Author(s): |
Gray, Julie Janson |
Source: |
ProQuest LLC, Ph.D. Dissertation, University of Virginia |
|
Pub Date: |
2011-00-00 |
Pub Type(s): |
Dissertations/Theses - Doctoral Dissertations |
Peer Reviewed: |
|
|
|
|
Descriptors:
Expertise; Teacher Characteristics; Achievement Gains; Academic Achievement; Phonological Awareness; Program Effectiveness; Multiple Regression Analysis; Data Analysis; Educational Practices; Instructional Effectiveness; Professional Development; Emergent Literacy; Beliefs; Teacher Surveys; Correlation; Teacher Certification; Child Development Specialists; Student Evaluation; Performance Factors; Teacher Effectiveness; Teaching Skills; Reading Fluency; Teaching Experience; Evaluation Utilization; Schematic Studies
Abstract:
The purpose of this study is to examine the relationship between a teacher's expertise, instructional practices, belief about assessment, use of assessment, and student achievement. There is minimal and sometimes conflicting research to support the relationship between teacher characteristics and student achievement. For the present study, teacher information was collected on a survey administered to a random sample of 1100 kindergarten through third grade teachers throughout the state of Virginia. A total of 284 usable surveys was returned. Archived data from the Phonological Awareness and Literacy Screening (PALS) assessment administered to kindergarten through third grade students in Virginia were used as the measure for student achievement. Correlational analysis was utilized to determine the relationship between student gains on literacy assessment (PALS) and the following constructs: teacher's beliefs about PALS, teacher's comprehension, phonological awareness, and fluency instructional practices, teacher's use of assessment data, teacher's educational background and experience, and teacher's professional development experiences. In addition to correlational research, multiple regression analysis was used to determine if any factors had greater predictive value on gains in student achievement. The current study found correlations between gains in student achievement at different grade levels for the following constructs under investigation: instructional practices, certification as a reading specialist, professional development, personally administering PALS, using ongoing assessment, and parent communication. Gain scores were positively correlated with specific instructional practices in kindergarten, yet were inversely related to level of education. Publishing was correlated in first grade, however, participation and presenting at conferences was negatively correlated. At second grade, teachers who reported that PALS had a positive effect on their teaching showed a negative relationship to gain scores. Finally, in third grade, certification as a reading specialist and use of data were positively correlated to gains in student achievement. Most correlations were weak except for the practice of teachers personally entering their PALS scores onto the website. No factors were found to have greater predictive value on gain scores than any other factor. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
 Show
 Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
 Help |
 Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
|
Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
|
|
|
|
Descriptors:
Foreign Countries; Teacher Characteristics; Correlation; Comparative Analysis; Public Schools; Predictor Variables; Self Efficacy; Teacher Attitudes; Teaching Methods; Athletics; Learner Engagement; Educational Strategies; Classroom Techniques; Physical Education; Private Schools; Data Analysis; Physical Education Teachers; Questionnaires
Abstract:
The present research aimed at detecting professional self sufficiency levels of physical education and sports teachers who worked in Izmir Province and at investigating them in terms of some variables. For data collection, Teacher's Sense of Efficacy Scale-developed by Moran and Woolfolk-Hoy (2001) and Turkish validity and reliability studies conducted by Capa, Cakiroglu and Sarikaya(2005) was used. 100 volunteer Physical Education and Sports Teachers who worked at state schools and private schools participated in the study. For the data analysis; percentages, arithmetic means, Mann-Whitney Test, Kruskal-Wallis, Pearson Correlation Test and non-parametric correlations were used. Consequently, when self sufficiency scores of the PE teachers in terms of working at state schools and private schools were compared, it was found out that all of the subscale-scores of the teachers who worked at private schools were higher and there was a statistically significant difference between the teachers (p less than 0.05). In terms of sex variable, scores of the female PE teachers were higher but there was not a statistically significant difference (p greater than 0.05). There was also a statistically significant correlation between Efficacy in Student Engagement and Efficacy in Instructional strategies, Efficacy in Classroom Management (p less than 0.01). It was determined that sufficiency scores of the participant PE teacher increased with professional experience. (Contains 7 tables.)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
 ERIC
Full Text (205K)
|
|
|
Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Physics; Science Instruction; Introductory Courses; College Faculty; Educational Research; Educational Strategies; Predictor Variables; Correlation; Teacher Characteristics; Instructional Innovation; Decision Making; STEM Education; Teacher Surveys; Barriers
Abstract:
During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (50.3% response rate). This paper presents partial results to describe how 20 potential predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS). The innovation-decision process was conceived of in terms of four stages: knowledge versus no knowledge, trial versus no trial, continuation versus discontinuation, and high versus low use. The largest losses occur at the continuation stage, with approximately 1/3 of faculty discontinuing use of all RBIS after trying one or more of these strategies. Nine of the predictor variables were statistically significant for at least one of these stages when controlling for other variables. Knowledge and/or use of RBIS are significantly correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position. The types of variables that are significant at each stage vary substantially. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Also, contrary to common assumptions, faculty age, institutional type, and percentage of job related to teaching were not found to be barriers to knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS. (Contains 5 figures and 4 tables.)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
|
Pub Date: |
2011-03-00 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Research |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Test Items; Intervention; Economics Education; Problem Based Learning; Teacher Surveys; Problem Solving; Secondary School Teachers; Grade 12; Instructional Effectiveness; Curriculum Implementation; Teaching Methods; Secondary School Curriculum; Satisfaction; High School Students; Academic Achievement; Knowledge Level; Outcomes of Education; Teacher Characteristics; Pretests Posttests; Faculty Development; Statistical Significance; Control Groups; Experimental Groups; Teaching Styles; Educational Strategies; Measures (Individuals)
Abstract:
This study examines whether the Problem Based Economics curriculum developed by the Buck Institute for Education improves grade 12 students' content knowledge as measured by the Test of Economic Literacy, a test refined by the National Council on Economic Education (NCEE) over decades. Students' problem-solving skills in economics were also examined using a performance task assessment. In addition to the primary focus on student achievement outcomes, the study examined changes in teachers' content knowledge in economics and their pedagogical practices, as well as their satisfaction with the curriculum. The study was designed as an experimental trial. It was implemented from summer 2007 through spring 2008 in high schools in Arizona and California. The analysis at the primary (student) level supports the following: (1) A statistically significant finding that students whose teachers had received professional development and support in Problem Based Economics (model-adjusted mean score = 22.61) outscored their control group peers (model-adjusted mean score = 20.01) on the TEL by an average of 2.6 test items (effect size = 0.32); and (2) The outcomes on student measures of problem-solving skills and application to real-world economic dilemmas also showed significant differences in favor of the intervention group (model-adjusted mean score for the intervention group was 6.72 versus 6.18 for the control group; the difference of 0.54 corresponded to an effect size of 0.27). The study also confirmed the following at the secondary (teacher) level: (1) No statistically significant difference between the intervention and control groups on teachers' knowledge of economics (model-adjusted means were 37.15 and 36.86 for the intervention and control group teachers, respectively). As discussed in the conclusions of the report, a ceiling effect on the Test of Economic Literacy instrument may have masked any true content gains for teachers; (2) No statistically significant difference in teachers' pedagogical style with the survey measures used (model-adjusted means were 29.92 and 26.60 for the intervention and control group teachers, respectively); and (3) Statistically significant differences in favor of the intervention group teachers on a measure of satisfaction with the teaching materials and methods (model-adjusted means were 8.35 and 6.88 for the intervention and control group teachers, respectively; the difference of 1.47 corresponded to an effect size of 1.09). Future study of this curriculum might emphasize the classroom observation component to get a clearer understanding of teachers' pedagogical strategies in varying classroom settings. From observations in intervention and control classrooms, it did not appear to the research team that having and using the problem-based learning curriculum automatically enforced a more hands-on, exploratory classroom learning style. Additional study in this area might help to refine the pedagogical strategies and allow for additional support and practice for teachers on implementing the curriculum effectively. Appended are: (1) Study power estimates based on the final analytic samples; (2) Procedure for assigning new strata to the final analytic sample; (3) Scoring procedures for the performance task assessments; (4) Sample test/survey administration guide; (5) Teacher-level baseline equivalence tests; (6) Additional student-level baseline equivalence tests; (7) Estimation methods; (8) Summary statistics of teacher data from teacher surveys; (9) Sensitivity of impact estimates to alternative model specifications; and (10) Explanations for sample attrition. (Contains 7 figures, 35 tables, 2 boxes and 17 footnotes.) [For the What Works Clearinghouse (WWC) review of this report, "WWC Review of the Report 'Effects of Problem Based Economics on High School Economics Instruction,'" see ED533124. This report is an update of "Effects of Problem Based Economics on High School Economics Instruction. Final Report. NCEE 2010-4002" (ED511228).]
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
ERIC
Full Text (1015K)
|
Author(s): |
Williams, Marlie L. |
Source: |
ProQuest LLC, Ph.D. Dissertation, The University of Nebraska - Lincoln |
|
Pub Date: |
2010-00-00 |
Pub Type(s): |
Dissertations/Theses - Doctoral Dissertations |
Peer Reviewed: |
|
|
|
|
Descriptors:
Expertise; Teacher Collaboration; Program Effectiveness; Educational Strategies; Self Efficacy; Cooperation; Data Analysis; Teaching Experience; Professional Development; Teaching Methods; Instructional Leadership; Secondary Education; School Size; High Schools; Suburban Schools; Program Evaluation; Interviews; Teacher Student Relationship; Goal Orientation; Action Research; Reflection; Educational Improvement; Outcomes of Education; Leadership; Academic Achievement
Abstract:
This qualitative study explored the impact of teacher collaboration in a professional learning communities (PLC) school on teacher self-efficacy. Through the collection and analysis of personal interview data from 20 teachers in a large, suburban Midwestern high school, the impact of structured teacher collaboration was evaluated for its impact on changes in teachers' instructional practices, their feelings of responsibility for student learning, positive adult interdependence, and changes in teacher self-efficacy. Experts in educational professional development identify the importance of sustained, collegial learning. This study explored the structure of one high school's professional collaboration model, the measures in place for goal-setting, action research, implementation of instructional strategies, and reflection and evaluation of strategy success. Qualitative data were collected through personal interviews from 20 participants of varying levels of teaching experience, with participants representing content areas. Data from these interviews was organized and shared as it related to each of three common themes that emerged during data analysis: collaboratively developed mission, vision, values, and goals; the positive interdependence of teachers; and a focus on continuous improvement. Data from each of these themes are shared separately. An in-depth look at teacher perceptions, including an explanation of the school's collaborative professional learning structure is provided. The findings of this qualitative study demonstrated a structured approach to teacher collaboration with a focus on student learning outcomes is necessary to note gains in teacher self-efficacy. The data also revealed that a system of shared leadership increased the efficiency of the collaboration model in this school's PLC structure. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
