Abstract
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.
Thesis Completion
2022
Semester
Spring
Thesis Chair/Advisor
Wenzel, Taylar
Degree
Bachelor of Arts (B.A.)
College
College of Community Innovation and Education
Department
Teacher Education
Degree Program
Elementary Education
Language
English
Access Status
Open Access
Release Date
5-1-2022
Recommended Citation
Sebree, Scott Edward, "Self-Assessment of Elementary Lesson Plans Through an Ecological Lens" (2022). Honors Undergraduate Theses. 1205.
https://stars.library.ucf.edu/honorstheses/1205