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Successful Read-Alouds in Today's Classroom
Title
Successful Read-Alouds in Today's Classroom.
Creator
Johnston, Vickie
Abstract/Description
As states implement English Language Arts (ELA) components of the Common Core State Standards (CCSS, Common Core State Standards Initiative [CCSSI], 2010), teachers should remember that best practices and research-based literacy instruction need to continue to be the priority in the area of literacy instruction. The ELA components of the CCSS highlight the need to increase text complexity so that students are prepared for the demands of college and career-level reading by the end of high...
Show moreAs states implement English Language Arts (ELA) components of the Common Core State Standards (CCSS, Common Core State Standards Initiative [CCSSI], 2010), teachers should remember that best practices and research-based literacy instruction need to continue to be the priority in the area of literacy instruction. The ELA components of the CCSS highlight the need to increase text complexity so that students are prepared for the demands of college and career-level reading by the end of high school; consequently, the standards call for an increase in text complexity and an increase in the use of informational text at each grade level. With the standards outlining a progressive development of text complexity, some educators are worried about their use of narrative text. Before trading in your narrative read-alouds for informational text, look at what research tells us.
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Date Issued
2016-01-02
Identifier
10.1080/00228958.2016.1123051, fgcu_ir_000049, http://www.tandfonline.com/doi/full/10.1080/00228958.2016.1123051
Format
Citation
The Power of the Read Aloud in the Age of the Common Core
Title
The Power of the Read Aloud in the Age of the Common Core.
Creator
Johnston, Vickie
Abstract/Description
The implementation of Common Core Standards for English Language Arts (2010) will require the use of more complex text and an increase in the use of informational text; however, reading research and best practices in literacy instruction confirm the value of a narrative read-aloud. Read-aloud time using narrative texts must still be included as a vital part of literacy instruction. Reading aloud to students increases vocabulary development, enhances fluency and oral language, introduces...
Show moreThe implementation of Common Core Standards for English Language Arts (2010) will require the use of more complex text and an increase in the use of informational text; however, reading research and best practices in literacy instruction confirm the value of a narrative read-aloud. Read-aloud time using narrative texts must still be included as a vital part of literacy instruction. Reading aloud to students increases vocabulary development, enhances fluency and oral language, introduces students to diverse population or cultural diversity, and develops critical thinking and problem solving skills. An effective read-aloud can enable students to learn about different types of conflicts and possible solutions as well as empathy and understanding for others. An effective twenty-minute read-aloud can expose students to the same academic words that would be found in content area textbooks and motivates students to become engaged in reading.
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Date Issued
2015-02-26
Identifier
10.2174/1874916X01509010034, fgcu_ir_000096, http://benthamopen.com/ABSTRACT/TOCOMMJ-9-34
Format
Citation
THE EFFECTIVENESS OF INQUIRY-BASED VS. DIDACTIC TEACHING METHODS ON STUDENT PERFORMANCE IN UNDERGRADUATE STATISTICS
Title
THE EFFECTIVENESS OF INQUIRY-BASED VS. DIDACTIC TEACHING METHODS ON STUDENT PERFORMANCE IN UNDERGRADUATE STATISTICS.
Creator
Nichols, Robert Lee
Abstract/Description
This study explored the impact of instructional style in the teaching of introductory statistics on students’ attitudes towards statistics and on students’ academic outcomes in statistics courses. Four university statistics instructors were surveyed to identify their instructional style. In addition, their students’ (n=313) mean course scores and mean scores on the Learning Outcomes for Statistical Methods instrument were analyzed. Based on an independent measure of learning outcomes for...
Show moreThis study explored the impact of instructional style in the teaching of introductory statistics on students’ attitudes towards statistics and on students’ academic outcomes in statistics courses. Four university statistics instructors were surveyed to identify their instructional style. In addition, their students’ (n=313) mean course scores and mean scores on the Learning Outcomes for Statistical Methods instrument were analyzed. Based on an independent measure of learning outcomes for students, the data indicate instructional styles that are more inquiry-based may be more effective overall for student achievement on the Learning Outcomes for Statistical Methods instrument. There was a significant decrease found between pre- and post-survey SATS-36 means for the students’ Value, Interest, and Effort component scores. This indicates students found less value, interest, and effort required for statistics after taking a statistical methods course. In addition, students who score higher on the pre-SATS-36 Affect, Cognitive, and Effort sub-scores tended to have higher final course averages. In an analysis of gender, male students view statistics more favorably than female students, male students believe statistics is more difficult than female students, and male students believe statistics requires less effort than female students. Finally, students with a higher stress level tended to have a lower Learning Outcomes for Statistical Methods average.
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Date Issued
2017
Identifier
Nichols_fgcu_1743_10252
Format
Document (PDF)
Perceptions of Succession Planning in Educational Organizations: A Mixed-Method Study of Four Florida School Districts
Title
Perceptions of Succession Planning in Educational Organizations: A Mixed-Method Study of Four Florida School Districts.
Creator
Parfitt, Christopher Michael
Abstract/Description
Through a mixed-method, sequential-explanatory study, perceptions of succession planning were researched in four school districts in the State of Florida. The study was conducted in two phases. For the quantitative phase, 99 participants responded to an online survey. The survey contained 44 items in five categories: (a) demographic information, (b) identification of talent, (c) development and mentoring, (d) retention of talent, and (e) organizational culture. The categories were created...
Show moreThrough a mixed-method, sequential-explanatory study, perceptions of succession planning were researched in four school districts in the State of Florida. The study was conducted in two phases. For the quantitative phase, 99 participants responded to an online survey. The survey contained 44 items in five categories: (a) demographic information, (b) identification of talent, (c) development and mentoring, (d) retention of talent, and (e) organizational culture. The categories were created based on scholarly research. Results were analyzed using SPSS, and separate MANOVAs found there were no statistically significant differences among independent variables: (a) age range, (b) position, (c) school district, (d) school level, and (e) years of experience. The respondents indicated input, development, and review of a succession plan were conducted infrequently. According to respondents, opportunities for development and a clear list of the requisite qualifications for administrative positions occurred frequently. Based on the quantitative survey answers, 12 interview questions were developed for the qualitative phase of the study. A total of 11 individuals participated in the follow-up interviews comprising a collective case study. The qualitative findings included five major themes pertaining to succession planning: (a) culture, including a lack of consideration and politics; (b) mentoring, and the importance of informal mentoring; (c) situational input, in which a person was provided an opportunity for input, with no guarantee of the final result; (d) job complexity and a lack of resources, and (e) a lack of input from various stakeholders. The complete findings may be used by school districts to create and revise succession plans, by using multiple measures to identify candidates, provide targeted and specific development and mentoring opportunities, and retain the highest performing employees, all while honoring the unique organizational culture.
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Date Issued
2017
Identifier
Parfitt_fgcu_1743_10255
Format
Document (PDF)
The lived experience of in-service teachers using synchronous technology: A phenomenological study
Title
The lived experience of in-service teachers using synchronous technology: A phenomenological study.
Creator
Vasquez, Sarah
Abstract/Description
Unlike most online professional development opportunities, synchronous technology affords immediate communications for discussion and feedback while interacting with participants simultaneously through text, audio, video, and screen sharing. The purpose of this study is to find answers to meet the practical need to inform, design, and implement in-service teacher’s professional development with a focus on using synchronous technology for learning and instruction. The study examined the...
Show moreUnlike most online professional development opportunities, synchronous technology affords immediate communications for discussion and feedback while interacting with participants simultaneously through text, audio, video, and screen sharing. The purpose of this study is to find answers to meet the practical need to inform, design, and implement in-service teacher’s professional development with a focus on using synchronous technology for learning and instruction. The study examined the following questions: 1) what is the lived experience of in-service teachers going through professional development when using synchronous technology; and 2) what is the lived experience of in-service teachers using synchronous technology after the professional development. The participants in this phenomenological study included nine in-service teachers located in four states. The study used questionnaires, individual interviews, a focus group interview, online meeting sessions, and online surveys to answer the research questions. The data was analyzed exercising a reiterative process allowing time to process the information, code for themes, write, and reflect on the findings. The analysis uncovered in-service teachers were apprehensive when it came to using synchronous technology for professional development, but also held a desire to learn more. Furthermore, teachers believed using synchronous technology could help them better connect with other educators and found many conveniences once they became more familiar with it. Additionally, they expressed a need for continued support as they learned and used the technology, and were anxious to continue to use it. This study fills the current gap in professional literature that reveals the lived experience of in-service teachers using synchronous technology for professional development purposes and for learning and instruction. The findings inform professional development program developers of the lived experience of in-service teachers in an effort to support stronger designs and implementations of professional development programs delivered through synchronous technology. The findings also offer implications for integrating synchronous technology by in-service teachers at schools to learn and improve their teaching practice.
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Date Issued
2017
Identifier
Vasquez_fgcu_1743_10260
Format
Document (PDF)
HOT YOGA AS A SUPPLEMENT TO PHYSICAL THERAPY FOR LOW BACK PAIN AS A WORK-ACQUIRED MUSCULOSKELETAL INJURY
Title
HOT YOGA AS A SUPPLEMENT TO PHYSICAL THERAPY FOR LOW BACK PAIN AS A WORK-ACQUIRED MUSCULOSKELETAL INJURY.
Creator
Montecer, Cheryl Theresa
Abstract/Description
Background and Purpose. Low back pain, as a work-acquired musculoskeletal injury (WAMI) is prevalent among physical therapists. Research suggests that yoga is a growing practice that is used as an effective therapeutic tool in alleviating pain through postures that increase flexibility and improve function. The objective of this case report is to illustrate the establishment and application of an approach of hot yoga in combination with physical therapy in the management of low back pain on a...
Show moreBackground and Purpose. Low back pain, as a work-acquired musculoskeletal injury (WAMI) is prevalent among physical therapists. Research suggests that yoga is a growing practice that is used as an effective therapeutic tool in alleviating pain through postures that increase flexibility and improve function. The objective of this case report is to illustrate the establishment and application of an approach of hot yoga in combination with physical therapy in the management of low back pain on a physical therapist assistant (PTA) who sustained a work-acquired musculoskeletal injury. Case Description. A 47 year-old male PTA with a five week history of low back pain participated in this case report. The PTA was chosen based on a musculoskeletal injury sustained at work who demonstrated low back pain with numbness on his right anterolateral thigh, tightness and tenderness of his lower thoracic and lumbar spine. The intervention consisted of seven physical therapy sessions and seven hot yoga classes. Outcomes. After four weeks of intervention, low back pain resolved, right thigh numbness significantly decreased from 100% to 10%, and trunk flexibility increased with absence of tenderness at the thoracolumbar junction. Discussion. A significant decrease in back impairment was observed on a patient with sub-acute low back pain after participation in the intervention of physical therapy and hot yoga. Clinical trials in the future are required to evaluate the thermoregulatory mechanism, the physiological and biomechanical effects of hot yoga, and whether it is a beneficial complement to physical therapy in the rehabilitation of low back pain.
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Date Issued
2017
Identifier
Montecer_fgcu_1743_10261
Format
Document (PDF)
The effect of an interdisciplinary career exploration course on college students' career decision-making and career decision-making self-efficacy
Title
The effect of an interdisciplinary career exploration course on college students' career decision-making and career decision-making self-efficacy.
Creator
Gallo, Jamie
Abstract/Description
This dissertation explored the effects of a one-credit, semester long career exploration course offered at a mid-size comprehensive university in the southeastern United States and the effects the course had on students’ major decision-making and decision-making self-efficacy. Participants were undergraduate students enrolled in an interdisciplinary career course (SLS 1301) who ranged from freshman to senior year, in all different majors, including undecided. Students were assessed during the...
Show moreThis dissertation explored the effects of a one-credit, semester long career exploration course offered at a mid-size comprehensive university in the southeastern United States and the effects the course had on students’ major decision-making and decision-making self-efficacy. Participants were undergraduate students enrolled in an interdisciplinary career course (SLS 1301) who ranged from freshman to senior year, in all different majors, including undecided. Students were assessed during the beginning and end of the fall 2014, spring 2015, and fall 2015 semesters. The assessments used were the Career Decision Scale and the Career Decision-Making Self-Efficacy Scale. The main purpose of this quantitative study was to measure students’ decision making and decision making self-efficacy growth before and after participating in the course curriculum. The research indicated that students reported higher levels of career decision certainty, and lower levels of career indecision upon completion of the interdisciplinary career course. The research also indicated higher levels of career decision-making self-efficacy upon completion of the interdisciplinary career course.
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Date Issued
2017
Identifier
Gallo_fgcu_1743_10267
Format
Document (PDF)
 BRIDGING THE GAP: A QUALITATIVE PHENOMENOLOGY FOCUSING ON THE PERSPECTIVES OF PRE-SERVICE AND FIRST-YEAR TEACHERS
Title
 BRIDGING THE GAP: A QUALITATIVE PHENOMENOLOGY FOCUSING ON THE PERSPECTIVES OF PRE-SERVICE AND FIRST-YEAR TEACHERS.
Creator
Scrant, Jennifer Nicole
Abstract/Description
Retaining first-year teachers in the school district under study was challenging. During the 2013-2014 school year, approximately 309 newly hired teachers separated from the district. This number slightly decreased in 2015-2016, with approximately 307 new first-year teachers hired and 30 of these newly hired teachers separating from the district during that year (District, 2017). Most recently, during 2016-2017, approximately 372 new first-year teachers were hired and 23 of these newly hired...
Show moreRetaining first-year teachers in the school district under study was challenging. During the 2013-2014 school year, approximately 309 newly hired teachers separated from the district. This number slightly decreased in 2015-2016, with approximately 307 new first-year teachers hired and 30 of these newly hired teachers separating from the district during that year (District, 2017). Most recently, during 2016-2017, approximately 372 new first-year teachers were hired and 23 of these newly hired teachers separated from the district (District, 2017). Two in-depth interviews and one focus group were conducted to capture the lived experiences of eight pre-service teachers entering into their first-year of teaching in the school district. Despite their teacher preparation program, these first-year teachers were caught off guard by the realities of teaching Three common themes permeated throughout the study were teacher preparation, classroom management and administrative support. Each participant also experienced three of Moir’s Phases of First-Year Teaching; Anticipation, Survival and Reflection. The findings from this study provided insight to the university, district personnel and administrative teams about how to bridge the gap from being a pre-service teacher to becoming a first-year teacher. It was critical that administrative teams, district personnel, and teacher educators were aware of the recommendations so they could continue to enhance or modify their current programs, professional development trainings and support systems for first-year teachers. Based on the participants’ lived experiences, areas for improvement included improved networking, review of current systems or programs, and extended field experience.
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Date Issued
2017
Identifier
Scrant_fgcu_1743_10262
Format
Document (PDF)