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- 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
- 2009-2010 Program Review Curriculum, Culture, and Educational Inquiry.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Date Issued
- 2009-2010
- PURL
- http://purl.flvc.org/fau/fd/FA00007914
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- 2010-2011 Program Review Curriculum, Culture, and Educational Inquiry.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Date Issued
- 2010-2011
- PURL
- http://purl.flvc.org/fau/fd/FA00007915
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- 2012-2013 Program Review Curriculum, Culture, and Educational Inquiry.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Date Issued
- 2012-2013
- PURL
- http://purl.flvc.org/fau/fd/FA00007916
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- 2013-2014 Program Review Curriculum, Culture, and Educational Inquiry.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Date Issued
- 2013-2014
- PURL
- http://purl.flvc.org/fau/fd/FA00007917
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- 2014-2015 Program Review Curriculum, Culture, and Educational Inquiry.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Date Issued
- 2014-2015
- PURL
- http://purl.flvc.org/fau/fd/FA00007918
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- 2015-2016 Program Review Curriculum, Culture, and Educational Inquiry.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Date Issued
- 2015-2016
- PURL
- http://purl.flvc.org/fau/fd/FA00007919
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- 2016-2017 Program Review Curriculum, Culture, and Educational Inquiry.
- Creator
- Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Date Issued
- 2016-2017
- PURL
- http://purl.flvc.org/fau/fd/FA00007920
- Subject Headings
- Florida Atlantic University -- History
- Format
- Document (PDF)
- Title
- A Case Study of the Reported Use of Metacognitive Reading Strategies by Postsecondary Instructors of Developmental Reading Courses With Struggling Adult Readers to Increase Comprehension.
- Creator
- Drayton, Audrita, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This qualitative research study examined developmental reading instructors' reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results...
Show moreThis qualitative research study examined developmental reading instructors' reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results indicated that the participants did not typically instruct their struggling adult readers in the use of metacognitive reading strategies. The implications for the study were related to instructional practice in developmental reading courses, policy changes, and struggling readers.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004586, http://purl.flvc.org/fau/fd/FA00004586
- Subject Headings
- Metacognition--Case studies., Reading comprehension--Case studies., Learning strategies--Case studies., Motivation in education--Case studies., Action research in education--Case studies., Cognitive learning--Case studies.
- Format
- Document (PDF)
- Title
- A Comparative Analysis of Required Continuing Education in Florida SB1108 and Teacher Self-Efficacy for Inclusion.
- Creator
- Scruggs, Leigh A., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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While classroom teachers report alarming rates of unpreparedness, and even unwillingness to include diverse populations in the classroom, our nation is continuing along a trend started in the 1990s to include students with disabilities (SWD) in general education settings. This quasi-experimental research study uncovered the impact of completing the required continuing education course in teaching SWD course mandated by Florida Senate Bill 1108 ([SB1108]; The Florida Senate, 2013b), which...
Show moreWhile classroom teachers report alarming rates of unpreparedness, and even unwillingness to include diverse populations in the classroom, our nation is continuing along a trend started in the 1990s to include students with disabilities (SWD) in general education settings. This quasi-experimental research study uncovered the impact of completing the required continuing education course in teaching SWD course mandated by Florida Senate Bill 1108 ([SB1108]; The Florida Senate, 2013b), which amended Florida Statute 1012.585 (3) (e) (Process for Renewal of Professional Certificates, 2017) on perceived teacher ability to implement inclusion practices. An online version of the Teacher Efficacy for Inclusive Practices (TEIP) scale developed by Sharma, Loreman, and Forlin (2012) was utilized, along with demographic and experiential factors for classroom teachers in the study district to examine their self-efficacy toward inclusion. Analysis of the data indicated statistically significant differences in mean TEIP scale scores for exceptional student education (ESE) and general education teachers. Data analyses revealed that almost half of the teachers had a negative view of and did not perceive any benefit from the course. While ESE and general education teachers had similar preparation needs, they also reported areas of concern specific to their subset. Overall, the course did not provide enough continuing education in the areas most needed by the participants. SB1108-mandated course completion was also not found to be an indicator of higher teacher self-efficacy for the majority of teachers. Analysis of the differences in TEIP scale scores found that only elementary school teachers benefited from completing the course, while it had the opposite effect for general education high school teachers and no significant effect for ESE teachers. Differences in TEIP scale scores from demographic and experiential factors accounted for 13% of the variance in the population and was not significant for the ESE teacher subset. One percent or less of the variance was attributed to completion of the required continuing education course. Implications include reviewing the legislation’s effectiveness for teachers in different areas and grade levels, hiring and evaluation decisions based on TEIP scale scores of applicants and employees, and designing more meaningful continuing education courses. Recommendations for state legislatures, school administrators, designers of continuing education courses, and for future research regarding improvement of teacher self-efficacy for inclusive practices are offered.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00005956
- Subject Headings
- Continuing education, Students with disabilities--Education--United States, Inclusive education, Education and state--Florida, Professional development for teachers
- Format
- Document (PDF)
- Title
- A comparison of practices for teaching math word problems in Turkey and the United States.
- Creator
- Erkan, Betul, Zainuddin, Hanizah, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This multiple case study investigated pedagogical differences and similarities among practices used to teach word problems in private schools of Turkey and the United States, the factors impacting teachers’ instructional decisions, and their approaches to teaching word problems as well as the role of culture in teaching and learning word problems. Quantitative survey data were collected from 28 Turkish and 27 U.S. high school mathematics teachers from private or independent schools. The...
Show moreThis multiple case study investigated pedagogical differences and similarities among practices used to teach word problems in private schools of Turkey and the United States, the factors impacting teachers’ instructional decisions, and their approaches to teaching word problems as well as the role of culture in teaching and learning word problems. Quantitative survey data were collected from 28 Turkish and 27 U.S. high school mathematics teachers from private or independent schools. The survey investigated teachers’ background information, resources used, and their use of teaching practices (teacher-centered, student-centered, concrete-visualizing, analytical) and types of word problems (true or practice-oriented) as well as their thoughts about the structure of word problems. Qualitative data were collected through classroom observations, videotaping, and focus-group interviews from four ninth grade algebra teachers in Turkey and the United States. Qualitative data helped the researcher expand upon the quantitative findings and examine how word problems actually were being taught in the classroom, the factors impacting teachers’ instruction and approaches to teaching word problems, and participants’ reflections on their own practices as well as on their international partners’ word problems instruction. The findings indicated no significant difference for most survey items, but descriptive statistical analysis revealed that Turkish survey participants incorporated teacher-centered, concrete-visualizing practices, and practice-oriented word problems more often in their instruction, while U.S. survey participants frequently used student centered, concrete-visualizing practices, and true problems. Qualitative findings pointed out what specific teaching practices were evident in the classrooms observed and videotaped in Turkey and the United States. While Turkish teachers thought the university entrance examination and national curriculum had the biggest impact on their teaching, U.S. teachers found school environment (traditional versus progressive) and student perception of word problems as influential on their instruction. The role of culture on teaching and learning word problems was observed in regard to teacher centered versus student-centered instruction, teacher versus student role, and student engagement. Study findings also indicated that cross-examination of teaching promotes teachers’ reflection on their own practices and, thus, should be encouraged and promoted across STEM disciplines and throughout a teaching career. Implications and recommendations for future research, curriculum developers, and mathematics teachers are discussed.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004193, http://purl.flvc.org/fau/fd/FA00004193
- Subject Headings
- Educational tests and measurements, Mathematics -- Study and teaching -- Cross cultural studies, Word problems (Mathematics) -- Study and teaching -- Turkey, Word problems (Mathematics) -- Study and teaching -- United States
- Format
- Document (PDF)
- Title
- A critical analysis of first generation black male college students’ perceptions of their preparation for college level mathematics.
- Creator
- Williams, Kyla L., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
President Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally...
Show morePresident Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally responsive pedagogy that would facilitate students’ academic success.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004421, http://purl.flvc.org/fau/fd/FA00004421
- Subject Headings
- Achievement in education, Critical pedagogy, Educational sociology -- United States, Mathematics -- Studying and teaching (Graduate), Mathematics -- Studying and teaching (High school), Minorities -- Education -- United States, Motivation in education, Racism in higher education
- Format
- Document (PDF)
- Title
- A Critical Comparative Study of Media Literacy in Australia, England, And The United States.
- Creator
- Rochester, Ramonia R., Hyslop-Margison, Emery, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
Ubiquitous media communications technology necessitates democratic and critical media literacy education for developing an active 21st century polity. This study analyzed the context of democratic and critical media competencies in national curriculum standards across Australia, England, and the United States. This, based on Lefebvre’s (1991) conception of conceived space, where standards operate as manifest educational policy and as a basis for establishing good practice. The study employed...
Show moreUbiquitous media communications technology necessitates democratic and critical media literacy education for developing an active 21st century polity. This study analyzed the context of democratic and critical media competencies in national curriculum standards across Australia, England, and the United States. This, based on Lefebvre’s (1991) conception of conceived space, where standards operate as manifest educational policy and as a basis for establishing good practice. The study employed a multi-theoretical approach to textual analysis, within Bereday’s (1964) comparative structure of inquiry. A critical policy lens supported the contextualization of ideological influences that frame democratic and critical media literacies in standards, per Bay-Cheng, Fitz, Alizaga, and Zucker’s (2015) neoliberal subscales. A purposive sample of civics and citizenship, English/English language arts, and media arts/studies was employed. Differences across three main indicators were identified: socio-cultural and youth-based concerns, personal growth via media production and other skills development, and reasoning and communication skills improvement. The neoliberal influences on curricular standards were subsequently explored across three emerging themes: identity politics, problem-based and critical inquiry experiences, and the inclusion of digital new media in curriculum inquiry. Though recognized in the countries’ standards as multifaceted and complex, each obfuscates identity in some way. Both England and the United States inadequately confront race, class, gender, socio-economic status, cultural commodification, and youthbased issues. Though not overtly neoliberal, the Australian standards present identity hegemonically. The role of media is somewhat siloed from the curriculum’s conceptions of identity and active citizenship across all three countries. The English standards are least adept at developing learners’ understandings of the influence of media on identity development, whereas both England and the United States over-emphasize text to the neglect of new media understandings. An apolitical view of media literacy, accompanied by techno-economic terminology, is pervasive in U.S. standards. Despite a counter-critical approach to the framing of its curriculum priorities, Australia presents the most balanced view of democratic/critical media citizenship. England’s standards reflect neoliberal-communitarian citizenship and largely neglect critical questioning. Whereas the United States takes a similarly cosmopolitan view of citizenship to Australia and England, the standards fail to comprehensively explore the links between digital democracy and political engagement.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004973, http://purl.flvc.org/fau/fd/FA00004963
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Media literacy., Comparative Study.
- 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
-
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
- 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
-
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
- Advanced Placement (AP) social studies teachers' use of academic course blogs as a supplemental resource for student learning.
- Creator
- Alper, Seth., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The study further explored a possible moderating effect of the social studies subject on student achievement and a possible moderating effect of students'...
Show moreThis mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The study further explored a possible moderating effect of the social studies subject on student achievement and a possible moderating effect of students' previous academic blog usage on student achievement within the study. Quantitative data were collected from students' pre-tests and unit tests scores and analyzed for statistical significance. Qualitative data were collected through teacher-generated notes during the blogs, individual interviews, and a follow-up focus group interview. The results of this study indicated that there was no overall significant difference in student achievement between the blogging and non-blogging groups. On the contrary , a significant interaction between the social studies subject area and the use of academic course blogs was found when examining student achievement. However, this practical interaction was revealed to be a weak one. Further findings indicated that there was no significant interaction between students' previous blog usage and academic achievement during the study. From the qualitative data, participating teachers perceived the course blogs to be potentially advantageous for students and themselves, yet expressed frustration when implementing the course blogs with their students. Instead, they endorsed the academic use of Facebook, a resource that some students from two participating courses separately utilized instead of (or in addition to) the course blogs during the study. Teachers further expressed concern about relinquishing their subject knowledge and AP expertise to readily available course content on the Internet. Implications and suggestions for future f or AP social studi, teachers' promising use of Facebook and for researchers investigating the use of socail media at the high school level.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/FAU/3360744
- Subject Headings
- Social sciences, Study and teaching (Secondary), Methodology, Information resources, Evaluation, Internet in education, Social aspects, Constructivism (Education)
- Format
- Document (PDF)
- Title
- An Analysis of High-Performing Science Students’ Preparation for Collegiate Sciences Courses.
- Creator
- Walter, Karen, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students from an honors college campus and surveyed the students and their professors. The students reported that they felt better prepared for academic success at...
Show moreThis mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students from an honors college campus and surveyed the students and their professors. The students reported that they felt better prepared for academic success at the collegiate level by taking these courses in high school (p<.001). There was a significant negative correlation between perception of preparation and student GPA with honors science courses (n=55 and Pearson’s r=-0.336), while AP courses (n=47 and Pearson’s r=0.0016) and IB courses (n=17 and Pearson’s r=-0.2716) demonstrated no correlation between perception of preparation and GPA. Students reported various themes that helped or hindered their perception of academic success once at the collegiate level. Those themes that reportedly helped students were preparedness, different types of learning, and teacher qualities. Students reported in a post-hoc experience that more lab time, rigorous coursework, better teachers, and better study techniques helped prepare them for academic success at the collegiate level. Students further reported on qualities of teachers and teaching that helped foster their academic abilities at the collegiate level, including teacher knowledge, caring, teaching style, and expectations. Some reasons for taking high-level science courses in high school include boosting GPA, college credit, challenge, and getting into better colleges.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004640, http://purl.flvc.org/fau/fd/FA00004640
- Subject Headings
- High school students., Science--Study and teaching--United States., Science.
- Format
- Document (PDF)
- Title
- AN EVERGLADES LITERACY WORKSHOP FOR ELEMENTARY SCHOOL TEACHERS: A CASE STUDY OF ITS EFFECTIVENESS AND EDUCATOR TEACHING EXPERIENCES.
- Creator
- Mitchell, Erin, Bhagwanji, Yashwant, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
-
Environmental Education (EE) has an overall goal of fostering eco-literate citizens who are capable of building a more sustainable planet (North American Association for Environmental Education, 2019). While EE is associated with a plethora of benefits, it is still not widely implemented in the field of education due to the many types of barriers as well as the complexity of EE content knowledge and skills. Professional Development (PD) in EE may be a viable way to increase effective...
Show moreEnvironmental Education (EE) has an overall goal of fostering eco-literate citizens who are capable of building a more sustainable planet (North American Association for Environmental Education, 2019). While EE is associated with a plethora of benefits, it is still not widely implemented in the field of education due to the many types of barriers as well as the complexity of EE content knowledge and skills. Professional Development (PD) in EE may be a viable way to increase effective implementation of EE, yet PD in EE is not widely attended or offered. It is, therefore, imperative that PD programs are designed in a way that will maximize the benefits for participants. This mixed methods case study examined the experiences of K-5 educators who attended a one-day, Everglades Literacy Teacher Training Workshop in order to understand the effective components of the workshop, changes in teacher content knowledge and self-efficacy, and experiences of teachers after the implementation of the Everglades literacy curriculum in their classrooms.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013762
- Subject Headings
- Environmental education, Professional development, Teachers' workshops
- Format
- Document (PDF)
- Title
- An examination of how middle school science teachers conduct collaborative inquiry and reflection about students’ conceptual understanding.
- Creator
- Todd-Gibson, Christine, Weber, Roberta K., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students’ conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers’ ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers’ face...
Show moreThis qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students’ conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers’ ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers’ face-to-face meetings and reflections, individual interviews, a focus group interview, and online reflections. The results of this study revealed that collaborative inquiry is a form of professional development that includes answering curricular questions through observation, communication, action, and reflection. This approach was developed and implemented by middle school science teachers. The premise of an inquiry is based on a need with students. Middle school science teachers came to consensus about actions to affect students’ conceptual understanding, took action as stated, and shared their reflections of the actions taken with consideration to current and upcoming school activities. Activities involved teachers brainstorming and sharing with one another, talking about how the variables were merged into their curriculum, and how they impacted students’ conceptual understanding. Teachers valued talking with one another about science content and pedagogy, but did find the inquiry portion of the approach to require more development. The greatest challenge to conducting collaborative inquiry and reflection was embedding teacher inquiry within a prescribed inquiry that was already being conducted by the Sundown School District. Collaborative inquiry should be structured so that it meets the needs of teachers in order to attend to the needs of students. A conducive atmosphere for collaborative inquiry and reflection is one in which administrators make the process mandatory and facilitate the process by removing an existing inquiry.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004066
- Subject Headings
- Achievement in education, Concept learning -- Study and teaching (Middle school), Inquiry (Theory of knowledge), Middle school teaching, Science -- Study and teaching (Middle school), Team learning approach in education
- Format
- Document (PDF)
- Title
- An investigation of the teaching practices of music teaching artists participating in four selected elementary school arts integration projects.
- Creator
- Vazquez, Olga M., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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This mixed methodology study investigated the arts integration practices of music teaching artists participating in four selected elementary school arts integration projects in the United States. This study also explored the possibility that music teaching artists’ formal education, arts integration training and professional development, and their own attitudes as well as different stakeholders’ attitudes about arts integration and music education impacted their arts integration practices....
Show moreThis mixed methodology study investigated the arts integration practices of music teaching artists participating in four selected elementary school arts integration projects in the United States. This study also explored the possibility that music teaching artists’ formal education, arts integration training and professional development, and their own attitudes as well as different stakeholders’ attitudes about arts integration and music education impacted their arts integration practices. The explanatory two-phase design of this study began with the collection and analysis of quantitative data and was followed by the collection and analysis of qualitative data, thus connecting the results from the former to those from the latter. The quantitative data provided information for purposefully selecting the interview participants who provided the qualitative data collection in phase two. The data gathered in this study indicate that the music teaching artists shared similar beliefs about arts integration but that they believed their school leaders’ goals and objectives differed from their own. The data also provided evidence for concluding that the music teaching artists believe that the most successful arts integration projects are those that are collaborative partnerships between an arts specialist or classroom teacher and a teaching artist. A unexpected finding in this study was the teaching and exploration of sound in arts integration projects team taught between a sound teaching artist,–some without musical backgrounds or formal training–a music teaching artist, and a classroom teacher. The statistical analysis in this study regarding the degree to which formal education, arts integration professional development and training, music teaching artists’ attitudes about arts integration, and the beliefs held by music teaching artists regarding school leaders’ and their arts organization’s administrators’ attitudes about arts integration were predictors of the arts integration practices as self-reported by music teaching artists produced results that were non-significant. The content analysis of curriculum documents and student products submitted by the study participants revealed information to support the findings from the interview and survey data
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004230, http://purl.flvc.org/fau/fd/FA00004230
- Subject Headings
- Artists as teachers, Interdisciplinary approach in education, Music -- Instruction and study, Project method in teaching
- Format
- Document (PDF)