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 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. / by Gail Kennedy. / Abstract page (p. v) has author's name as Gail Sigelakis. / Thesis (Ed.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

This study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards' Beliefs Instrument (SBI) (Zollman & Mason, 1992) to determine alignment of their beliefs with the National Council of Teachers of Mathematics (NCTM) standards. Interviews were conducted with five NBC mathematics teachers to understand how they incorporate best mathematics teaching practices in their daily instruction. A t-test analysis revealed that students taught by NBC teachers scored significantly higher (M = 3.70) on the AP Calculus AB Exam than those taught by non-NBCTs (M = 2.74); Cohen's d (.6429) indicated a moderately large effect size. No causation is to be implied; various confounding factors may also contribute to the variance in student scores. Three factorial ANOVA tests were performed to test interaction effects. Two significant interaction effects were detected: (1) NBCT status and student grade level; and (2) NBCT status and student FRL (free and reduced price lunch) status. No significant interaction was found between NBCT status and student gender. With a reliability estimate using Cronbach's alpha, a second t-test was conducted. A statistically significant difference was found regarding the mean scores of NBCTs and non-NBCTs regarding their beliefs according to the vision of the NCTM. NBCTs generally have practices that align more with the NCTM mathematics teaching standards. Interviews with five NBC teachers of AP Calculus provided rich qualitative descriptions of their teaching philosophies, approaches, and best practices contributing to student success. The results of this study reinforce evidence from previous research that the process of obtaining the NBC contributes to a teacher's professional expertise and is related to student success; however, since there may be other confounding factors related to teachers, students, and their schools, the NBC cannot be considered the sole factor contributing to student success in AP coursework and exams. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

The purpose of this study was to explore outcomes of a GIS/GPS integration process: to (a) examine student responses to GIS and GPS inclusion in their curriculum, (b) determine whether a relationship exists between inclusion of GIS into existing K-12 curriculum and student achievement, (c) examine the effectiveness of GIS professional development for teachers, and (d) evaluate teacher perceptions of the value of integrating GIS into their existing curricula. This study was quantitative and quasi-experimental in design. The samples consisted of 1,425 students from one middle school and 62 teachers from Palm Beach County School District. Two instruments were used in this study: student surveys and teacher feedback forms. Data from the student surveys indicated that students perceive their learning is enhanced by inclusion of GIS and GPS. Data from the teacher feedback forms revealed positive perceptions of the GIS/GPS program as an integrative tool for their existing curricula and a positive assessment of the GIS professional development training. The relationship between GIS instruction and student academic achievement was evaluated, measured by FCAT reading scores and final grades in science and social studies. The findings support the constructivist theory that students learn best when actively engaged in the process. In this study standardized FCAT reading test results and science and social studies grades corroborate the students' perceptions that GIS and GPS integration enhances their learning. Study results show FCAT reading scores were higher for GIS students than for non-GIS students. The research further indicated a significant increase in FCAT reading scores for non-native English speaking GIS students and a significantly higher average science grade for non-White GIS students. / The findings also show that students who had a greater frequency of GIS instruction had higher averages in science and social studies grades. Education reform requires bold initiatives and an organizational culture supportive of innovative ideas. The structured model for development and implementation of GIS in the K-12 public school system presented at the end of this study includes collaboration between district leadership, administrators and teachers, and a comprehensive approach to professional development. / by Donna L. Goldstein. / Thesis (Ph.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.