This study explored secondary English Language Arts teachers' experiences using digital technologies in their classrooms, as presented in two key journals in the English Education field: the Journal of Adolescent and Adult Literacy (JAAL), sponsored by the International Reading Association, and English Journal, sponsored by the National Council of Teachers of English. Specifically, this study examined and analyzed the published narratives of teachers who had written about their experiences integrating digital technologies into their curriculum. These teachers were defined as the "early adopters" of digital technology use in the secondary English Education discipline in that they played an integral role in the diffusion of innovative teaching practices regarding classroom digital technology use through the writing and publishing of their experiences in the field's major journals. This study utilized a textual analysis of the articles published in the two key journals from 2008-2012, a time period selected due to NCTE's formal position on 21st century literacies published in 2008. One issue per journal per year was randomly selected for analysis, as well as any special editions focused on secondary ELA teachers' experiences with digital technology use in the classroom. All articles were coded using an open coding scheme to allow themes to emerge from the data. Next, an inter-coder agreement session consisting of four outside coders was conducted to ensure the researcher's developed coding scheme accurately reflected the data. Furthermore, grounded theory was used to construct a theory of how narratives of teachers' experiences with technology contribute to the diffusion of technological innovations in the 21st century classroom. Four themes emerged from the data in this study: Power Dynamics, Interconnectedness, Shifting Perspectives, and Challenges. These themes illustrated the purposes as well as challenges for secondary ELA teachers' integration of digital technologies into their classrooms. Combined, these themes depicted the current trends regarding secondary ELA teachers' digital technology integration efforts in their classrooms. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2013. / February 25, 2013. / diffusion of innovations, English Language Arts, secondary education, teacher education, technology / Includes bibliographical references. / Shelbie Witte, Professor Directing Dissertation; Melissa Gross, University Representative; Lawrence Scharmann, Committee Member; Kathy Froelich, Committee Member; Pamela Sissi Carroll, Committee Member; Don Latham, Committee Member.

The purpose of this study was to investigate the use of linguistic knowledge in spelling by analyzing spelling errors made by 220 students in the fourth, fifth, and seventh grades. A 25-word researcher-designed spelling test with considerations of word frequency, word familiarity, and word type (based on morphological complexity) was administered. An error coding system was established based on the Triple Word Form theory. Each misspelling was coded based on its linguistic features and scored cumulatively in 3 categories: Phonological Representation, Orthographic Legality, and Morphological Legality. The error coding system revealed the linguistic profiles of misspellings and allowed the comparisons among subgroups matched on grades, reading, and spelling ability levels. The results of profile analyses supported the Overlapping Waves Model, which advocates that spellers use their phonological, orthographic, and morphological knowledge in spelling simultaneously regardless of age, reading, or spelling levels. On the other hand, the study did not find evidence supporting the stage-specific theory, which defines each stage by observations of the consistent use of one strategy in spelling. The linguistic profiles revealed the competition between Phonological Representation and Orthographic Legality, which provided little evidence supporting the specific phonological deficit hypothesis. On the contrary, the researcher found that the key to becoming an average speller is to be able to effectively apply sufficient phonological knowledge in spelling. For students with poor reading ability, they do not just suffer from limited phonological knowledge but also from the lack of other linguistic knowledge. For any two students with average reading ability, it is the one who can apply sufficient phonological knowledge that benefit in spelling and perform at the level that matches his or her reading ability. Educational implications are discussed. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2013. / June 20, 2013. / Error Coding, Match Design, Morphology, Orthography, Phonology, Spelling / Includes bibliographical references. / Barbara Foorman, Professor Directing Thesis; Christopher Schatschneider, University Representative; Young-Suk Kim, Committee Member; Beth M. Phillips, Committee Member.

This study explores the critical issue of teacher preparation in university-based English education programs in the state of Florida. Numerous training programs and certification avenues currently exist in response to the growing concentration on teacher training, teacher quality, induction and retention, and teacher shortages. This study, an exploration of Florida's State University System undergraduate programs of initial English teacher preparation, examines how Florida universities are preparing pre-service middle and high school English teachers for induction into the profession. Of specific interest is the incorporation of the state-mandated Florida Educator Accomplished Practices into the programs preparing novice teachers for the classroom. Following a collaborative case study design, data were collected from three university-based English education programs in Florida. Interviews and focus groups targeted stakeholders from each baccalaureate program including faculty and administration at the university, current students, and recent graduates. Textual analyses were used to determine trends in course offerings, sequencing, requirements, and standards infusion. Findings from this study address the issues of the Florida Educator Accomplished Practices, professional identity formation, field experience, induction support, and professional collaborations - all relevant components in the preparation of Florida's middle/secondary English language arts teacher preparation. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2013. / November 4, 2013. / Education, English, Language Arts, Preparation, Teacher / Includes bibliographical references. / Shelbie Witte, Professor Directing Dissertation; Kathleen Blake Yancey, University Representative; Pamela Carroll, Committee Member; Kathy Froelich, Committee Member; Elizabeth Jakubowski, Committee Member; Diana C. Rice, Committee Member.

This paper describes a qualitative case study designed to examine the challenges to effective science instruction faced by elementary teachers and examine the influence those challenges have on teachers' science teaching practices. Data were gathered through a questionnaire administered to over 240 teachers in a northern Florida school district including six teachers who were further interviewed and observed in their teaching setting. These six teachers, ranging from third to fifth grade shared their perceptions of the challenges to effective science instruction and opened their classrooms to allow the researcher to discover how much time was being spent teaching science and the methods of science instruction. Results showed that several factors governed the amount of time teachers in the study were able to devote to science and the method of science instruction. Eighty-two percent of teachers reported lack of time to teach science. Sixty-eight percent reported lack of teacher planning time. Sixty-four percent reported insufficient funding for purchasing materials and supplies. As a result, teachers reported using most of their science time teaching through traditional methods instead of innovative hands-on and inquiry methods. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2013. / October 22, 2013. / Education, Elementary, Science, Teaching Practices / Includes bibliographical references. / Diana Rice, Professor Directing Dissertation; Robert A. Schwartz, University Representative; Elizabeth Jakubowski, Committee Member; Angie Davis, Committee Member.

This study investigates the effects of group journal writing and sharing on women English as a Second Language (ESL) students at the Center for Intensive English Studies (CIES) at The Florida State University (FSU). More specifically, it examines the responses of participants to writing as a social act, with sociocultural implications. Eight women participated in this study; they were women of various ages and ethnic and cultural backgrounds who were studying ESL at CIES. The women met twice a week with the principle investigator and wrote in response to non-academic reflective and creative prompts. After writing each journal entry, the women took turns sharing aloud what they had written. Data were collected through interviews, the field notes of the principle investigator, and the journals themselves. Findings revealed that participants used their journals as a means of self-reflection and analysis. Findings regarding the effects of authentic audience on the writers were also evident in the use of self-scaffolding and scaffolding for the audience by the participants. Meaning-making was found to take place both through the journal writing itself and in the sharing presentations. Finally, it was found that participants perceived greater fulfillment, though not academic worth, in writing socially for an authentic audience than they found writing in the classroom context. / A Thesis submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Master of Science. / Fall Semester, 2013. / November 5, 2013. / Authentic Audience, ESL, Journal Writing, Sociocultural Theory, Women / Includes bibliographical references. / Rebecca Galeano, Professor Directing Thesis; Elizabeth Jakubowski, Committee Member; Lawrence C. Scharmann, Committee Member.

During the past few decades, there have been significant social changes affecting children and their families. Fathers are assuming a more active role in child rearing, primarily as a result of increases in the numbers of women in the work force, and numbers of children in non-parental care. Fathers as well as mothers play a significant role in young children's development. Findings from research studies conducted in North America suggest that there are several positive effects of father involvement on young children. However, father involvement is a relatively recent topic in early childhood education in Turkey, and little is known about the extent of Turkish fathers' involvement. The present study examined Turkish fathers' involvement in the lives of their preschool aged children. The amount of time that fathers and children spend together, the types of activities they engage in, and factors that could be related to father involvement (e.g., age, education, income, working hours) were investigated. Participating in the study were 84 fathers of 3-6 year old children enrolled in four public early childhood education settings in Istanbul, Turkey. An instrument titled, "Father Involvement Questionnaire", was used to measure father involvement. Findings indicated that father's occupation type, monthly income, number of marriage years, numbers of children in the family, and fathers' work hours affected their involvement. Findings are discussed with reference to fathers' accessibility, responsibility and engagement. / A Thesis submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Master of Science. / Fall Semester, 2013. / November 1, 2013. / Early Childhood Education, Father and Child, Father Involvement, Preschool Children, Turkey, Turkish fathers / Includes bibliographical references. / Ithel Jones, Professor Directing Thesis; Diana Rice, Committee Member; Lindsay Dennis, Committee Member.

This quantitative study examined the mathematics achievement gap between students who were economically disadvantaged and economically advantaged. The influence of instructional practices aligned with reform-oriented mathematics principles on student achievement was examined using NAEP 2011 data. Findings suggested there is a positive relationship between the use of instructional practices aligned with reform-oriented mathematics principles and student achievement. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2014. / June 23, 2014. / Reform Mathematics Principles / Includes bibliographical references. / Diana Rice, Professor Directing Dissertation; Robert A. Schwartz, University Representative; Angela Davis, Committee Member; Elizabeth Jakubowski, Committee Member.

The research presented here was designed to explore the relationship of informal experiences and the development of science identity as well as characterize these science learning experiences. This research was conducted through mixed methods, including five data sources 1) a survey, 2) participant drawings, 3) interviews transcripts, 4) concept webs and 5) artifacts collected from 196 science and non-science degree-seeking college students enrolled at an urban research intensive university located in the southeastern United States. The analytical approach relied heavily on the qualitative data (participant drawings and interviews) and was augmented by information provided by the survey. A comparison of survey results and activities depicted in the drawings revealed inconsistencies in the activities portrayed. Although drawings depicted many of the activities listed including sports and cooking, a large portion of the activities listed on the survey were not represented in the drawings. This suggested that the participants did not view many of the activities identified on the survey (i.e., bike riding, video games, board games, Legos, care of animals, museum visits) as scientific. This calls into question the ability of the 'Science Background Experiences Survey' (Bulunuz & Jarrett, 2009) to capture engagement with activities the participants perceive as scientific. Drawing results identified characteristics of out-of-school science experiences including: those identified as biological (animals, plants, health), outdoor locations (beach, forest, ocean) and activities that were performed with or without others. In addition, making observations and sense making techniques were two practices commonly employed during the activities depicted in the drawings. The two activities most commonly identified in the drawings were cooking and sports. The identification of these two activities suggests that although significant informal science educational research focuses on designed spaces (i.e., museums), the activities participants in most frequently were truly "free-choice". Results indicated two primary enactments of science identity: consumer and interest. Evidence of being a science consumer included use of tools and processing of ideas. Demonstrations of interest were identified through expressions that indicated curiosity. Although the science identity literature indicates the role of science critic as an additional demonstration of science identity, there was only limited evidence of this practice in these data. Interview participants indicated enactment of science identity on three levels: low moderate and high. Patterns of activity for these three levels of science identity followed patterns of enactment, i.e., participants who demonstrated higher levels of identity demonstrated greater science interest and consumption verses those demonstrating moderate and low levels of identity. Six selected case studies are presented; two for each level and one each from both majors and non-majors science courses. The majority of the participants who demonstrated the highest levels of science identity had a mentor (i.e., a person with whom the participant engaged in science or science-adjacent recognition work). These high level science identity cases also demonstrated an overt desire to be recognized as scientifically savvy through their discussions. The outcomes of this research indicate these participants see themselves as engaging in science primarily during "free-choice" science activities such as cooking and sports, rather than through more formal, structured places and events (e.g., museums, aquaria). These "free-choice" activities are portrayed as personally relevant and suggest that participants identify themselves as being interested or proficient in these activities. The relevance and interest that participants identify with these activities suggest these are promising avenues expanding, refining and improving science education curriculum development. / A Dissertation submitted to the College of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2013. / June 19, 2013. / Free Choice, Identity, Informal Learning, Science Education / Includes bibliographical references. / Sherry Southerland, Professor Directing Dissertation; Paul Cottle, University Representative; Victor Sampson, Committee Member; Lawrence Scharmann, Committee Member.

The main aim of this study was to examine the nature of literary discussions in an advanced level English literature class in a Turkish EFL (English as a Foreign Language)setting. The focus of the study was the discursive features of a foreign language literature course offered in a Turkish university. Natural and systematic video recordings of the class sessions for one semester, field notes taken as a non-participant observer and semi-structured interviews constituted the primary data sources. In this study, the following research questions have been addressed: (1) What is the nature of literary discussions in an advanced level literature course in a Turkish EFL setting based on the analyses of (a) discursive structure of the discussion, (b) types of the questions, (c) learner uptake, and (d) revoicing move of the teacher? (2) How do the issues of teacher control and features of teacher' and students' roles emerge in the analysis of the above mentioned constructs and interview data? Based on the findings of the study, it was difficult to claim that literary discussions in this course reached high levels of student engagement and students freely discussed any topic in their minds, as it was not fair to say students spoke too little and did not find any chance to elaborate their ideas because of tight teacher control. Overall interpretations were parallel with Akyel and Yalcin's (1990) comments about the place of literature in English education in the Turkish context: The Turkish educational system was "wavering between modern and traditional practices" (p. 174). Other than some methodological limitations that most other qualitative studies have to face, the effects of camera on the teacher and students, and difficulties in coding were acknowledged as limitations. Prolonged engagement and utilizing outside raters, respectively, were the measure taken to tackle with these limitations. / A Dissertation submitted to the Department of Middle and Secondary Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Summer Semester, 2007. / Date of Defense: April 20, 2007. / Turkish Higher Education, Classroom Discourse, Bakhtin, Vygotsky / Includes bibliographical references. / Deborah J. Hasson, Professor Directing Dissertation; Alysia Roehrig-Bice, Outside Committee Member; Jeffrey Brooks, Committee Member; Pamela S. Carroll, Committee Member.

Teacher educators are tasked with defining and assessing the learning of pre-service teachers. These seemingly straightforward tasks are complicated by the varied definitions of teacher learning and lack of consensus regarding the most effective way to assess that learning. Increasingly, teacher educators turn to the Interstate New Teacher Assessment Support Consortium (INTASC) standards to define the knowledge, dispositions, and performances that constitute teacher learning. Teacher Work Samples (TWSs) hold promise as a set of documents that allow teacher educators to assess pre-service teachers' learning in terms of the INTASC standards. This study examined the teacher learning made visible in pre-service English teachers' initial work samples. TWSs from five undergraduate pre-service teachers were collected and analyzed. Because these were initial work samples, as opposed to the more practiced work samples studied elsewhere, the data was aggregated to create a picture across the participants. First analyzed inductively, the data was then compared to the INTASC principles and standards to determine which were evidenced. Four findings emerged from this examination of pre-service English teachers' initial work samples. First, the teacher learning made visible closely resembled the frameworks in the general teacher education literature. Second, creating a teacher work sample provided pre-service teachers an opportunity to make visible the INTASC principles and standards, especially the knowledge standards. Third, the teacher work samples did not illustrate the theoretical understanding in the INTASC principles. Fourth, the participants did not make apparent the knowledge, dispositions, or performance standards necessary to support students in taking responsibility for their own learning. / A Dissertation Submitted to the Department of Middle and Secondary Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Fall Semester, 2004. / November 8, 2004. / Evaluation Method, Pre-service Teacher, Teacher Education / Includes bibliographical references. / Pamela Sissi Carroll, Professor Directing Dissertation; Susan Lynn, Outside Committee Member; Elizabeth Jakubowski, Committee Member; Susan Nelson Wood, Committee Member.