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An Examination Of The Relationship Between Elementary Education Teacher Candidates' Authentic Assessments And Performance On The Professional Education Subtests On The Florida Teacher Certification Exam (Ftce), Thomas Raymond Lang Ii

USF Tampa Graduate Theses and Dissertations

Abstract

According to Wilkerson and Lang (2003, p.1) with approximately "90% of schools, colleges, and departments of education using portfolios of one form or another as decision-making tools for standards-based decisions regarding certification or licensure (as well as NCATE accreditation), it is appropriate to explore the legal and psychometric aspects of this assessment device."

This study was conducted to examine how well the authentic assessments created in the Chalk and Wire ePortfolio initiative, which was created to provide authentic assessments of the Accomplished Practices, relate to the measures in the Professional Knowledge subtests on Florida Teacher Certification Examination.

The sample …

Examining The Experiences Of A Select Group Of First Year Special Education Teachers: A Multiple Case Study Analysis, Roseanne Kaiser Vallice

USF Tampa Graduate Theses and Dissertations

The attrition rate of beginning special educators has been a constant and growing concern within the field of education (Boe & Cook, 2006, 2008; Brownell, Hirsch, & Seo, 2004; CEC, 2000; Leko & Smith, 2010; Smith & Ingersoll, 2004). Four to five of every ten new special education teachers leave the field within the first five years (CEC, 2000; Olivarez & Arnold, 2006) and beginning special education teachers are more likely than general education teachers to leave the field within the first five years of teaching (Boe & Cook, 2006, Boe, Cook & Sunderland, 2008; Brownell, Hirsch, & Seo, 2004; …

Preservice Teachers' Perceptions Of Their Perspective Transformations: A Case Study, Victoria Caruana

USF Tampa Graduate Theses and Dissertations

Utilizing a case study approach, this study explored the perspectives of preservice teachers as they relate to working with students with disabilities in inclusive classroom settings. Preservice teachers' perceptions about the extent, if any, their learning experiences during teacher preparation contributed to their perspectives was examined through a sequential exploratory design that employed both quantitative and qualitative data. The findings of this case study of six (6) elementary and secondary preservice teachers indicated that the experiences they had during their final student teaching (internship) were the most meaningful triggers of their perspective transformations. The findings further indicated that four (4) …