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Descriptors:
Careers; Veterans; Secondary Education; Resilience (Psychology); Teacher Attitudes; Teacher Collaboration; Influences; Teacher Effectiveness; Personal Narratives

Abstract:
This paper describes and interprets the career experiences of four veteran secondary teachers and their ability to resist plateauing. Three areas of veteran teacher research informed this study: career stages, plateauing, and resiliency. In-depth phenomenological interviews were conducted to investigate and depict the meanings these teachers attached to their career experiences. Several factors emerged for each participant's resilience. First, building leaders influenced their enthusiasm and professional growth. Second, positive effects on students' lives affirmed their work. Third, interactions with colleagues promoted growth, and individual support systems helped them bounce back from career frustrations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preservice Teacher Education; Teacher Education Programs; Academic Achievement; Behavior Problems; Data Analysis; Preservice Teachers; Accountability; Summative Evaluation; Reflection; Test Results; Formative Evaluation; Standardized Tests; Pretests Posttests; Data Collection; Elementary Education

Abstract:
With the demand for a demonstration of continuous progress as an accountability gauge in public schools, teachers are compelled to examine assessment data for each of their pupils. This data analysis, in turn, should help teachers gauge their instructional practices and differentiate instruction so that all can reach proficient levels of achievement. Teacher education programs, too, have been asked to provide performance-based programs that demonstrate pre-service teachers can positively affect individual student learning. One way for teacher education programs to demonstrate this measure of success is by having pre-service teachers show their understanding of differentiated instruction, test data collection and analysis, and reflection. To reach this goal our Teacher Education faculty implemented an assignment titled "Impact on Student Learning Project" during the Fall 2006 semester. The intent of this paper is to describe the project and summarize the results culled from pre-service teachers who have completed the project from Fall 2006 until Spring 2009. (Contains 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High Schools; Qualitative Research; Educational Change; Secondary School Teachers; Faculty Development; Labor Force; Teaching Experience; Experienced Teachers; Teacher Attitudes; Teacher Motivation; Interviews; Teacher Characteristics; Instructional Leadership; Teacher Effectiveness; Academic Achievement; Social Networks

Abstract:
The purpose of this research is to describe a qualitative research study of experienced high school educators who have remained motivated and highly engaged in their teaching. Ten high school teachers who have been called "the best" by their administrators and fellow teachers were interviewed to ascertain common traits that can serve as a framework for providing professional development to assist teachers in the work force, as well as bring their voice to the National Reform Movement. The following themes emerged: teachers are ambivalent to administrative leadership as an important influence in their work; colleagues are their support network; and their commitment to the students transcends academic achievements. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nontraditional Education; Employment; Student Attitudes; Academic Achievement; School Personnel; Age Differences; Gender Differences; Case Studies; Secondary School Students; Administrators; Grades (Scholastic); Student Adjustment

Abstract:
The purpose of this cross-sectional study was to explore associations between academic achievement, employment, gender, and age in relation to students' sense of school membership and perception of adults in school. The sample consisted of 102 secondary, alternative school students. Results indicated that students with a more positive perception of school personnel also reported a greater sense of school membership. Male students and older students had a more negative perception of administrators relative to female and younger students. In addition, students who worked tended to report higher grades than students who did not. Study implications are discussed. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Classroom Techniques; Student Behavior; Time Management; Teacher Attitudes; Beginning Teachers; Teacher Educators; Knowledge Base for Teaching; Teacher Responsibility; Teaching Experience; Parent Teacher Cooperation; Teacher Competencies

Abstract:
Over the past thirty years, numerous studies confirmed that new teachers do not have the requisite knowledge to understand the complex interrelationships among management, behavior, and academic tasks. An important missing piece in the literature is how the concerns of experienced teachers differ from those cited by beginning teachers. Based on previous research, this study compares beginning and experienced teachers' concerns with respect to managing classroom behavior, dealing with time constraints and work load, parent interactions, and academic preparation. This paper examines these complex relationships by comparing a national sample of beginning teachers to a national cross-section of experienced teachers to ascertain if beginning teachers' concerns diminish with experience. Significant differences were found on the Classroom Management and Parent Interaction scales while no differences were found on the Academic Preparation and Time Management scales. This study points to a number of issues important to teacher educators responsible for preparing candidates for initial certification as well as to school district personnel responsible for mentoring new teachers and strengthening professional development for in-service teachers. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Beginning Teachers; Classroom Techniques; Discipline; Elementary Secondary Education; Higher Education; Parent Teacher Cooperation; Preservice Teacher Education; Teacher Attitudes; Teacher Competencies; Time Management

Abstract:
Surveyed first- and second-year teachers nationwide regarding concerns in four areas: classroom management, time management, communication with parents, and academic preparation. Data on 273 teachers indicated that new teachers needed more direct experience in school settings and continued assistance in discipline, time management, and communication skills. Respondents believed they had some preservice preparation in these areas, but were less confident of their acquired knowledge and skills after entering teaching. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Block Scheduling; Curriculum Development; Interdisciplinary Approach; Secondary Education; Secondary School Teachers; Teacher Attitudes; Teacher Collaboration; Team Teaching; Teamwork

Abstract:
Examined how high school teachers made meaning of a change process involving teamwork, interdisciplinary teaching, and block scheduling. Document analysis, observation, and interview data indicated that uncertainty and doubt were the pervading themes and had a critical effect on the teaching team's ability to move to interdisciplinary teaching. The project lacked teacher input, professional development, written curriculum, and administrator leadership. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Change; School Restructuring; Secondary Education; Secondary School Teachers

Abstract:
This book presents the story of school change from the perspective of teachers who were simultaneously the subjects and objects of change. The story focuses on the lived experiences of five secondary school teachers who were engaged in a school restructuring effort intended to reform secondary education at their high school by moving from subject-specific curriculum to interdisciplinary teaching, from individual departmental structures to team teaching, and from traditional 45-minute periods to intensive or block scheduling. There are 8 chapters in 3 parts. Part 1, "Introduction," introduces the setting, the five teachers, and the research, offering (1) "The Context" and (2) "Research Design." Part 2, "The Restructuring Experience," describes the experience of restructuring as lived by the five teachers, focusing on five themes: (3) "Uncertainty," (4) "Intensification and Limited Time," (5) "Lack of Administrative Leadership," (6) "Subject Loyalty Versus Team Allegiance," and (7) "Craft Pride, Caring, and Moral Purpose." Part 3, "Conclusion," focuses on change and how it is refined and challenged by this study, offering (8) "Deepening Our Understanding of Educational Change." (Contains numerous references.) (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Administrator Responsibility; Change Strategies; Educational Change; Educational Innovation; Elementary Secondary Education; Faculty Development; Leadership Responsibility; Teacher Responsibility; Time Factors (Learning)

Abstract:
This paper synthesizes the literature on educational change that analyzes why reform is so difficult for teachers to implement and how schools can alleviate some of the difficulties in order to ensure effectiveness. The first section explains difficulties with educational change and details barriers to change. Barriers include lack of time in the work day; intensification of teachers' work; conflict; and school culture. The second section focuses on implementation of change, highlighting the importance of vision building; professional development; administrative support and leadership; and assessment and continuance of change implementation. The paper concludes that real change represents a serious personal and collective experience characterized by ambivalence and uncertainty, and if it works out, change can result in a sense of mastery, accomplishment, and professional growth. It is imperative to understand that teachers: have different understandings of change, have personal and professional needs, need appropriate and adequate resources, need inservice training and continuous support, and want to be trusted and seen as capable professionals. Change must be a negotiated process viewed as a journey by individuals who have highly personal views and levels of understanding. (Contains 38 references.) (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (698K)