researcher hypothesized that some common personality traits that are shared by teachers who persist in the classroom for five or more years, who are satisfied with their jobs and do not intend to leave. This researcher hypothesized that more experienced teachers would be high in Conscientiousness, and Agreeableness. This researcher hypothesized that less experienced teachers would have Big Five personality scores that are more diverse than those of experienced teachers and that are more representative of the personalities of the general population. This researcher also hypothesized that teachers who score higher in the areas of Neuroticism and lower on Conscientiousness and Extraversion, would be dissatisfied with their jobs. The survey was completed by 202 participants. Experienced teachers (those working in the classroom for five or more years), and less experienced teachers (those working in the classroom for four years or less) completed the Big Five personality survey, along with additional survey questions that assess job satisfaction, and intent to leave. This research found no trend among personality traits in experienced teachers compared to inexperienced teachers. There was, however, a correlation between intention to leave and Neuroticism as well as a correlation between job satisfaction and Neuroticism, Extraversion, and Conscientiousness.
Show less - Date Issued
- 2017
- Identifier
- CFH2000257, ucf:45965
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000257
- Title
- "IN TRANSITION": AN ACTIVITY THEORETICAL ANALYSIS EXAMINING ELECTRONIC PORTFOLIO TOOLS' MEDIATION OF THE PRESERVICE TEACHER'S AUTHORING EXPERIENCE.
- Creator
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Fiedler, Rebecca, Baumbach, Donna, University of Central Florida
- Abstract / Description
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Co-chairs: Dr. Donna Baumbach Dr. Gail West Background: Electronic portfolios are increasingly used to make critical decisions about teacher candidates and program accreditation. Adoption rates for portfolios are at nearly 90% for schools, colleges, and departments of education (Salzman, Denner, & Harris, 2002). Over 50% of institutions who rated themselves or were nominated by others as exemplary users of electronic portfolios use web-based database-driven electronic portfolio systems ...
Show moreCo-chairs: Dr. Donna Baumbach Dr. Gail West Background: Electronic portfolios are increasingly used to make critical decisions about teacher candidates and program accreditation. Adoption rates for portfolios are at nearly 90% for schools, colleges, and departments of education (Salzman, Denner, & Harris, 2002). Over 50% of institutions who rated themselves or were nominated by others as exemplary users of electronic portfolios use web-based database-driven electronic portfolio systems (Strudler & Wetzel, 2005b; Wetzel & Strudler, 2005b). There is a paucity of theory-driven, systematic, rigorous research on electronic portfolios and a need for in-depth, context-aware research on such initiatives. Purpose: To explicate the differential impact of different portfolios systems on preservice teachers. The overarching research question was, "What are the preservice teachers' experiences using tools to create an electronic portfolio?" Setting: The Teachers College at a large university and the Education Department at a small liberal arts college. Participants: Six preservice teachers at each institution served as key participants. Informal interviews with numerous other participants provided additional data. Research Design: Qualitative multi-site case study informed by Engeström's Cultural Historical Activity Theory (CHAT) (Engeström, 1987). Data Collection and Analysis: Document analysis, focus group interviews, individual interviews, thinkaloud work sessions, and lab and classroom observations provided data. Qualitative data analysis was informed by Creswell's "data analysis spiral" and Engeström's CHAT. Findings: Visits at both institutions presented several of the key ideas in the CHAT framework including the networked nature of activity, the portfolio as a boundary activity, contradictions within the portfolio activity, and changes to the portfolio activity system. Additional themes included transition, creativity, reflection, and resources.
Show less - Date Issued
- 2006
- Identifier
- CFE0001015, ucf:46830
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001015
- Title
- PRE-SERVICE TEACHERS' PERCEPTIONS OF PROMOTING TEACHER AUTONOMY THROUGH THE USE OF LESSON STUDY.
- Creator
-
Leon, Rachel, Wise, William Scott, University of Central Florida
- Abstract / Description
-
The intent of thesis is to explore pre-service teachers' perceptions of using a form of professional development to promote teacher autonomy. Current evidence shows that autonomy is a recurring element desired by American teachers in their profession. However, research advocates for teachers who are initiating and carrying out research in their schools(as a form of professional development) to have the potential to promote autonomy. For American teachers to gain a sense of autonomy in their...
Show moreThe intent of thesis is to explore pre-service teachers' perceptions of using a form of professional development to promote teacher autonomy. Current evidence shows that autonomy is a recurring element desired by American teachers in their profession. However, research advocates for teachers who are initiating and carrying out research in their schools(as a form of professional development) to have the potential to promote autonomy. For American teachers to gain a sense of autonomy in their profession there needs to be a change in the way professional development is directed. One form of professional development that promotes teachers as researchers is Lesson Study. Teachers who participate in lesson study are given the opportunity to research, collaborate, and learn. A sample population of five Pre-service teachers were interviewed to discover their perceptions of using Lesson Study as a means to promote teacher autonomy. The results of this thesis are that lesson study was regarded, by three out of five of the participants, as an effective way to strengthen teacher autonomy. The implications of the results are discussed, and the descriptions and implications of Lesson Study are provided.
Show less - Date Issued
- 2014
- Identifier
- CFH0004726, ucf:45381
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004726
- Title
- ART TEACHER PREPARATION: DOES THE PATH TO CERTIFICATION IN FLORIDA MATTER?.
- Creator
-
Price, Deanna, Brewer, Thomas, University of Central Florida
- Abstract / Description
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For years now, students have been learning from two different types of teachers: Teachers who received certification from a traditional training program at a university and teachers who became certified through alternative certification routes. Does the educational preparation of an art teacher matter? Is alternative certification as effectual as traditional teacher preparation programs? Darling- Hammond (2006) says, "Evidence indicates that teachers who have had more preparation for teaching...
Show moreFor years now, students have been learning from two different types of teachers: Teachers who received certification from a traditional training program at a university and teachers who became certified through alternative certification routes. Does the educational preparation of an art teacher matter? Is alternative certification as effectual as traditional teacher preparation programs? Darling- Hammond (2006) says, "Evidence indicates that teachers who have had more preparation for teaching are more confident and successful with students than those who have had little or none." This thesis will examine and analyze alternative teacher certification in art education for the state of Florida, in a selected county in central Florida, and the traditional teacher certification program via a university path. I am choosing to base this study on my own program of study. I am on the path receive a Bachelor's degree through a traditional art education preparation program. This topic will be discussed by conducting a review of literature. Articles from scholars will be cited in order to provide evidence to support the conclusion that art teachers who are traditionally certified are better prepared for the art classroom than art teachers who attained certification via an alternative route. In order to carry out this investigation, an autoethnography will be included, which will include personal experiences, such as going through a traditional art teacher certification program, which is a four year Bachelor's degree in art education and observing art teachers who have completed different types of certification, leading me to the conclusion that traditionally certified art teachers are more prepared.
Show less - Date Issued
- 2011
- Identifier
- CFH0004092, ucf:44787
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004092
