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DESIGN OF A MODEL TO TRAIN SECONDARY AND POST SECONDARY INSTRUCTORS IN THE DISCUSSION METHOD OF TEACHING
Title
DESIGN OF A MODEL TO TRAIN SECONDARY AND POST SECONDARY INSTRUCTORS IN THE DISCUSSION METHOD OF TEACHING.
Creator
WINEBRENNER, LAWRENCE MURRAY, JR., Florida Atlantic University
Abstract/Description
A training model in the use of the discussion method by secondary school teachers and community college faculty was developed, evaluated, and tested to determine its effectiveness. The study was done at Florida Atlantic University in an Improvement in College Instruction class in the summer term of 1980. Sixteen of eighteen students enrolled in the course completed it. Prior to conducting the course a test was given to the students examining their knowledge about discussion and the use of...
Show moreA training model in the use of the discussion method by secondary school teachers and community college faculty was developed, evaluated, and tested to determine its effectiveness. The study was done at Florida Atlantic University in an Improvement in College Instruction class in the summer term of 1980. Sixteen of eighteen students enrolled in the course completed it. Prior to conducting the course a test was given to the students examining their knowledge about discussion and the use of discussion. The same test was given to the students after the module was used to improve their discussion skills. Video tapes were used as discussions were held and students viewed the tapes to evaluate themselves using three evaluation instruments. Students evaluated their discussion skills prior to the training experience and again after the training was completed. Five hypotheses were established. A t-test measured hypotheses one through five to determine whether significant differences existed between pretraining and posttraining scores on four evaluation instruments (Subject Matter, Flanders Interaction Analysis, Group Member, and Self). Three of the hypotheses were rejected using a.01 level of significance and a fourth hypothesis was rejected using a.05 level of significance. These four hypotheses examined change in the group and the individuals. A fifth hypothesis examined changes in students' perception of the quality of their first discussion and was not rejected. The five hypotheses were used to answer three research questions regarding an increase in subject matter scores, a change in group behavior, and a change in perception of group behavior. The results of the study indicate that subject matter scores increase and group behavior changes, but the group's perception of their behavior shows no significant change. It was recommended that the study be replicated using a larger population, subjects from a variety of backgrounds and measures of specific kinds of behavior in the groups.
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Date Issued
1987
PURL
http://purl.flvc.org/fcla/dt/11898
Subject Headings
Teachers--Training of, Discussion
Format
Document (PDF)
DESIGN AND EVALUATION OF A MODEL TO TRAIN COMMUNITY COLLEGE INSTRUCTORS IN EFFECTIVE USE OF LECTURE-DISCUSSION
Title
DESIGN AND EVALUATION OF A MODEL TO TRAIN COMMUNITY COLLEGE INSTRUCTORS IN EFFECTIVE USE OF LECTURE-DISCUSSION.
Creator
VICKERS, THOMAS WESLEY, Florida Atlantic University
Abstract/Description
A model to train community college instructors in the use of classroom lecture-discussion was designed, field tested and evaluated. Data for the design of the model were obtained through questionnaires submitted to community college instructors and administrators, feedback from students involved in the field test and a review of the literature. Evaluation of the model measured its effectiveness in positively altering classroom use of lecture-discussion skills. Three instruments were developed...
Show moreA model to train community college instructors in the use of classroom lecture-discussion was designed, field tested and evaluated. Data for the design of the model were obtained through questionnaires submitted to community college instructors and administrators, feedback from students involved in the field test and a review of the literature. Evaluation of the model measured its effectiveness in positively altering classroom use of lecture-discussion skills. Three instruments were developed and used for evaluation along with the Flanders Interaction Analysis Scale. Demographic data were collected and analyzed to discern trends, patterns and interrelationships among the variables. Pre- and post-training scores on the evaluative instruments were obtained by having subjects present lecture-discussions under controlled conditions prior to and after undergoing the training prescribed in the model. Results indicated that the training model had a significant impact on classroom use of lecture-discussion. Subjects scored significantly higher on post-training evaluations, leading to the conclusion that the model was effective in teaching subjects lecture-discussion skills. A comparison of pre- and post-training scores obtained on the Flanders Scale indicated the training model had little effect on the amount of classroom time devoted to the four areas of activity measured. A correlation between self-evaluation scores and scores generated by subjects participating as students in the lecture-discussions indicated no relation. Regression analysis indicated self-evaluation scores were not accurate predictors of student evaluation scores, leading to the conclusion that instructor self-evaluations alone do not provide adequate measures of classroom use of lecture-discussion skills. Analysis of trends, patterns and interrelationships among the variables found that sex and age had little effect. Years of teaching experience had little effect, except for the indication that teachers with ten to twenty years of experience received greater training benefit than subjects in other age groups. Subjects with master's degrees received greater benefit from the training than subjects with bachelor's degrees. Active teachers scored higher on both pre- and post-training tests than non-teachers; however, the per cent of increase in scores was approximately the same. It was impossible to draw any conclusions as to the effect of subject taught upon scores received. Subjects presenting lecture-discussions under controlled conditions received scores that were not significantly different from scores received by subjects presenting under actual classroom conditions. It was recommended that the model be implemented to train community college instructors in the use of lecture-discussion.
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Date Issued
1980
PURL
http://purl.flvc.org/fcla/dt/11762
Subject Headings
Lecture method in teaching, College teachers--Training of, Discussion
Format
Document (PDF)
Investigating "The X-Files": Fandom and the creation of meaning in cyberspace
Title
Investigating "The X-Files": Fandom and the creation of meaning in cyberspace.
Creator
Felder, Jenna L., Florida Atlantic University, Scodari, Christine
Abstract/Description
This thesis focuses on the fandom surrounding the FOX network's hit show, The X-Files, via a long term study of an America Online site specifically devoted to the show. The primary focus is on audience opinions in relation to gender issues. Specific topics of analysis include why The X-Files is so popular with fans, the different types of episodes exhibited in season six, the character of Dana Scully, Mulder and Scully's platonic yet sexually charged relationship, and the contribution the...
Show moreThis thesis focuses on the fandom surrounding the FOX network's hit show, The X-Files, via a long term study of an America Online site specifically devoted to the show. The primary focus is on audience opinions in relation to gender issues. Specific topics of analysis include why The X-Files is so popular with fans, the different types of episodes exhibited in season six, the character of Dana Scully, Mulder and Scully's platonic yet sexually charged relationship, and the contribution the Internet has made to the development of the fan community. The analysis finds that, although the show is targeted toward men, female fans are able to find various aspects of the text pleasurable by resisting hegemonic norms and/or utilizing the show's feminine textual characteristics.
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Date Issued
1999
PURL
http://purl.flvc.org/fcla/dt/15663
Subject Headings
X-files (Television programs)--History and criticism., Fans (Persons), Electronic discussion groups.
Format
Document (PDF)
effect of skill-focused minilessons on students' independent use of reading skills during literature circles
Title
The effect of skill-focused minilessons on students' independent use of reading skills during literature circles.
Creator
Kennedy, Gail., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
Increased accountability in contemporary public elementary schools requires that teachers provide evidence they are using research-based strategies that reinforce skills assessed on standardized tests. There is a need to provide empirical evidence that literature circles can reinforce skills assessed on these tests. A literature circle is a research-based strategy that is common in language arts classrooms. This study investigates the connection between these skills and student discussion...
Show moreIncreased accountability in contemporary public elementary schools requires that teachers provide evidence they are using research-based strategies that reinforce skills assessed on standardized tests. There is a need to provide empirical evidence that literature circles can reinforce skills assessed on these tests. A literature circle is a research-based strategy that is common in language arts classrooms. This study investigates the connection between these skills and student discussion that takes place during literature circles. The purpose of this study was to examine the effect of skill-focused minilessons on students' independent use of reading skills. The study investigated whether application of skill-focused minilessons prior to literature circles would have an effect on students' independent use of reading skills within student discussions during literature circles. Sixteen students participated in the study. The study also investigated the impact that minilessons prior to literature circles had on students' scores on the Florida Comprehensive Assessment Test (FCAT) in reading. Students were randomly assigned to the researcher's fifth grade class in the 2008/2009 school year. All students read the same material and received the same treatment. During the course of the study, students first took the FCAT diagnostic in reading and then engaged in five literature circle meetings, each preceded by a minilesson. Students then engaged in five literature circles with a different book and without skill-focused minilessons, followed by the administration of the reading FCAT. The data, which included content analyses of transcriptions of students' discussion and the collection of FCAT scores, yielded several findings., The two skills most commonly used by students in independent literature circles were analyzing character and discussing plot. The two least commonly used skills were describing conflict and using context clues. Each skill within student discussion.The way in which students transferred the use of these skills to literature circles not preceded by skill focused minilessons varied. Multiple modes of transfer were identified for each skill. A dependent t-test for the FCAT scores did not indicate a statistically significant increase in the use of the five skills identified for this study when minilessons preceded literature circles.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/2705076
Subject Headings
Group reading, Book clubs (Discussion groups), Reading (Primary), Guided reading, Educational tests and measurements, Florida Comprehensive Assessment Tests, Achievement in education
Format
Document (PDF)