Current Search: Curriculum planning (x)
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Pages
- Title
- The junior naturalist program.
- Creator
- Powell, Courtney, Meltzer, Carol, Graduate College
- Date Issued
- 2011-04-08
- PURL
- http://purl.flvc.org/fcla/dt/3164681
- Subject Headings
- Environmental education, Education, Elementary, Curriculum planning
- Format
- Document (PDF)
- Title
- An Introductory Calculus Course for Management Majors.
- Creator
- Young, Raymond Brandon, Brumbaugh, Douglas K., Burgess, Ernest E., Florida Atlantic University
- Abstract/Description
-
The purpose of this study was the development of a one trimester calculus course to meet the special needs of management majors at Embry-Riddle Aeronautical University. A traditional calculus course was previously required of these students and the traditional course provided subjects for the control group in a pretestposttest quasi-experimental design. The experimental course that was developed was different from the traditional course that it was designed to replace in several major...
Show moreThe purpose of this study was the development of a one trimester calculus course to meet the special needs of management majors at Embry-Riddle Aeronautical University. A traditional calculus course was previously required of these students and the traditional course provided subjects for the control group in a pretestposttest quasi-experimental design. The experimental course that was developed was different from the traditional course that it was designed to replace in several major respects. The slope of a tangent line and the area under a curve as motivation for the derivative and definite integral, respectively, in the traditional course were replaced with examples that seem more relevant to management students. The concept of a limit is nearly eliminated from the experimental course. Intuitive arguments are used instead of formal proofs as are given or cited in a traditional course. The achievement of an experimental group who took the experimental course was compared with the achievement of a control group who took the traditional calculus course offered for management majors. Achievement was measured by final examination scores and course grades. When these measures of achievement were statistically adjusted for initial differences in the control and experimental groups, using prerequisite course grades, the experimental group was significantly above (p < .01) the control group.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fau/fd/FA00000717
- Subject Headings
- Curriculum planning, Calculus--Study and teaching
- Format
- Document (PDF)
- Title
- CONSTRUCTING CRITICAL HISTORICAL ANALYSES TO CULTIVATE CRITICAL HISTORICAL LITERACY: COLLEGE STUDENTS’ PERCEPTIONS.
- Creator
- Dockswell, Jeffrey S., Bogotch, Ira, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
- Abstract/Description
-
To address learning needs and learning interests among college level history students, a curriculum reliant on critical pedagogical and critical thinking and historical thinking exercises was explored. These exercises combined to form critical historical analyses. Critical historical analyses are reports on current and relevant sociological problems influenced from historical factors. Such reports reflect developed historical literacy. In this research, six critical historical analyses...
Show moreTo address learning needs and learning interests among college level history students, a curriculum reliant on critical pedagogical and critical thinking and historical thinking exercises was explored. These exercises combined to form critical historical analyses. Critical historical analyses are reports on current and relevant sociological problems influenced from historical factors. Such reports reflect developed historical literacy. In this research, six critical historical analyses exercises were combined into a curriculum and instructional toolbox that was utilized to strengthen the historical literacy of two groups of college students enrolled in separate sections of an American history course. Once students engaged with critical pedagogical and critical thinking and historical thinking exercises featured in the critical historical analyses exercise toolbox, new learning emerged that gave students opportunities to develop critiques and conduct dialogic and writing activities using history content. Pedagogical exercises involved the history instructor engaging students initially in dialogic exercises and then moved to writing content. The history curriculum prompted non-history major college students, divided into advanced dual enrolled high school students and traditional state college students, to learn how to think in depth about societal issues linking the past and the present. Students then strengthened habits in how to identify relevant problems rooted from history and how to practice constructing modern solutions to problems. The aim was to help students establish their critical voices and enhance their historical literacy to ultimately cultivate critical historical literacy. Critical historical literacy among these students reflected abilities to interpret historical data through critiquing lenses that focused on social justice and societal progression while developing skills to construct defensible critical narratives with historical evidence. In the process, students cultivated critical historical literacy on the foundation of engaging with the six critical historical analyses toolbox exercises on which this study centered.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013842
- Subject Headings
- College students, Critical pedagogy, Curriculum planning
- 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
-
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
- The contributions of a Holocaust and human rights education program to teacher learning.
- Creator
- Shah, Rachayita, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
Drawing on the principles of critical multicultural education and teacher learning, this mixed methods study examined the contributions of a professional development program (the Holocaust and Human Rights Education Program - HEP) to teacher's knowledge, attitudes, and practices, and the role of contextual factors such as school support, HEP support, years of teaching experience, and grade levels in mediating teachers' practices concerning Holocaust and human rights education...The findings...
Show moreDrawing on the principles of critical multicultural education and teacher learning, this mixed methods study examined the contributions of a professional development program (the Holocaust and Human Rights Education Program - HEP) to teacher's knowledge, attitudes, and practices, and the role of contextual factors such as school support, HEP support, years of teaching experience, and grade levels in mediating teachers' practices concerning Holocaust and human rights education...The findings revealed that from the participants' perspectives, the HEP contributed to their content knowledge, pedagogical knowledge, attitudes, and classroom practices. ... Participants also reported learning about age appropriate curriculum resources and about useful pedagogical approaches such as personalization, discussions, and analysis. The participants reported developing a sense of efficacy and positive attitudes towards Holocaust and human rights education, and also designing curriculum with integration of diverse perspectives and various instructional strategies. Regression analysis did not reveal any significant variance in teachers' practices based on the above mentioned contextual factors ; however, the interview data revealed the HEP's collaboration after professional development, school and community support, and teachers' own dispositions toward Holocaust and human rights education as additional contextual factors that influences teachers' practices.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3356014
- Subject Headings
- Holocaust, Jewish (1939-1945), Study and teaching, Curriculum planning, Multicultural education, Teachers, Training of
- Format
- Document (PDF)
- Title
- Cognitive styles and concept mapping dimensions of hypermedia computer users.
- Creator
- Kessler, Rohn., Florida Atlantic University, Morris, John D., Hunt, John J.
- Abstract/Description
-
Computers are increasingly a part of college and university instruction. Interactive hypermedia applications are being introduced throughout much of the curriculum as a possible solution to both improving educational outcomes and expanding educational horizons. The purpose of the present study was to investigate the effects of an interactive hypermedia application and a section of text on a measure of learning and understanding called concept mapping. The inter-rater reliability of concept...
Show moreComputers are increasingly a part of college and university instruction. Interactive hypermedia applications are being introduced throughout much of the curriculum as a possible solution to both improving educational outcomes and expanding educational horizons. The purpose of the present study was to investigate the effects of an interactive hypermedia application and a section of text on a measure of learning and understanding called concept mapping. The inter-rater reliability of concept map scores has not been reported previously in the literature. Results in this study concerning the reliability of concept map scoring procedures indicated that the continued improvement of inter-rater reliability is desirable if concept mapping is to actualize its potential as a practical, useful, and unique learning tool. Results suggest that concept mapping appears capable of assessing: (a) baseline knowledge, (b) meaningful learning, (c) the construction of new knowledge, and (d) knowledge change. Its usefulness in these areas and as an alternative or addition to standardized assessment is contingent, however, upon demonstrations of validity and reliability. Suggestions for further concept map research included: (a) replicating the present study with other measures of cognitive style across a wide variety of interactive hypermedia software applications, (b) doing longitudinal studies of concept mapping, (c) improving the reliablity of concept map scoring and evaluation, (d) looking at other aspects of cognition and information processing related to concept mapping, (e) using computer-based concept mapping tools, and (f) using concept maps as templates for the organization and integration of hypermedia elements.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12404
- Subject Headings
- Hypertext systems, Interactive multimedia, Concept learning, Computer-assisted instruction, Curriculum planning, Human-computer interaction
- Format
- Document (PDF)
- Title
- Language and leadership: Exploring the relationship between critical theories and the hegemonic construction of student achievement.
- Creator
- McClean, Marva., Florida Atlantic University, Bogotch, Ira
- Abstract/Description
-
This study explored the relationship between critical theories and student achievement. The study applied the principles of Critical Discourse Analysis and Critical Pedagogy in studying the impact of artistic and hegemonic communication on student achievement. The purpose of the study was to critically analyze the language discourse of educational leaders and to determine the extent to which the language discourse contributes to the persistence of the achievement gap and the continuing...
Show moreThis study explored the relationship between critical theories and student achievement. The study applied the principles of Critical Discourse Analysis and Critical Pedagogy in studying the impact of artistic and hegemonic communication on student achievement. The purpose of the study was to critically analyze the language discourse of educational leaders and to determine the extent to which the language discourse contributes to the persistence of the achievement gap and the continuing marginalization of diverse groups of children. This research study offers a practical set of recommendations on how to use the process of critical discourse analysis to arrive at more adequate solutions to the problems that contribute to the achievement gap. It demonstrates how an uncritical acceptance of textual communication from powerful sources such as state departments of education makes educational leaders responsible for the academic failure of children. This study was therefore concerned with finding a process to interrupt hegemonic communication and allow for more democratic use of language that accommodates the multiple realities of the school system. The Research Design used in this research process incorporated data analysis at the state, district and school site levels. The processes of critical discourse analyses were used to scrutinize the language of verbal and written texts and observation data for socio-political relations and ideology embedded in the language. The study found that at the federal, state and district levels hegemonic language was used to assert the worldview of educational accountability and standardization. In contrast to the federal, state and district data, the school site data revealed the use of critical discourse to counteract hegemonic communication and give voice to the multiple realities that exist. This study highlights the fact that educational leaders, including the crafters of educational policies and related documents, skillfully use language to advance their particular perspective. The study demonstrates how educational leaders can implement artistic leadership to open up the spaces in the discourse to interrupt hegemonic communication and eventually close the achievement gap.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fau/fd/FADT12099
- Subject Headings
- Academic achievement, Multicultural education, Curriculum planning--Cross-cultural studies, Education--Research--Methodology
- Format
- Document (PDF)
- Title
- Exploring the impact of electronic textbook tools on student achievement in world history.
- Creator
- Bonner, Cathy E., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This mixed-methodology study examined the effect of using Electronic textbook highlight and animation tools on the knowledge and comprehension achieved by10th grade students. Eighty-two students enrolled in a regular World History course were purposefully selected and assigned to 1 of 4 groups: (a) Highlight, (b) Animation, (c) Highlight-and-Animation, or (d) Comparison. A One-Way ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the results of the knowledge and comprehension...
Show moreThis mixed-methodology study examined the effect of using Electronic textbook highlight and animation tools on the knowledge and comprehension achieved by10th grade students. Eighty-two students enrolled in a regular World History course were purposefully selected and assigned to 1 of 4 groups: (a) Highlight, (b) Animation, (c) Highlight-and-Animation, or (d) Comparison. A One-Way ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the results of the knowledge and comprehension World History pretest and posttest that were administered. A Factorial ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the influence of the Scholastic Reading Inventory (SRI) moderator. Using the eEdition World History textbook tools of highlight and animation did not significantly impact the World History knowledge and comprehension scores achieved by participants and the participant's SRI level did not significantly moderate the relative effectiveness of the conditions. Interview data from 3 Student Focus groups and 1 Teacher Focus group were analyzed with an open exploratory coding strategy. The resulting classification code of "ease of use" was characterized by: (a) time required to learn to use the tools, and (b) time to complete the tasks. A second code, "choice" was characterized by: (a) choice of instruction tools, and (b) choice in monitoring and assessing student activity. The focus groups indicated that they would use the tools in the future due to benefits such as the ability to modify the information to match their learning and instructional preferences. They also stressed that more instruction on the use of eEdition tools was needed.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3329829
- Subject Headings
- Achievement in education, History, Study and teaching (Secondary), Curriculum planning, Internet in education, Effective teaching, Educational technology
- Format
- Document (PDF)
- Title
- Elementary school teachers’ perceptions of bullying and antibullying curriculum: a qualitative case study.
- Creator
- Moosai, Vikaash, Hyslop-Margison, Emery, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
Numerous studies examining bullying among elementary school students and anti-bullying curricula and programs are available in educational literature. However, little research examines the perceptions of elementary teachers and guidance counselors regarding implementing the curriculum. To address this gap in the literature, my case study focused on three elementary schools and 21 participants (18 teachers and three guidance counselors) in South Florida and their perceptions on bullying and...
Show moreNumerous studies examining bullying among elementary school students and anti-bullying curricula and programs are available in educational literature. However, little research examines the perceptions of elementary teachers and guidance counselors regarding implementing the curriculum. To address this gap in the literature, my case study focused on three elementary schools and 21 participants (18 teachers and three guidance counselors) in South Florida and their perceptions on bullying and the antibullying curriculum implemented during the 2011 school year. The data collected included approximately 50 hours of interviews and the disaggregation of each school’s discipline summary report. There were two major themes that emerged from the study. The first theme (elementary school bullying) addressed the individuals responsible for addressing bullying, the outcomes of bullying, the characterisitcs of a bully, the locations of bullying, and the reasons why bullying occurs. The second theme (elementary school anti-bullying curriculua) addressed the professional development offered and what is needed, the components within an anti-bullying curriculum and what is needed, and the ways in which special needs students are addressed through an anti-bullying curriculum.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004310
- Subject Headings
- Aggressiveness in children -- Prevention, Bullying in schools -- Prevention -- Case studies, Curriculum planning, School violence -- Study and teaching (Elementary)
- Format
- Document (PDF)
- Title
- Curricular integration in higher education: The development and implementation of an elementary education/English for speakers of other languages (ESOL) endorsement degree program at Florida Atlantic University.
- Creator
- Pelaez, Gloria Maria., Florida Atlantic University, Crawley, Sharon J.
- Abstract/Description
-
The purpose of this paper is to share the design, development, and implementation of an Elementary Education/ESOL Endorsement integrated program which targets undergraduate students working towards a bachelor's degree and state certification in the State of Florida. This paper attempts to answer the following three research questions: (1) What is the need for an elementary education with built-in ESOL endorsement program in southeast Florida? (2) What theoretical framework was used to develop...
Show moreThe purpose of this paper is to share the design, development, and implementation of an Elementary Education/ESOL Endorsement integrated program which targets undergraduate students working towards a bachelor's degree and state certification in the State of Florida. This paper attempts to answer the following three research questions: (1) What is the need for an elementary education with built-in ESOL endorsement program in southeast Florida? (2) What theoretical framework was used to develop the program? and, (3) What are the design features of an elementary education plus ESOL integrated program? The findings show that there is a great need for an Elementary Education/ESOL endorsement program in southeast Florida.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/12008
- Subject Headings
- Elementary school teachers--Training of--Florida, English language--Study and teaching--Foreign speakers, Curriculum planning
- Format
- Document (PDF)
- Title
- Examining principled L1 use in the foreign language classroom.
- Creator
- Osswald, Isabel., Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Linguistics and Comparative Literature
- Abstract/Description
-
This study examines the potential benefits of using the native language of learners in a principled way by reviewing research that represents the dominant view of using only the second or target language (L2) against a growing body of literature that argues for principled L1 use. The development of the direct and monolingual method and its key aspects are discussed, and bilingual methods and arguments for implementing the first language (L1) in a foreign language classroom are reviewed and...
Show moreThis study examines the potential benefits of using the native language of learners in a principled way by reviewing research that represents the dominant view of using only the second or target language (L2) against a growing body of literature that argues for principled L1 use. The development of the direct and monolingual method and its key aspects are discussed, and bilingual methods and arguments for implementing the first language (L1) in a foreign language classroom are reviewed and evaluated. An attitudinal case study investigating learners' attitudes towards L1 use in the classroom showed that students prefer a mixture of L1 and L2, and that the principled use of the L1 has positive effects on the learner.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2978943
- Subject Headings
- Language and languages, Study and teaching, Monolingual method, Language and languages, Study and teaching, Bilingual method, Second language acquisition, Curriculum planning, Communication in education
- Format
- Document (PDF)
- Title
- Influence of a professional development module focused on the research-based evidence of the culture and gender bias found in Disney animated fairy tales on preprimary early childhood teachers.
- Creator
- Doran, Ruth A., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
Disney commands a strong market presence worldwide in print and multimedia products used for early childhood entertainment. Yet, the gender and cultural bias found in Disney animated fairy tale media has been well documented. Although preprimary early childhood teachers are urged to maintain a multicultural environment that is free of bias and stereotypes, very little training or support is presented to guide preprimary early childhood teachers in the selection of materials for use in their...
Show moreDisney commands a strong market presence worldwide in print and multimedia products used for early childhood entertainment. Yet, the gender and cultural bias found in Disney animated fairy tale media has been well documented. Although preprimary early childhood teachers are urged to maintain a multicultural environment that is free of bias and stereotypes, very little training or support is presented to guide preprimary early childhood teachers in the selection of materials for use in their preprimary early childhood classrooms. The study sought to investigate the influence of a professional development module focused on the gender and cultural bias found in Disney animated fairy tale media on preprimary early childhood teachers. How would they respond to this professional development module? Would it change their intentions to use Disney animated fairy tale media with preprimary early childhood children? Would the participation in this preprimary early childhood professional development module actually change their practice? Using both quantitative and qualitative inquiries, participating preprimary early education teachers reported mixed findings. While some preprimary early childhood teachers were clearly influenced by their discovery of the existence of bias in this media, others revealed a cognitive dissonance from a strong personal and emotional attachment to Disney animated fairy tale media products juxtaposed against the evidence of cultural and gender bias found in the media. Implications and suggestions for future research included the expansion of professional development modules and higher education/teacher education to include the study and consideration of the content of children's media., Policymakers and advocates need to address concerns of bias found in children's media with respect to gender and cultural bias development during the preoperative developmental stage of preprimary children. Further, interdisciplinary discussion needs to the concern of the influence of media on the holistic development of young children.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/186328
- Subject Headings
- Teachers, In-service training, Social aspects, Education, Preschool, School improvement programs, Curriculum planning, Multicultural education
- Format
- Document (PDF)
- Title
- The effect of a student achievement curriculum on grade 9 completion rate and student engagement.
- Creator
- Renda, Melissa Rose, Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
- Abstract/Description
-
The purpose of the current outcome study was to investigate the difference in grade 9 completion rate and student engagement between grade 9 students in the treatment group who received the Student Success Sills (SSS) classroom program (Brigman & Webb, 2010) and grade 9 students in the comparison group who did not receive the SSS classroom program. The sample consisted of grade 9 students enrolled in Intensive Reading classes, a required course for all high school students in the state of...
Show moreThe purpose of the current outcome study was to investigate the difference in grade 9 completion rate and student engagement between grade 9 students in the treatment group who received the Student Success Sills (SSS) classroom program (Brigman & Webb, 2010) and grade 9 students in the comparison group who did not receive the SSS classroom program. The sample consisted of grade 9 students enrolled in Intensive Reading classes, a required course for all high school students in the state of Florida who are below reading proficiency. School A served as the treatment group (n=98) and School B served as the comparison group (n=99). Certified school counselors in the treatment group implemented five, 45 minute SSS lessons and three booster lessons after being trained in the manualized use of the program and other related study procedures. A quasi-experimental pretest posttest research design was employed to examine the impact of the SSS classroom program on grade 9 completion rate and student engagement. The unit of analysis was individual grade 9 students. Grade 9 completion rate was measured by academic credits. Student engagement was measured by attendance rate and the Student Engagement in School Success Skills (SESSS) instrument.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004322, http://purl.flvc.org/fau/fd/FA00004322
- Subject Headings
- Achievement in education, Counseling in middle school education, Curriculum planning, Education -- Aims and objectives, Educational counseling, Educational evaluation, Motivation in education
- Format
- Document (PDF)
- Title
- Understanding how national board certified secondary mathematics teachers integrate academic and social knowledge of students into their practice.
- Creator
- Cook, Karen, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This qualitative case study investigated how six National Board Certified secondary mathematics teachers integrate knowledge of students into their practice to create socio- academic spaces for learning. Individual audiotaped interviews were utilized to generate data about what knowledge these teachers had of their students, how they gathered this knowledge, and how this knowledge of students influenced their decisions related to curriculum and instruction. The data were used to form an...
Show moreThis qualitative case study investigated how six National Board Certified secondary mathematics teachers integrate knowledge of students into their practice to create socio- academic spaces for learning. Individual audiotaped interviews were utilized to generate data about what knowledge these teachers had of their students, how they gathered this knowledge, and how this knowledge of students influenced their decisions related to curriculum and instruction. The data were used to form an understanding of the nature and function of the socio- academic spaces that teachers create in planning for and delivering instruction. The study revealed that as teachers interact independently with the curriculum, they create spaces for analysis and reflection. In addition, as they interact with their students around the curriculum, they create spaces for their students to practice, to make connections, to communicate, and to apply and experience math.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004357, http://purl.flvc.org/fau/fd/FA00004357
- Subject Headings
- Classroom environment, Curriculum planning, Education, Secondary, Educational psychology, Educational sociology, Mathematics -- Study and teaching (Secondary), National Board for Professional Teaching Standards (U.S.)
- Format
- Document (PDF)
- 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.
Show less - 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)
- Title
- Technology and fifth grade teaching: a study of teacher reported classroom practice, professional development, access, and support.
- Creator
- Beaudry, Debbie., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how...
Show moreThis mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how frequently they used and had their students use computer technology for 27 different purposes. The teachers also reported the amount of emphasis those 27 different topics received during their technology-related professional development experiences, the number of hours they participated in technology-related professional development, the number of months they participating in a technology coaching/mentoring program, the access their students had to computers in the classroom and in a one-to-one co mputing environment, and the frequency that they received technical and instructional support. Information from the school district's technology plan provided a context for the study. Qualitative data were collected through interviews with seven of the survey participants. The findings indicated that for 18 different purposes of technology, there was a significant correlation between how frequently teachers used and had their students use technology and the teacher-reported emphasis those topics received during technology related professional development. Self-reported frequency of support, student-to-computer ratio in the classroom, hours of professional development, and months of mentoring did not moderate the relationship between frequency of technology use and the content of professional development., The relationship between having students use technology to work cooperatively or collaboratively and the reported emphasis that topic received in professional development strengthened if teachers reported that their students had access to a one-to-one computing environment. An additional finding was that the teachers' reported frequency of use of technology and reported emphasis of content of technology-related professional development leaned toward direct instruction and test preparation and leaned less toward innovative uses of technology. Implications and suggestions for future research are offered for technology integration and professional development for teachers at the elementary school level.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3329831
- Subject Headings
- Classroom management, Internet in education, Education, Elementary, Computer-assisted instruction, Curriculum planning, Teachers, Training of, Evaluation, Active learning, Evaluation
- Format
- Document (PDF)
- Title
- Quality children's literature that supports fifth-grade state standards in United States history: A content analysis of historical fiction, biography, and informational tradebooks.
- Creator
- Baxley, Traci P., Florida Atlantic University, Matanzo, Jane Brady
- Abstract/Description
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This study sought to investigate the benefits of using children's literature in fifth grade classrooms in order to promote greater student interest, engagement, and understanding of key grade level history standards. Instruments were created by the researcher to examine the criteria expected for both standards and literary quality in history-related historical fiction, biography, and informational tradebooks. Children's literature was selected based on expert's recommendations and award...
Show moreThis study sought to investigate the benefits of using children's literature in fifth grade classrooms in order to promote greater student interest, engagement, and understanding of key grade level history standards. Instruments were created by the researcher to examine the criteria expected for both standards and literary quality in history-related historical fiction, biography, and informational tradebooks. Children's literature was selected based on expert's recommendations and award winning and honor books from 1970 to present. Four sets of content-analyzed Historical Literary Triads, one historical fiction, one biography, and one informational tradebook, for three United States Historical Eras most frequently addressed by 48 states and the District of Columbia's fifth grade standards were analyzed. Using a content analysis approach, data concerning the representation of fifth grade United States history state standards in select children's books were compiled. The literature was analyzed for the frequency with which the United States history standards were met and for its ability to support and/or reinforce the standards. Data concerning the presence of criteria designated for quality in children's literature were compiled. The degree of the presence of both quality and standards criteria was calculated both within an Era and among the three Historical Eras. The researcher then compared the comments and examples of individual genres with degrees of standards presented in the completed Historical Literary Triads used within a Historical Era. A discussion of content comparisons, reinforcements, and extensions presented or not presented by the Historical Literary Triads was discussed. These analyses assisted the researcher in determining the degree of quality and supportive content that was contained in the recommended and/or award winning books and the degree to which the Historical Literacy Triads created complemented United States history state standards. The content analysis concluded that while each children's literature book had some merit in terms of literary quality and/or addressing United States history standards, the Historical Literary Triads was overwhelmingly more inclusive, assuring breadth and depth of the materials needed for fostering historical learning and historical inquiry.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12140
- Format
- Document (PDF)
- Title
- History at the Gates: How Teacher and School Characteristics Relate to Implementation of a State Mandate on Holocaust Education.
- Creator
- Dobrick, Alison, Fritzer, Penelope, Florida Atlantic University
- Abstract/Description
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This quantitative study examines implementation by one Florida school district's fifth grade teachers of a state mandate to teach about the Holocaust. Teachers' responses to survey questions were analyzed to determine the relationships between choosing to teach about the Holocaust and factors like exposure to Holocaust content and teacher/school demographics. In addition, this study explores descriptive data about the nature of resources, materials, and teaching methods used to teach about...
Show moreThis quantitative study examines implementation by one Florida school district's fifth grade teachers of a state mandate to teach about the Holocaust. Teachers' responses to survey questions were analyzed to determine the relationships between choosing to teach about the Holocaust and factors like exposure to Holocaust content and teacher/school demographics. In addition, this study explores descriptive data about the nature of resources, materials, and teaching methods used to teach about the Holocaust in elementary classrooms. The findings of this study demonstrate the background knowledge and resources that teachers need to increase their implementation of Holocaust education in the classroom. Suggestions for the development of more effective workshops, information dissemination strategies, and teacher resources for Holocaust education and other mandated areas are also included in this study. To provide the necessary background for the exploration of the implementation of Florida's Holocaust education mandate, this study examines: the importance of Holocaust education; effective instructional practices in Holocaust education; connections between Holocaust education and multicultural goals; and the history of the passage of legislation related to Holocaust education. As the title suggests, teachers are the final "gatekeepers" of the curriculum: their decisions determine the extent to which topics will be taught. For this reason, this study examines the connections between teachers, their experiences, and their decisions to teach about crucial, mandated subjects like the Holocaust.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/fau/fd/FA00000662
- Subject Headings
- Holocaust, Jewish (1939-1945)--Study and teaching (Elementary)--Florida, Curriculum planning--Florida, Effective teaching--Florida, Multicultural education--Florida
- Format
- Document (PDF)
- Title
- The relationship between item difficulty and discrimination indices in multiple-choice tests in a physical science course.
- Creator
- Hotiu, Angelica, Jordan, Robin G., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Physics
- Abstract/Description
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We have developed a method of quantifying multiple-choice test items in an introductory physical science course in terms of the various tasks required to solve the problem. We assign a numerical level of difficulty to each task so that any question can be assigned a degree of difficulty, which is the sum of the individual levels of difficulty associated in each steps. Using the questions and results from the tests we have investigated the relationship between the degree of difficulty of each...
Show moreWe have developed a method of quantifying multiple-choice test items in an introductory physical science course in terms of the various tasks required to solve the problem. We assign a numerical level of difficulty to each task so that any question can be assigned a degree of difficulty, which is the sum of the individual levels of difficulty associated in each steps. Using the questions and results from the tests we have investigated the relationship between the degree of difficulty of each question and the corresponding discrimination index. Our results indicate that as the degree of difficulty increases so does the capability of the item to discriminate between students with different abilities. There is a maximum degree of difficulty beyond which the discrimination starts to decrease. At that point, test items become too difficult. Thus, it should be possible in future to design items that will provide optimum discrimination.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fau/fd/FA00000766
- Subject Headings
- Decision making, Curriculum planning, Examinations--Scoring, Educational tests and measurements, Universities and colleges--United States--Examinations--Design and construction
- Format
- Document (PDF)
- Title
- Exploring the influence of middle school leaders on middle school girls' interest in high school science enrollment.
- Creator
- Kijanka, Lori., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls...
Show moreThe purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls' career goals emerged as a significant influence on school leaders' perceptions. Instructional methodology and cultural, gendered assumptions of women in science were found as themes in middle school leaders' perceptions that further shaped the advice to girls to enroll in high school science courses. The study provided information that clarified how middle school leaders can maintain the academic pathway for girls in science as well as recommendations for further study.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/192985
- Subject Headings
- Science, Study and teaching (Secondary), Inquiry-based learning, Science, Study and teaching (Middle school), Curricula, Curriculum planning, Sex differences in education, Education, Aims and objectives
- Format
- Document (PDF)