Classrooms are ecosystems. Classrooms have well defined boundaries and host living and nonliving elements. These elements interact as classroom lessons and day to day ongoings occur. These interactions have potential to be synergized to increase learning outcomes. The purpose of this research is to develop a self-reflective instrument for teachers to consider the elements, interactions, and synergy of lessons. An instrument was developed based on models of other survey instruments (Cantu, 2015) (Appendix A). Content validity experts were recruited, and the instrument was refined as a self-reflective tool. As a self-reflective instrument teachers can use reflective practice to further intentional teaching within their lessons and classroom.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:honorstheses-2273 |
| Date | 01 January 2022 |
| Creators | Sebree, Scott Edward |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Honors Undergraduate Theses |
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