Current Search: Department of Curriculum, Culture, and Educational Inquiry (x)
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- Title
- Sabbath Sacred Service.
- Creator
- Reusch, G. Roberta, Florida Atlantic University, Robinson, Kenneth H., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
As all music must, Jewish music of temple and synagogue has changed, and changed again through the long centuries. Because of an enduring interest in the old rituals and the old ways; however, it might be said that the music of Judaism still contains small nuggets of the musical form used in the days of the Prophets. Certainly, in recent years, musicologists have shown increasing interest in reconstructing the ancient patterns. They have become more and more certain that the musical service...
Show moreAs all music must, Jewish music of temple and synagogue has changed, and changed again through the long centuries. Because of an enduring interest in the old rituals and the old ways; however, it might be said that the music of Judaism still contains small nuggets of the musical form used in the days of the Prophets. Certainly, in recent years, musicologists have shown increasing interest in reconstructing the ancient patterns. They have become more and more certain that the musical service of the temple, as initiated by David, was carried by the Judaeo-Christians to the early Christian church and was the basis of the music of the Catholic liturgy. The early modes, or scale patterns, of the Jews were closely related to those of the Greeks, the Egyptians, the Babylonians; the source was primarily Oriental. However, just as a new moral value made their religion unique, the Jews added an individual meaning to music that provided the foundation of Western musical style. When the people of Israel wandered all over the world during the past two thousand years, their music went with them. The scale patterns and melody patterns changed according to the ways of the particular country and the style of the day. Through the centuries the "People of the Book" made an effort to remember the old chants. At first generation after generation of priests chanted the Scripture and transmitted the musical tradition orally. Hand signals came into being to help remember the particular pattern and punctuation given each word. Many years later written symbols were substituted for the hand signals and each symbol represented a melodic pattern and mode. Slowly a more precise system evolved from this primitive writing until today's notation came into use. This particular musical service was based on ancient modal and melodic patterns. The portion of Scripture in which each response was found determined which mode or cantillation (chant) was used in the song. In many of the responses, the antiphonal or responsorial form was used for this form was one of the most common in the ancient Orient. As much as possible, the mode and cantillation chosen was that of the Yemenite, Babylonian, or Sephardic-Oriental sections of the Jewish world. These peoples, especially the Yemenites, remained relatively free of outside influences over the years and their music could be considered purer in style. The harmony was designed to combine the sound of an era when harmony was nonexistent with today's insistence upon harmonic variety. The whole of the service was written to provide listeners with a brief glimpse into ancient musical history, using a portion of the musical heritage given Western civilization by the Jewish nation.
Show less - Date Issued
- 1969
- PURL
- http://purl.flvc.org/fau/fd/FA00000642
- Subject Headings
- Synagogue music--Sabbath services, Jews--Music--History and criticism
- Format
- Document (PDF)
- Title
- Teacher perceptions of response to intervention for English learners.
- Creator
- McCahill, Tiffany Patella, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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The current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help “close the gap” and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers’ perceptions and understanding of the RtI process for...
Show moreThe current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help “close the gap” and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers’ perceptions and understanding of the RtI process for English learners. Eight elementary general education teachers participated in two interview sessions each to address what general education teachers know about the RtI process for English learners, how teachers report their interpretation of policies and procedures with respect to instruction and assessment of English learners, how teachers feel about their understanding of RtI, and how teachers feel about their understanding of instruction and assessment for English learners. Teacher participants shared their knowledge of the importance of progress monitoring and data collection during the RtI process. Participants reported that progress monitoring and data collection were used to inform instructional decisions for English learners. Participants also provided insight into a shift in teacher accountability related to data collection and progress monitoring. Teacher participants addressed elements of the RtI process: three tiers of RtI, evidence-based interventions, data and data collection, and progress monitoring. Based on teacher responses, teachers monitor student progress, but find some elements of progress monitoring unclear. Participants expressed concern about measuring student progress and the means used to demonstrate growth and to compare struggling students to the performance of peers in the same grade level. The RtI framework includes targeted interventions for struggling students, and participants perceive that RtI helps to identify students with disabilities earlier. Participants reported benefits and drawbacks related to RtI. The participants specifically focused on the collaborative problem solving team as a beneficial support system for teachers navigating the RtI process. Teachers reported perceptions on language acquisition and learning disabilities, adjustment time for English learners, assessments for English learners, parental involvement and experiences, instruction for English learners, and professional development and support for the instruction of English learners.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004215, http://purl.flvc.org/fau/fd/FA00004215
- Subject Headings
- Cognitive styles in children, Education, Bilingual, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Individual differences, Language teachers, Training of, Response to intervention (Learning disabled children), Second language acquisition
- Format
- Document (PDF)
- Title
- Teacher Expertise in Motion: A Theory of the Synergistic Gears That Shape and Sustain Teacher Expertise.
- Creator
- Rodriguez, Christine N., Hyslop-Margison, Emery, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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This study explored the factors expert teachers reported as influences in the development and sustainment of their expertise as well as those that challenge it. Through one-on-one interviews with 15 expert teachers, the generated data were scrutinized using a grounded theory approach. The analysis protocol followed a multi-step process of three stages – exploration, amalgamation, and conceptualization. In each of those stages, the data were examined using a cyclical and recursive process of...
Show moreThis study explored the factors expert teachers reported as influences in the development and sustainment of their expertise as well as those that challenge it. Through one-on-one interviews with 15 expert teachers, the generated data were scrutinized using a grounded theory approach. The analysis protocol followed a multi-step process of three stages – exploration, amalgamation, and conceptualization. In each of those stages, the data were examined using a cyclical and recursive process of investigation-interpretationintegration- illustration. By the completion of the conceptualization stage, a theory was developed to describe the interdependence of the four influential factors that shape and sustain teacher expertise. Among the findings, the study revealed that both endogenous and exogenous elements are necessary to develop and sustain teacher expertise. The endogenous factors are more intrinsic and include energy (a teacher’s drive, commitment, and ability to extend past her/his comfort zone) and examination (reflection and goal-setting), while the exogenous factors are more environmental and include encouragement (the succor a teacher receives through collaboration and school leadership) and erudition (professional learning that influences a teacher’s knowledge and skills). The theory proposes that the evolution of expertise is neither chronological nor linear; rather, each of the four factors plays an integral role and is interconnected and synergistic with the others. In addition, when one or more influences is lacking or is compromised, expertise is impeded. Impedances represent the challenges the participants reported as their expertise evolved. These challenges interfere with their energy, examination, encouragement, or erudition and, ultimately, their expertise. Furthermore, a diagram depicting a quaternary gear system was created to illustrate teacher expertise in motion. This is especially relevant at a time when teacher quality is the prominent discourse in the field and at the forefront of educational policy. Understanding the interdependent factors that shape and sustain teacher expertise can inform pre-service teachers, developing and expert teachers, educational leaders, and decision-makers on the nuances of teacher expertise as a way to optimize teacher growth and maximize student success.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004660, http://purl.flvc.org/fau/fd/FA00004660
- Subject Headings
- Effective teaching, Expertise, Performance -- Psychological aspects, Teacher educators, Teachers -- Training of, Teaching -- Psychological aspects
- Format
- Document (PDF)
- Title
- Teacher Perceptions of Technology Integration Professional Development in a 1:1 Chromebook Environment.
- Creator
- Yankelevich, Eleonora, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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A variety of computing devices are available in today’s classrooms, but they have not guaranteed the effective integration of technology. Nationally, teachers have ample devices, applications, productivity software, and digital audio and video tools. Despite all this, the literature suggests these tools are not employed to enhance student learning according to best practices. The purpose of this qualitative case study was to describe and understand perceptions of a technology integration...
Show moreA variety of computing devices are available in today’s classrooms, but they have not guaranteed the effective integration of technology. Nationally, teachers have ample devices, applications, productivity software, and digital audio and video tools. Despite all this, the literature suggests these tools are not employed to enhance student learning according to best practices. The purpose of this qualitative case study was to describe and understand perceptions of a technology integration professional development (TIPD) experience of elementary teachers at a suburban, independent school. The TIPD was an ongoing, 40-minute class led by a technology specialist, taking place in teachers’ classrooms, engaging teachers and their students in a 1:1 Chromebook environment. Data collected were through classroom observations, teacher written reflections, school documents, and face-to-face interviews. The results of multiple cycles of coding wrought findings in regard to teachers’ perceptions of effective technology integration, technology class as professional development (PD), and technology class as enabling effective technology integration. The findings showed teachers perceived technology integration to be effective if it benefited the skills or productivity of themselves or their students and if it directly related to their curriculum. Teachers required the support of their colleagues, technology specialist, IT department, as well as traditional and alternative forms of PD to overcome internal and external barriers to integration. Five of the seven teachers explicitly conveyed the technology class to be effective TIPD and all seven learned about a technology tool or resource, technical knowledge or skills, or ideas for integration during the technology classes. Findings also showed the technology class enabled reflection, which led to ideas for integration; the class enabled integration when the content was related to or the tools were useful for their subject area; the class provided the collaboration necessary for integration to occur.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004968, http://purl.flvc.org/fau/fd/FA00004958
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Elementary school teachers--Training of., Educational technology., Professional development.
- Format
- Document (PDF)
- Title
- TEACHING 21ST CENTURY LEARNERS: AN ANALYSIS OF FACULTY MINDSET AND PERCEPTIONS OF TECHNOLOGY USE IN THE HIGHER EDUCATION CLASSROOM.
- Creator
- Copeland, Allyson Lynna, Baxley, Traci, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
-
This mixed methods research study examined the relationship between faculty mindset and their perceived use of instructional technology in the higher education classroom. Recognizing the growing importance of technology-mediated learning interventions, the researcher sought to gain a deeper understanding of how mindset influenced the use of technology particularly amongst college of education faculty in Florida public 4-year universities. Data analyses revealed the following findings: (a)...
Show moreThis mixed methods research study examined the relationship between faculty mindset and their perceived use of instructional technology in the higher education classroom. Recognizing the growing importance of technology-mediated learning interventions, the researcher sought to gain a deeper understanding of how mindset influenced the use of technology particularly amongst college of education faculty in Florida public 4-year universities. Data analyses revealed the following findings: (a) Although participants shared a range of integration patterns, faculty predominantly integrated technology for knowledge transmission, backstage activity, and communication purposes; (b) Participants predominantly occupied the integration phase of technology implementation, suggesting that they used technology committedly, but in ways that were familiar and common; (c) The way participants perceived and approached technological realities influenced their patterns of technology integration; and (d) Faculty shared similar concerns about the challenges and benefits associated with technology integration in their classrooms. The key implications that emerged from this study were that student-centered technology implementation practices were underrepresented, and that faculty seemed ill-equipped or underprepared to implement strategies surrounding accessibility.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013735
- Subject Headings
- Education, Higher, Educational technology, Universities and colleges--Faculty
- Format
- Document (PDF)
- Title
- OPERATIONALIZING ACCREDITATION STANDARDS FOR SELF-DIRECTED LEARNING: EXPLORING THE IMPACT OF CONTEXTUAL FACTORS AND CAPACITY ON UNDERGRADUATE MEDICAL EDUCATION.
- Creator
- Chiplock, Amanda M., Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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The purposes of this sequential, mixed-methods, multiple-case study were to understand how fully-accredited medical schools in the United States operationalize the accreditation standard for self-directed learning (SDL), and to recommend an innovative framework for guiding SDL implementation across the continuum of medical education programs. The main investigation relied on a survey in Phase 1 to collect quantitative and qualitative data, followed by a multiple-case study in Phase 2 to...
Show moreThe purposes of this sequential, mixed-methods, multiple-case study were to understand how fully-accredited medical schools in the United States operationalize the accreditation standard for self-directed learning (SDL), and to recommend an innovative framework for guiding SDL implementation across the continuum of medical education programs. The main investigation relied on a survey in Phase 1 to collect quantitative and qualitative data, followed by a multiple-case study in Phase 2 to collect qualitative data to gain deeper insights into the overall organizational context and capacity for SDL implementation at the local level. Two cases for Phase 2 were identified through analysis of the quantitative data collected with the survey instrument in Phase 1. A low survey response rate of 10% in Phase 1, and an unexpected high number of declined invitations to participate in Phase 2 (n = 6), were the most significant limitations to this study. However, considering the totality of the findings for this study, there are salient commonalities among the schools for implementing SDL across the continuum of medical education, which may be helpful for many programs struggling to meet LCME expectations for SDL. Commonalities included (a) definitions of SDL aligned or closely with the LCME’s definition; (b) explicit statements of where, when, and how SDL skills are implemented and experienced throughout the curriculum; (c) specific activities implemented to facilitate SDL objectives using clinically-relevant, active learning pedagogy with vertical and horizontal integration; and (d) evaluating implementation and identifying barriers that may impede SDL experiences for all stakeholders. The findings highlight the need for medical schools to increase capacity for SDL implementation at all levels of the organization including optimizing experiential learning opportunities, scaffolding and spiraling SDL throughout the curriculum, and investing time and resources for continuous SDL faculty development. Planning for SDL implementation across the continuum of medical education will be different for each year or phase of a program, and unique for each medical school. It is recommended SDL implementation be explicit and strategic, integrating SDL skills acquisition, development, and refinement throughout the medical education program.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013864
- Subject Headings
- Medical education, Self-managed learning, Accreditation, Curriculum development
- Format
- Document (PDF)
- Title
- NO SUBSTITUTION FOR SUBSTITUTE TEACHING EXPERIENCES: A CASE STUDY EXPLORING PERSPECTIVES OF NEW SUBSTITUTE TEACHERS.
- Creator
- Barnes, Linda S., Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
-
Substitute teachers organize the classroom and instruct students in the absence of the regular teacher. An expectation placed on substitute teachers is to ensure learning experiences continue (Duggleby & Badali, 2007); however, this charge may exceed the preparation. Three central research questions and four sub-questions guided this case study. The questions focused on initial experiences of new substitute teachers in a Kindergarten through twelfth grade public school, the factors they...
Show moreSubstitute teachers organize the classroom and instruct students in the absence of the regular teacher. An expectation placed on substitute teachers is to ensure learning experiences continue (Duggleby & Badali, 2007); however, this charge may exceed the preparation. Three central research questions and four sub-questions guided this case study. The questions focused on initial experiences of new substitute teachers in a Kindergarten through twelfth grade public school, the factors they believed influenced their confidence for instruction and perceived strengths and weaknesses of the required training in a large urban public school system. This case study explored perspectives of 32 new substitute teachers. An online survey, semi-structured interviews, and artifact reviews captured data. Online tools organized data for coding and analysis to discover themes and answer research questions. Findings indicated that the initial experiences substitute teachers had while working were varied, significant and often had a direct impact on their own performance and perceptions of school community members. Lesson plans, student activities and classroom management contributed to a new substitute teacher’s success in the classroom. Opportunities to interact with school community members strengthened a sense of belonging. These feelings were reflected in their own confidence as a substitute teacher. Additional factors impacting confidence included a personal knowledge of subject areas being taught, consistency with job assignments and building relationships with students in the classroom. The required training for the new substitute teachers highlighted more strengths than weaknesses along with a few recommendations for improvement. Implications from this study can uncover, design and implement a pipeline to full-time teaching - experience as a substitute teacher. There are no substitutes for an optimistic, well-prepared, engaged substitute teacher. By understanding the perceptions of new substitute teachers, a new direction improving the work of this instructional position as a valuable school community member is justified.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00013905
- Subject Headings
- Substitute teachers, Teachers—Training of
- Format
- Document (PDF)
- Title
- ACHIEVEMENT CENTERS FOR CHILDREN AND FAMILIES: HISTORY OF A FULL-SERVICE COMMUNITY SCHOOL.
- Creator
- Salzman, Kaitlin Noelle, Sembiante, Sabrina F., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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Full-service community schools (FSCSs) are a holistic, multifaceted reform strategy aimed at improving the educational life experiences and outcomes of underserved student populations (Sanders, 2016; Sanders & Galindo, 2020), designed to provide more equitable educational experiences (Sanders et al., 2018). Black, Native American, and LatinX children represent three-quarters of children living in poverty today, because of systemic inequities and racial disparities that these groups have...
Show moreFull-service community schools (FSCSs) are a holistic, multifaceted reform strategy aimed at improving the educational life experiences and outcomes of underserved student populations (Sanders, 2016; Sanders & Galindo, 2020), designed to provide more equitable educational experiences (Sanders et al., 2018). Black, Native American, and LatinX children represent three-quarters of children living in poverty today, because of systemic inequities and racial disparities that these groups have experienced for decades (Gennetian & Yoshikawa, 2021). The purpose of this study is to document the evolution of a full-service community school, as well as its alignment to the highly effective community school (HECS) model. Richardson’s (2009) HECS model was implemented to identify the relationship between leadership, collaborative partners, and organizational development, and their ability to produce beneficial outcomes and, ultimately, a highly effective FSCS. The research site was the Achievement Centers for Children and Families (ACCF), a long-standing, full-service community school located in Delray Beach, Florida. Data for this qualitative case study were collected using an oral history methodology which included interviews and document analysis.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00014045
- Subject Headings
- Community schools, Multicultural education, Community schools--Florida
- Format
- Document (PDF)
- Title
- EARLY CHILDHOOD TEACHERS’ PERSPECTIVES AND PRACTICES IN MULTICULTURAL EDUCATION IN SOUTH KOREA.
- Creator
- Lee, Yoonhee, Sembiante, Sabrina, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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The purpose of this dissertation research is to examine the perspectives of early childhood teachers with regard to multicultural education in South Korea. This study sought to identify teachers’ personal and professional beliefs about multicultural education as defined by their perceptions, descriptions, feelings, judgments, memories, and discussions with others. To better understand early childhood teachers’ perspectives of multicultural education in South Korea, the following research...
Show moreThe purpose of this dissertation research is to examine the perspectives of early childhood teachers with regard to multicultural education in South Korea. This study sought to identify teachers’ personal and professional beliefs about multicultural education as defined by their perceptions, descriptions, feelings, judgments, memories, and discussions with others. To better understand early childhood teachers’ perspectives of multicultural education in South Korea, the following research questions serve as a compass for the study: (a) What are South Korean early childhood teachers’ understandings and beliefs about multicultural education in their classrooms? (b) How do South Korean early childhood teachers implement multicultural practices in their classroom environment and curriculums? Findings show that teachers recognized a need for multicultural education because of the increasing diversity in South Korea. Although they understood embracing diversity, they shared opposing views about multicultural families while recognizing their bias as a challenge in the classroom. Teachers were unaware of the significance of the classroom environment and its influence on multicultural teaching, adding multicultural materials to accommodate children from multicultural families rather than actively integrating multiculturalism in curriculum and instructional interactions. Implications suggest avenues for increased multicultural understanding through teacher preparation, professional development, curricular revision, and policy changes.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014183
- Subject Headings
- Early childhood teachers--Korea (South), Early childhood education, Multicultural education--Korea (South)
- Format
- Document (PDF)
- Title
- EXAMINING STATISTICAL MODELS TO PREDICT ACADEMIC SUCCESS IN EARLY COLLEGE USING MIDDLE SCHOOL DATA.
- Creator
- Timar, Agnes A., Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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The study explored whether middle school students’ select academic (grade point average [GPA], Accuplacer mathematics, reading, and writing scores, admission interview scores) and non-academic characteristics (race, ethnicity, the middle school they attended, their gender, their parents’ educational level) have any predictive power with regard to their success at an early college high school. This study compared binary logistic regression (BLR) and predictive discriminant analysis (PDA)...
Show moreThe study explored whether middle school students’ select academic (grade point average [GPA], Accuplacer mathematics, reading, and writing scores, admission interview scores) and non-academic characteristics (race, ethnicity, the middle school they attended, their gender, their parents’ educational level) have any predictive power with regard to their success at an early college high school. This study compared binary logistic regression (BLR) and predictive discriminant analysis (PDA) statistical models. First-year early college academic success can be predicted using BLR and only six input factors from middle school (Accuplacer math scores, interview scores, gender, and race, as three dummy variables) with a 91% accuracy. However, a student academic success prediction model using middle school data for a student’s first year college success could not be built. This finding asserts Astin’s Student Development Theory (1993, 1999a, 1999b), the theoretical framework that guided this study, that students can grow and improve over time and educators need to focus on cultivating and developing students’ smartness through high level instruction and coaching instead of identifying and celebrating smartness by accepting only the most prospective students into colleges (Astin, 1977, 1993, 1999a, 2017, 2018).
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014161
- Subject Headings
- Prediction of scholastic success, Middle school education, Universities and colleges--Admission
- Format
- Document (PDF)
- Title
- EXPANDING THE NARRATIVE: BLACK FEMALE DOCTORAL STUDENTS CREATING CULTURAL SAFE SPACES AS RESISTANCE.
- Creator
- Rodgers, Iris, Traci P. Baxley, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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This narrative research study focuses on the lived experiences of Black female doctoral students navigating predominantly White colleges and universities (PWIs) and their connections within cultural safe spaces. Through the lens of Black Feminist Theory and the application of a Black Feminist-Ecological Perspective, this study investigates how Black female doctoral students are defining cultural safe spaces and how these safe spaces support their academic and personal lives. Specifically,...
Show moreThis narrative research study focuses on the lived experiences of Black female doctoral students navigating predominantly White colleges and universities (PWIs) and their connections within cultural safe spaces. Through the lens of Black Feminist Theory and the application of a Black Feminist-Ecological Perspective, this study investigates how Black female doctoral students are defining cultural safe spaces and how these safe spaces support their academic and personal lives. Specifically, this study explored the narratives of nine Black female doctoral students and how they define and locate cultural safe spaces. This study expanded on the limited existing research on Black women in doctoral programs by delving into a more nuanced look into understanding the specific dynamics of Black female cultural safe spaces and the role they play in supporting Black women pursuing doctoral degrees at PWIs. Using the Rodgers 3-R Framework, three major themes unfold from this narrative, beginning with participants’ initial experiences in their doctoral programs (recognition phase), their journey towards finding a cultural safe space after recognizing that there was a deficit in their doctoral experience (reconciliation phase), and their recounts of how they interpreted their experience after becoming a part of a cultural safe space of their own (reflection phase). Implications for future research are discussed.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014195
- Subject Headings
- Women, Black, Women doctoral students, Feminist theory, Women's studies, Safe spaces
- Format
- Document (PDF)
- Title
- THE EDUCATOR PERSPECTIVE: A CASE STUDY EXAMINING THE EXPERIENCES OF LGBTQ EDUCATORS WITH INCLUSIVE CURRICULUM IN K-12 PUBLIC SCHOOLS.
- Creator
- Antonelli, Melissa A., Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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This multiple case study explored the lived experiences of LGBTQ educators while they navigated the ongoing disclosure of their sexual orientation and inclusion of LGBTQ curriculum in K-12 public schools. Two main research questions and four sub-research questions guided this study. An electronic questionnaire was used to collect initial information and recruit participants for two rounds of semi structured interviews. The sample population for this study consisted of 8 participants. All...
Show moreThis multiple case study explored the lived experiences of LGBTQ educators while they navigated the ongoing disclosure of their sexual orientation and inclusion of LGBTQ curriculum in K-12 public schools. Two main research questions and four sub-research questions guided this study. An electronic questionnaire was used to collect initial information and recruit participants for two rounds of semi structured interviews. The sample population for this study consisted of 8 participants. All eight participants completed the initial questionnaire and the first round of interviews. The first interview focused on the educator’s disclosure and school climate. From the original eight participants, six completed the second round of interviews which focused on inclusive curriculum. Data analysis supported themes and findings which emerged from the coding and are presented according to the research question they address. Research Question 1 found negative and positive experiences LGBTQ educators encountered that are presented according to shareholder groups: (a) administrators, staff, and community, and (b) students. Sub-Research Question 1 had three themes related to the influences school climate had on LGBTQ educators’, and Sub-Research Question 2 findings included the negative, positive, and neutral factors that influence an LGBTQ educator’s disclosure decision. Research Question 2 depicted LGBTQ educators’ experiences with LGBTQ inclusive curriculum. Sub-Research Question 3 identified two themes relating to LGBTQ educators’ feelings toward inclusion. Finally, Sub-Research Question 4 found three shareholder groups: (a) students, (b) school and district, and (c) society. Each group comprised factors that impacted the inclusion of LGBTQ curriculum including (a) barriers, (b) benefits, and (c) support.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014135
- Subject Headings
- LGBTQ+ people, Education, LGBTQ studies
- Format
- Document (PDF)
- Title
- GRIT IN ADULT STUDENTS WITH DISABILITIES: A MULTIPLE-CASE STUDY.
- Creator
- Kamburov, Teodora, Sembiante, Sabrina F., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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This multiple-case study sought to understand how adult students with disabilities demonstrate grit in the pursuit of higher education. Through in-depth, semi-structured interviews, this study found that adult students with disabilities demonstrate grit through seeking to understand their own disabilities and the impacts of those disabilities on their academics, finding solutions-based approaches in improving their academic skills, persevering through various forms of sacrifice, “pushing...
Show moreThis multiple-case study sought to understand how adult students with disabilities demonstrate grit in the pursuit of higher education. Through in-depth, semi-structured interviews, this study found that adult students with disabilities demonstrate grit through seeking to understand their own disabilities and the impacts of those disabilities on their academics, finding solutions-based approaches in improving their academic skills, persevering through various forms of sacrifice, “pushing through,” and practice, seeking help from their support networks, and maintaining consistent interests in their courses of study while also keeping a greater purpose in mind. These findings are discussed in detail and implications for practice as well as future research are identified.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014139
- Subject Headings
- Students with disabilities, People with disabilities--Education (Higher), Perseverance (Ethics)
- Format
- Document (PDF)
- Title
- A CRITICAL CONTENT ANALYSIS OF FOUNTAS AND PINNELL’S LLI SYSTEM.
- Creator
- Fedderman, Diana, Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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The Fountas and Pinnell Leveled Literacy Intervention System (LLI), first edition, is a textbook series designed for struggling elementary school readers. The materials have become entrenched in the nation’s schools and are currently utilized as an intervention resource in all fifty states and four of the seven largest school districts in Florida. Reading intervention support is a requirement for students in most states, often due to their performance on standardized assessments (Diffey, 2016...
Show moreThe Fountas and Pinnell Leveled Literacy Intervention System (LLI), first edition, is a textbook series designed for struggling elementary school readers. The materials have become entrenched in the nation’s schools and are currently utilized as an intervention resource in all fifty states and four of the seven largest school districts in Florida. Reading intervention support is a requirement for students in most states, often due to their performance on standardized assessments (Diffey, 2016). Moreover, NAEP data indicates that students of color are overrepresented in reading intervention courses; thus, instructional materials choices made for these courses disproportionally affect this population (The Nation’s Report Card, n.d.). As culturally relevant texts are academically beneficial, it is critical that intervention materials are appropriately representative (Aronson & Laughter, 2016; Au, 2001; Sampson & Garrison-Wade, 2011). The purpose of this qualitative critical content analysis of the 731 books within the LLI system was to examine the cultural, ethnic, and racial representation of people/characters of color within the series. Major findings revealed that people/characters of color were depicted from a deficit model (Ladson-Billings, 2018). Coded information revealed 41.5% included a negative characterization while 7.6% offered a positive portrayal. Further, the books exploring the experiences and cultures of people/characters of color depicted undesirable conditions 25.7% of the time while presenting favorable information 2.5% of the time. The final finding centers on what is missing from the stories. Other than a select few texts, the LLI books are colorblind, presenting students an inaccurate view of society. Accordingly, counternarratives and stories that center on social justice/equity are notably absent.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014261
- Subject Headings
- Content analysis, Literacy--Study and teaching (Elementary), Critical race theory
- Format
- Document (PDF)
- Title
- RAISING THE BAR: HISPANIC/LATIN* HIGH SCHOOL STUDENTS’ EXPERIENCES IN AN EARLY COLLEGE PROGRAM.
- Creator
- Taylor, Pilar Forero, Willems, Patricia, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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As the Hispanic/Latin* population in the United States experiences rapid growth, a concerning decline in college completion rates among these students demands further investigation. This study aims to establish an understanding of historical disparities that pervade the provision of advanced education and experiences, which consequently impact access to postsecondary education for Hispanic/Latin* students. Given the heightened likelihood of encountering such disparities within this...
Show moreAs the Hispanic/Latin* population in the United States experiences rapid growth, a concerning decline in college completion rates among these students demands further investigation. This study aims to establish an understanding of historical disparities that pervade the provision of advanced education and experiences, which consequently impact access to postsecondary education for Hispanic/Latin* students. Given the heightened likelihood of encountering such disparities within this demographic, the pursuit of college degree attainment goals may necessitate particular emphasis. Utilizing Self-Determination Theory (SDT) as a foundation, the satisfaction of the three basic psychological needs—competence, autonomy, and relatedness—can be examined to elucidate how students’ intrinsic motivations are influenced by their interests and needs. As the nation grapples with equity challenges, identifying opportunities to expedite progress toward academic goals is crucial. This phenomenological study delves into the lived experiences of Hispanic/Latin* high school students who have opted for accelerated university curricula. The research investigates the impetus behind participation in dual-enrollment/early-college programs and the subsequent impact on undergraduate degree attainment. Employing an SDT framework, the motivational constructs affecting persistence are analyzed to address the question, "How does participation in a dual-enrollment/early-college curriculum influence undergraduate degree attainment?" Answering this query provides an essential foundation for educational researchers, policymakers, and school personnel to address the factors contributing to the low undergraduate degree attainment rates among Hispanic/Latin* students. A comprehensive understanding of SDT’s core tenets can reveal the significance of self-efficacy and motivation, as well as the adjustment experiences of Hispanic/Latin* high school students attending university full-time. By eliminating barriers to accelerated programs such as dual enrollment, positive implications for employment and socioeconomic equity are likely to ensue, propelling the United States toward becoming a global leader in college degree attainment.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014335
- Subject Headings
- Hispanic American high school students, Dual enrollment, Educational attainment
- Format
- Document (PDF)
- Title
- TOWARD A FRAMEWORK FOR CREATIVE TEACHER PREPARATION.
- Creator
- Williams, Luke, Sembiante, Sabrina, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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This mixed methods study investigated the effectiveness of a novel educational framework, Creative Teacher Preparation (CTP), in enhancing the creative teaching abilities of undergraduate education students during field-based learning. The study focused on pre-service teachers enrolled in an undergraduate program designed for initial certification. The CTP framework is a synthesis of Lin's Creative Pedagogy and elements from traditional teacher preparation models. Within the CTP framework,...
Show moreThis mixed methods study investigated the effectiveness of a novel educational framework, Creative Teacher Preparation (CTP), in enhancing the creative teaching abilities of undergraduate education students during field-based learning. The study focused on pre-service teachers enrolled in an undergraduate program designed for initial certification. The CTP framework is a synthesis of Lin's Creative Pedagogy and elements from traditional teacher preparation models. Within the CTP framework, teacher candidates engaged in an eight-week seminar designed to improve their understanding of creative pedagogy and prepare them to implement creative teaching strategies during field-based learning. Employing an bb, the study consisted of two phases: an initial phase utilizing semi-structured interviews and field notes for data collection, followed by a final phase using a modified version of the Creativity Fostering Teacher Behaviors Index (CFTBIndex) (Soh, 2000). A control group was also observed to assess the statistical significance of the impact of the CTP framework, implemented through the eight-week seminar, on participants' creative teaching approaches.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014338
- Subject Headings
- Teachers--Training of, Creative teaching, Education--Study and teaching
- Format
- Document (PDF)
- Title
- “Panyard” Steelpan Experiences Impact on Secondary Teachers’ Pedagogical Practices: A Case Study.
- Creator
- Massy, Paul, Nightengale-Lee, Bianca, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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This study investigates the impact of the Trinidad and Tobago Panyard steelpan experiences on the development of the secondary school, forms one to three (middle school), music teachers’ pedagogical implementation, and how these pedagogical practices are represented in today’s classroom or not. The case study exploration acknowledges that while the instrument was being developed in formal educational systems, there was already a history of teaching and learning of the steelpan in the...
Show moreThis study investigates the impact of the Trinidad and Tobago Panyard steelpan experiences on the development of the secondary school, forms one to three (middle school), music teachers’ pedagogical implementation, and how these pedagogical practices are represented in today’s classroom or not. The case study exploration acknowledges that while the instrument was being developed in formal educational systems, there was already a history of teaching and learning of the steelpan in the community Panyard contributing to its global growth. The symbiosis among instructional practices in the Panyard, the K-12 system, and postsecondary institutions continues to be the fertile space for understanding steelpan curriculum and instruction. Using the lenses of Culturally Sustaining Pedagogy, Decoloniality and Legitimation Code theory I analyzed these Panyard steelpan experiences and their impact on teachers’ pedagogical practice. I used some of the data to map the observed integrative knowledge building using the Autonomy dimension of Legitimation Code Theory. “Within-group cultural practices” and “common, across-group cultural practices” (Paris, 2012, p. 95) were also analyzed iteratively, contributing to the growth of both the researcher and participants. This study intentionally provided opportunities to understand Steelpan's histories and social constructs better. Moreover, participants’ backgrounds, biographies and experiences also provided contextual evidence for their pedagogical perspectives (Greene, 2001).
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014332
- Subject Headings
- Pedagogy, Teachers—Training of, Curriculum planning
- Format
- Document (PDF)
- Title
- TOWARD MEDIA LITERACY PARENT EDUCATION: IDENTIFYING CHARACTERISTICS OF MEDIA USE AS PROXIMAL PROCESSES THROUGH THE PERSPECTIVES OF MOTHERS OF ADOLESCENTS IN CURRENT MEDIA DOMINANT BIOECOLOGICAL STRUCTURES.
- Creator
- Haywood, Alicia, Powers, Jillian, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
-
Media literacy education has yet to adequately address the needs of parents as media literacy learners. Yet, a lack of understanding about media literacy’s meaning, for most people outside of the community of scholars and advocates engaged in its discourse, renders no clear pathway toward rectifying the omission. This study situates media, rather than media literacy, as the introductory topic, while seeking a conceptual gateway for parents as media literacy learners through insights gathered...
Show moreMedia literacy education has yet to adequately address the needs of parents as media literacy learners. Yet, a lack of understanding about media literacy’s meaning, for most people outside of the community of scholars and advocates engaged in its discourse, renders no clear pathway toward rectifying the omission. This study situates media, rather than media literacy, as the introductory topic, while seeking a conceptual gateway for parents as media literacy learners through insights gathered from mothers of adolescents on matters of quality, role, and impact within their home environments. Utilizing Bronfenbrenner’s bioecological theory of human development as a conceptual foundation, media use was framed here as a proximal process. Through exploratory mixed methods research design, data were collected from a quantitative questionnaire (n=363) and qualitative, semi-structured interviews (n=13) about three proximal process variations: (1) mother and adolescent engaged in joint media use, (2) the mother’s solitary media use, and (3) media use of their adolescent child(ren) when alone. Quantitative results show that mothers evaluate the quality of media use in their home environments as more favorable than not for each proximal process. However, there was significant disagreement among the mothers regarding media use of their adolescent(s), when alone. Disagreement on this item guided identification of participants for the qualitative interviews.
Show less - Date Issued
- 2024
- PURL
- http://purl.flvc.org/fau/fd/FA00014386
- Subject Headings
- Media literacy, Mothers, Families
- Format
- Document (PDF)
- Title
- INTEGRATING VISUAL ART AND PUBLIC SPEAKING: STUDENT PERCEPTIONS AND EXPERIENCES OF ENGAGEMENT.
- Creator
- Lewis, Michael, Brown, Susannah, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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This study integrates visual art with a public speaking assignment to explore participants’ experiences and perceptions of engagement in the Teacher-Researcher’s course at Lynn University. Using an action research design and with informed consent, seven students volunteered as participants. This study investigates these seven participants’ experiences and perceptions of emotional engagement with the visual art integration implementation, consisting of instruction, activities, and assignments....
Show moreThis study integrates visual art with a public speaking assignment to explore participants’ experiences and perceptions of engagement in the Teacher-Researcher’s course at Lynn University. Using an action research design and with informed consent, seven students volunteered as participants. This study investigates these seven participants’ experiences and perceptions of emotional engagement with the visual art integration implementation, consisting of instruction, activities, and assignments. Participants’ prior academic experiences and perceptions of art and public speaking frames the analysis of their perceptions and experiences of emotional engagement with this art integration implementation. Emotional engagement is operationalized as participants’ experiences and perceptions of art, public speaking, immersion, artistic mindset, and benefits. The Teacher- Researcher analyzes participants’ art making processes and products for experiences and perceptions of emotional engagement. The art integrated implementation involved participants learning about art and belief systems (religion and philosophy) and public speaking through art. Participants created visual art, which served as a focal point of a presentation they delivered. The Teacher-Researcher is interested in learning about emotional engagement with the art integrated presentation assignment to refine future research and practice.
Show less - Date Issued
- 2024
- PURL
- http://purl.flvc.org/fau/fd/FA00014380
- Subject Headings
- Education, Engagement (Philosophy), Art, Public speaking
- Format
- Document (PDF)
- Title
- EXPLORING TEACHERS’ PERCEPTIONS OF THE IMPACT OF DIGITAL GAME-BASED LEARNING ON STUDENT ENGAGEMENT, MOTIVATION, AND LEARNING OUTCOMES IN K-12 SOCIAL STUDIES.
- Creator
- Brown, Danielle R., Powers, Jillian, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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This systematic literature review investigates K-12 social studies educators' perspectives on digital game-based learning (DGBL) from 2015 to 2024, focusing on its impact on student engagement, motivation, and learning outcomes. Using Braun and Clarke’s (2006) reflexive thematic analysis, data from 10 studies were synthesized. Four main themes emerged regarding engagement and motivation, and three concerning learning outcomes. Findings indicate that while teachers recognize DGBL's potential...
Show moreThis systematic literature review investigates K-12 social studies educators' perspectives on digital game-based learning (DGBL) from 2015 to 2024, focusing on its impact on student engagement, motivation, and learning outcomes. Using Braun and Clarke’s (2006) reflexive thematic analysis, data from 10 studies were synthesized. Four main themes emerged regarding engagement and motivation, and three concerning learning outcomes. Findings indicate that while teachers recognize DGBL's potential benefits, they prioritize meeting learning objectives over new instructional strategies due to teaching demands and limited suitable digital games. Barriers such as time constraints and resource limitations hinder broader DGBL implementation. Overcoming these challenges requires collaboration among educators, administrators, and policymakers to leverage DGBL in K-12 social studies education fully.
Show less - Date Issued
- 2024
- PURL
- http://purl.flvc.org/fau/fd/FA00014449
- Subject Headings
- Educational technology, Teachers--Training of, Instructional systems, Social Sciences--education
- Format
- Document (PDF)