Current Search: Teachers--Training of--Florida (x)
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(1 - 8 of 8)
- Title
- A descriptive study of coteaching in Florida: From teacher education to implementation.
- Creator
- Earley, Deborah L., Florida Atlantic University, Scott, Jack
- Abstract/Description
-
One of the recent trends in special education is inclusion. A new instructional strategy, coteaching, assists teachers in meeting the demands of a diverse group of students. Coteaching involves general and special educators jointly planning, instructing, and assessing all learners in an integrated classroom. The purpose of this study was to compile descriptive research on the prevalence of coteaching in Florida and investigate the degree to which Florida's state universities are preparing...
Show moreOne of the recent trends in special education is inclusion. A new instructional strategy, coteaching, assists teachers in meeting the demands of a diverse group of students. Coteaching involves general and special educators jointly planning, instructing, and assessing all learners in an integrated classroom. The purpose of this study was to compile descriptive research on the prevalence of coteaching in Florida and investigate the degree to which Florida's state universities are preparing preservice teachers for a coteaching instructional setting. The data was collected through surveys that were completed by university faculty and facilitators at the Florida Inclusion Network (FIN). The data were analyzed using a frequency and percentage table. As a result, coteaching was found to be quite prevalent in Florida. According to participants, preservice programs at the universities should include training for coteaching settings.
Show less - Date Issued
- 1996
- PURL
- http://purl.flvc.org/fcla/dt/15400
- Subject Headings
- Inclusive education--Florida, Student teachers--Training of--Florida, Mainstreaming in education--Florida, Teachers--Training of--Florida
- Format
- Document (PDF)
- Title
- Writing across the curriculum: Implications for preservice teacher education.
- Creator
- Kamman, Carol, Florida Atlantic University, Childrey, John, Arnov, Boris
- Abstract/Description
-
Potentially, the most important response to widespread criticism about the quality of writing and writing instruction is Writing Across the Curriculum (WAC). WAC can mean a total immersion in writing, horizontally in all departments and vertically at all grade levels. It can encompass current writing theory, but only if teachers understand such theory and can apply it. WAC theory must be incorporated into the entire process of professional preparation. WAC philosophy believes that (a) writing...
Show morePotentially, the most important response to widespread criticism about the quality of writing and writing instruction is Writing Across the Curriculum (WAC). WAC can mean a total immersion in writing, horizontally in all departments and vertically at all grade levels. It can encompass current writing theory, but only if teachers understand such theory and can apply it. WAC theory must be incorporated into the entire process of professional preparation. WAC philosophy believes that (a) writing can be learned and should be taught, (b) writing is a way to clarify thought, (c) writing is a way to learn, and (d) writing is a complex, individualized process. This understanding is required to teach in a successful WAC program. The literature offers little evidence that schools of education feel a responsibility to emphasize writing and writing instruction at the preservice level. Therefore, a study was initiated to survey the eight Florida schools of education that are members of the National Council for Accreditation of Teacher Education (NCATE) for the purpose of determining practices and perceptions regarding WAC. This descriptive research called for two survey questionnaires, which invited responses from 8 administrators and 250 secondary education students and tested 11 hypotheses. These hypotheses related to required courses for writing and writing instruction, student understanding of WAC theory, student perception of WAC status, level of student confidence to write and use writing, student willingness to become writing teachers, and student perception of the importance of writing. The remainder of the study recommends a required preservice course in WAC for all future teachers and suggests some components that course should contain.
Show less - Date Issued
- 1990
- PURL
- http://purl.flvc.org/fcla/dt/12257
- Subject Headings
- Language arts--Correlation with content subjects, Teachers--Training of--Florida
- Format
- Document (PDF)
- Title
- The effect of professional development experiences on National Board for Professional Teaching Standards candidates' scores in Florida.
- Creator
- Warner, Kristen Lynne, Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
National Board for Professional Teaching Standards Certification is one way in which teachers can demonstrate excellence in teaching. This study was conducted in order to examine the effect of the professional development experiences on overall scores on the assessment of candidates for National Board Certification RTM in Florida. The study was conducted using the entire population of candidates in Florida (1,787) during the 2000--2001 assessment cycle. A survey was used to collect data from...
Show moreNational Board for Professional Teaching Standards Certification is one way in which teachers can demonstrate excellence in teaching. This study was conducted in order to examine the effect of the professional development experiences on overall scores on the assessment of candidates for National Board Certification RTM in Florida. The study was conducted using the entire population of candidates in Florida (1,787) during the 2000--2001 assessment cycle. A survey was used to collect data from the candidates. Of the surveys sent, 62% were returned and used in the study. The survey included questions regarding the educational background, demographics, and professional development experiences of the teachers. To examine the effect of professional development experiences on the overall National Board Certification assessment scores, a multiple regression analysis was used. A predictive discriminant analysis was used to predict passing or non-passing group membership. The criterion variable used was the score on the National Board Certification assessment. Results indicated that professional development experiences coupled with background and demographics contributed significantly to a candidate's overall score. In the full model, controlling for all of the other variables in the model, holding an advanced degree in the field was found to contribute to the predictive accuracy of the model. Also, the number of hours preparing the portfolio and preparing for the assessment center also contributed to the predictive accuracy of the model. Bivariate correlations indicated that there was a positive correlation between candidates' overall scores and the number of hours of professional development. There was a positive correlation between the overall score and the amount of time preparing the portfolio entries and for the assessment center. The predictive accuracy of the full model for predicting passing and non-passing group membership was 58.7%. Tests of significance for the unique contribution of each subset of variables to the cross-validated classification accuracy of the full model were insignificant.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/11977
- Subject Headings
- National Board for Professional Teaching Standards (U S ), Teachers--Training of--Florida, Professional socialization
- Format
- Document (PDF)
- Title
- DEVELOPMENT AND EVALUATION OF A TRAINING MODEL IN THE USE OF ROLE PLAY BY COMMUNITY COLLEGE FACULTY (SIMULATION, INSTRUCTIONAL TECHNIQUES, EDUCATIONAL).
- Creator
- RENO, ERIC EUGENE, Florida Atlantic University
- Abstract/Description
-
A training model in the use of role play by community faculty was developed, evaluated, and tested to determine its effectiveness. The study was conducted in an Improvement of College Instruction Class at Florida Atlantic University Fall term of 1983. Prior to training, eighteen students were asked to prepare role plays which were videotaped and evaluated for the thirteen skills required for an effective role play, as established in the training model. Evaluations were made by students who...
Show moreA training model in the use of role play by community faculty was developed, evaluated, and tested to determine its effectiveness. The study was conducted in an Improvement of College Instruction Class at Florida Atlantic University Fall term of 1983. Prior to training, eighteen students were asked to prepare role plays which were videotaped and evaluated for the thirteen skills required for an effective role play, as established in the training model. Evaluations were made by students who prepared and observed the activities, and instructors who designed the training model. In four subsequent classes the students were instructed in the use of role play through the training model. They were assigned to prepare role plays for the sixth class which were again videotaped and evaluated. Scores from the pre- and post-evaluation instruments were analyzed to determine the effectiveness of the training model. Four hypotheses were established. A t-test measured hypotheses one through three to determine if significant differences existed between pre- and post-training scores as measured by three evaluation instruments (Self, Peer, and Instructor). The three hypotheses were rejected, using an .05 level of significance. The training model appeared to significantly improve an instructor's ability to prepare and deliver a role play. A Pearson product-moment correlation was used to test hypothesis four, the correlation of self and peer post-training scores. The study failed to reject hypothesis four, using an .05 level of significance. They were not predictors of each other's ability to conduct a role play. Four questions addressing the relationships among demographic variables were also answered. Prior teaching experience and the higher the degree held appeared to have a positive effect on the use of the training model. Teaching level supported the advantage of previous teaching experience, and subject area provided no information due to the limited number of students in each area. It was recommended the study be replicated using larger numbers of students and that a follow-up study be done to determine if the participating students had incorporated role play into their teaching strategies.
Show less - Date Issued
- 1985
- PURL
- http://purl.flvc.org/fcla/dt/11871
- Subject Headings
- Role playing--Evaluation, Teachers--Training of--Florida--Boca Raton
- Format
- Document (PDF)
- Title
- The status of the substitute teacher delivery system in the sixty-seven Florida Public School Districts and the perceptions of administrators, teachers, and substitute teachers toward the substitute teacher delivery system in the Polk County, Florida, Public School District.
- Creator
- Helmick, Robert William, Florida Atlantic University, Hunt, John J.
- Abstract/Description
-
The primary purpose of this study was to find the status of the substitute teacher delivery system in the sixty-seven school districts in the State of Florida. The use of substitute teachers by Florida school districts has increased each year in alignment with the national trends found in the professional literature. Since July 1990, Florida law requires no academic preparation or teacher training before beginning work as a substitute teacher. The 67 Florida School Districts now issue...
Show moreThe primary purpose of this study was to find the status of the substitute teacher delivery system in the sixty-seven school districts in the State of Florida. The use of substitute teachers by Florida school districts has increased each year in alignment with the national trends found in the professional literature. Since July 1990, Florida law requires no academic preparation or teacher training before beginning work as a substitute teacher. The 67 Florida School Districts now issue substitute teacher certificates with the only Florida law requirement being fingerprints prior to employment. Substitute teacher delivery system identifies the preparation, selection, training, support, and evaluation of substitute teachers in a school district. Issues related to substitute teachers were substitute teacher pay, substitute teacher credentials, and substitute teacher training. The corollary purpose of this study was to compare the perceptions of selected administrators, teachers, and substitute teachers concerning the Polk County Schools substitute teacher delivery system, one of Florida's sixty-seven school districts. A review of the literature provides a national summary of teacher pay, substitute teacher role, substitute teacher status, and administrative procedures used to recruit, select, place, orient, and train substitute teachers. The analysis of data from the 1993-94 state survey provides the teachers per substitute teacher ratio, students per substitute teacher ratio, and state average of these values. In addition, the percentage of the total budgets used for substitute teacher pay is calculated. Daily pay rates and academic requirements for short-term and long-term substitute teachers were collected and state average values calculated. Seven research questions concerning the substitute teacher delivery system are answered. The district perception instrument was conducted in Polk County School District at 20 schools using a stratified random sample and analyzed with the chi-square analysis technique. Seven null hypotheses were rejected using the significance level of chi-square value indicating significant differences in perception in the survey participants; school-based administrators, teachers, and substitute teachers. The combination of the state survey results and district perception instrument can be used to assist a district in developing an action plan for improving a district's substitute teacher delivery system.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12400
- Subject Headings
- Substitute teachers--Florida--Evaluation, Substitute teachers--Rating of--Florida, Substitute teachers--Training of--Florida
- Format
- Document (PDF)
- Title
- Relationships between pre-service teachers' characteristics, high-stakes testing, and math efficacy beliefs in a former community college teacher preparation program in Florida.
- Creator
- Bingham, Amy A., Florida Atlantic University, Kumar, David D.
- Abstract/Description
-
In Florida, recent changes in legislation have granted community colleges the ability to now offer Baccalaureate degrees in education, frequently to non-traditional students. Additionally, teachers face more high-stakes tests than ever before, and often times struggle with the mathematics sections of such tests. A comprehensive literature review in the areas of pre-service teachers' math knowledge, teachers' efficacy beliefs about teaching math, and the high-stakes mathematics testing of...
Show moreIn Florida, recent changes in legislation have granted community colleges the ability to now offer Baccalaureate degrees in education, frequently to non-traditional students. Additionally, teachers face more high-stakes tests than ever before, and often times struggle with the mathematics sections of such tests. A comprehensive literature review in the areas of pre-service teachers' math knowledge, teachers' efficacy beliefs about teaching math, and the high-stakes mathematics testing of teachers was conducted. Based on the information obtained from the literature review, the study examined a population of pre-service teachers in a new teacher preparation program in Florida. The research investigated relationships surrounding pre-service teachers' characteristics such as: ages, failed attempts on high-stakes math sub-tests, levels and grades earned in lower-division math courses, time elapsed between lower-division and upper-division math courses, and the grade earned in the math methods course, in relation to their efficacy beliefs about teaching math. Results from the study revealed that pre-service teachers' ages, levels and grades of lower-division math courses, and grades earned in the math methods courses, did have a significant relationship with their math efficacy beliefs, as measured by the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI). The variables of failed attempts on high-stakes math tests, and the time elapsed between lower- and upper-division math courses, did not significantly correlate with pre-service teachers' MTEBI scores. Additionally, a multiple regression model including the previously mentioned variables did predict pre-service teachers' MTEBI scores greater than chance, although the model did not generalize to the greater population. The findings from this study can assist new teacher preparation programs, which may serve non-traditional students, in isolating variables that can identify pre-service teachers who are at risk for poor mathematical experiences and attitudes in the early stages of the program. If pre-service teachers are prone to negative beliefs about teaching math, then any information in assisting these students prior to their having an effect on math education for future students can be beneficial. While this study posits some avenues to pursue in fostering positive math beliefs and experiences in teacher preparation programs, recommendations for further research in this area also will be discussed.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fcla/dt/12110
- 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
- The impact of collegial peer coaching teacher training program upon Palm Beach County teachers' sense of self-efficacy.
- Creator
- Weil, Marion., Florida Atlantic University, Hunt, John J.
- Abstract/Description
-
The Palm Beach County School District, FL, (District) has introduced collegial peer coaching as one element of staff development in making training more effective for school improvement in making training more effective for school improvement practices. The purpose of this research was to ascertain the effects of collegial peer coaching on teachers' perception of self-efficacy. Developing skills to improve student achievement is the goal of inservice training for teachers. Teacher efficacy...
Show moreThe Palm Beach County School District, FL, (District) has introduced collegial peer coaching as one element of staff development in making training more effective for school improvement in making training more effective for school improvement practices. The purpose of this research was to ascertain the effects of collegial peer coaching on teachers' perception of self-efficacy. Developing skills to improve student achievement is the goal of inservice training for teachers. Teacher efficacy requires practice and refinement in order for teachers to gain executive control over newly-learned strategies. No empirical evidence exists regarding the effects of collegial peer coaching on teacher behaviors. The Teacher Locus of Control Scale was administered in a two-group study to determine whether teachers' sense of self-efficacy was impacted significantly by involvement in collegial peer coaching, years of teaching experience, teaching grade level, or by geographic location (work site) in the District. The treatment group subjects (collegial peer coaches, n = 102) and control group subjects (teachers not involved in collegial peer coaching, n=102) were surveyed in a pre- and posttest application to test the hypotheses. Results of the study indicate that teachers' sense of self-efficacy is impacted significantly by collegial peer coaching and by geographic location within the District (p <.05). A significant interaction effect was found between collegial peer coaching status and teaching grade level (p <.05).
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12398
- Subject Headings
- Teachers--Training of--Florida--Palm Beach County, Mentoring in education--Florida--Palm Beach County, Teachers--Attitudes, Motivation in education--Florida--Palm Beach County
- Format
- Document (PDF)
