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Integration of geospatial technologies into K-12 curriculum
Title
Integration of geospatial technologies into K-12 curriculum: an investigation of teacher and student perceptions and student academic achievement.
Creator
Goldstein, Donna L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to explore outcomes of a GIS/GPS integration process: to (a) examine student responses to GIS and GPS inclusion in their curriculum, (b) determine whether a relationship exists between inclusion of GIS into existing K-12 curriculum and student achievement, (c) examine the effectiveness of GIS professional development for teachers, and (d) evaluate teacher perceptions of the value of integrating GIS into their existing curricula. This study was quantitative and...
Show moreThe purpose of this study was to explore outcomes of a GIS/GPS integration process: to (a) examine student responses to GIS and GPS inclusion in their curriculum, (b) determine whether a relationship exists between inclusion of GIS into existing K-12 curriculum and student achievement, (c) examine the effectiveness of GIS professional development for teachers, and (d) evaluate teacher perceptions of the value of integrating GIS into their existing curricula. This study was quantitative and quasi-experimental in design. The samples consisted of 1,425 students from one middle school and 62 teachers from Palm Beach County School District. Two instruments were used in this study: student surveys and teacher feedback forms. Data from the student surveys indicated that students perceive their learning is enhanced by inclusion of GIS and GPS. Data from the teacher feedback forms revealed positive perceptions of the GIS/GPS program as an integrative tool for their existing curricula and a positive assessment of the GIS professional development training. The relationship between GIS instruction and student academic achievement was evaluated, measured by FCAT reading scores and final grades in science and social studies. The findings support the constructivist theory that students learn best when actively engaged in the process. In this study standardized FCAT reading test results and science and social studies grades corroborate the students' perceptions that GIS and GPS integration enhances their learning. Study results show FCAT reading scores were higher for GIS students than for non-GIS students. The research further indicated a significant increase in FCAT reading scores for non-native English speaking GIS students and a significantly higher average science grade for non-White GIS students., The findings also show that students who had a greater frequency of GIS instruction had higher averages in science and social studies grades. Education reform requires bold initiatives and an organizational culture supportive of innovative ideas. The structured model for development and implementation of GIS in the K-12 public school system presented at the end of this study includes collaboration between district leadership, administrators and teachers, and a comprehensive approach to professional development.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/1927302
Subject Headings
Geographic information systems, Global Positioning System, Florida Comprehensive Assessment Test, Curriculum planning, Achievement in education
Format
Document (PDF)
The Effects of Interactive Read-Alouds on the Reading Achievement of Middle Grade Reading Students in a Core Remedial Program
Title
The Effects of Interactive Read-Alouds on the Reading Achievement of Middle Grade Reading Students in a Core Remedial Program.
Creator
Bishop Temple, Catherine, Crawley, Sharon J., Florida Atlantic University
Abstract/Description
The purpose of this study was to examine an effect of read-alouds on the reading achievement of middle grade students in a core intensive reading program in the School District of Palm Beach County, the fourth largest school district in Florida. This was accomplished conducting literature studies through read-alouds and sustained silent reading with sixth-, seventh-, and eighth-grade intensive reading students as a supplement to the READ XL® remedial program. Specifically, this study...
Show moreThe purpose of this study was to examine an effect of read-alouds on the reading achievement of middle grade students in a core intensive reading program in the School District of Palm Beach County, the fourth largest school district in Florida. This was accomplished conducting literature studies through read-alouds and sustained silent reading with sixth-, seventh-, and eighth-grade intensive reading students as a supplement to the READ XL® remedial program. Specifically, this study investigated the difference on the achievement scores on the Florida State Fluency Probes (FORF), the Florida Comprehensive Achievement Test in Reading (FCAT), the Florida Comprehensive Norm Reference Test Scale Scores (FCAT/NRT), the Scholastic Reading Inventory Lexile Levels (SRI), and the teacher created tests on the literature during the period 2006-2007. The study further examined the interaction of both grade level and gender with the readaloud strategy and sustained silent reading. A Factorial ANOV A (analysis of variance) was used to test the effect of each of the treatments, read-alouds and sustained silent reading, on the dependent variables, FORF, the FCAT, the FCAT/NRT, the Scholastic Reading Inventory Lexile Levels, and the teacher created tests and the interactions with grade level and gender. Results indicated a greater increase in fluency, as measured by the Florida State Fluency Probes, from 2006 to 2007, for students in the read-aloud group (test) as compared with students in the sustained silent reading group (control group), and for students in grades 6 and 7 as compared with students in grade 8. Overall there was no difference in fluency as moderated by gender. The results of this study also found that read-alouds promoted increased performance of female students on the teacher-created tests. This suggests that readalouds may play a role in increasing the performance of middle school at-risk female readers on similar instruments.
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Date Issued
2007
PURL
http://purl.flvc.org/fau/fd/FA00000657
Subject Headings
Oral reading, Activity programs in education, Academic achievement--Social aspects, Reading--Remedial teaching--Social aspects
Format
Document (PDF)