Education Commons^™

Reciprocal Teaching, Jannet A. Machado

South Florida Education Research Conference

No abstract provided.

Academic Risk-Taking In Higher Education, Yselande Pierre

South Florida Education Research Conference

No abstract provided.

Exploring How Transformational Experiences Of Faculty Participating In Global Learning Workshops Inform Practice, Eduardo Hernandez

FIU Electronic Theses and Dissertations

This case study addresses gaps in the global learning, transformational learning, and professional development literature. Research is lacking on the questions of if and how university faculty members view global learning curricula as transformational learning as a result of professional development and how this transformational learning applies to their teaching of global learning curricula. This study’s purpose is to explore whether university faculty members who have attended global learning professional development workshops perceive global learning as transformational learning and if they do, how they see global learning as transformational, and how this transformational learning informs their teaching.

Research questions were …

Gaining Insight Into Teaching: The Lived Experiences Of Teachers Of The Year, Robin F. Amparo

South Florida Education Research Conference

What qualities describe outstanding teachers? Many stakeholders in education argue that student achievement indicates teacher quality. Ten Teachers of the Year participated in this qualitative study, showing their lives as outstanding teachers personify four roles and two phenomena. Findings indicate the need to investigate the moral dimension of teaching.

Transformative Learning Theory And Its Relevance To Managing Group Dynamics In A Competitive Work Environment, Salma A. Hadeed, Suzette A. Henry-Campbell

South Florida Education Research Conference

In any environment, group dynamics would exist. How we deal with it in a competitive work environment defines who we are using transformative learning. This paper provides useful information from a number of theorists who share perspectives on the complex nature of groups.

Mathematics Teaching Experiences Of Elementary Preservice Teachers With High And Low Mathematics Anxiety During Student Teaching: A Multiple Case Study, Leslie Nisbet

FIU Electronic Theses and Dissertations

This study investigated the teaching experiences of six elementary preservice teachers (EPTs), three with high mathematics anxiety and three with low mathematics anxiety, during their student teaching semester. The EPTs were selected from an initial pool of 121 EPTs who took the Abbreviated Mathematics Anxiety Scale. The cases were compared in a cross case analysis to highlight mathematics teaching experiences among EPTs. Data sources included EPT and researcher journal entries, interview transcripts, pre-lesson surveys, field notes, lesson plans, and artifacts of observed lessons. Data were coded using Shulman’s content knowledge, Graeber’s mathematics pedagogical content knowledge, and mathematics anxiety characteristics.

Findings …

An Extended Validation And Analysis Of The Early Childhood Educators' Knowledge Of Self-Regulation Skills Questionnaire: A Two Phase Study, Elizabeth Willis

FIU Electronic Theses and Dissertations

The Early Childhood Educators’ Knowledge of Self-Regulation Skills Questionnaire (ECESRQ) was devised to measure current teacher knowledge and implementation of pedagogical tools that enhance self-regulatory skills in the early childhood classroom. The purpose of the first phase of this study was to conduct test validation on the ECESRQ. The purpose of the second phase of this study was to (a) assess if teacher knowledge of self-regulation skills predicted teachers’ attitudes and beliefs in the classroom, and if (b) the results from the ECESRQ predicted knowledge of instruction of self-regulation skills.

To address the first phase of the study an exploratory …

Geographical Literacy, Attitudes, And Experiences Of Freshman Students: A Qualitative Study At Florida International University, Daniela F. Ottati

FIU Electronic Theses and Dissertations

The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the low and high ends of a geography literacy survey. The Geography Literacy and ABC Models formed the conceptual framework. Participants were freshman students enrolled in the Finite Math course at FIU. Since it is assumed that students who perform poorly on geography assessments do not have an interest in the subject, testing and interviewing students allowed the researcher to explore the assumption.

In Phase I, participants completed the Geography Literacy Survey (GLS) with items taken from …

Investigating The Effects Of Cognitive Apprenticeship-Based Instructional Coaching On Science Teaching Efficacy Beliefs, Teo O.H. Cooper

FIU Electronic Theses and Dissertations

The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretical models for improving STEB.

This dissertation is comprised of two studies. STUDY #1 was a sequential …

The Effectiveness Of An Online Workshop On Behavior Management As A Professional Development Tool For Teachers, Aparajita B. Kuriyan

FIU Electronic Theses and Dissertations

The current study examines the effects of an online workshop pertaining to classroom behavior management on teacher self-efficacy, attitudes, motivation, knowledge, and practices. In addition, information about teacher utilization of the Internet, their opinions about professional development, and experiences with classroom management were collected. Participants included 57 1^st through 5^th grade special and regular education teachers. Eligible teachers were those who teach an academic subject and had at least one child in the classroom they considered as disruptive. Teachers were randomized to either a training or waitlist group. Classroom observations of teacher practices and questionnaires were utilized. Teachers …