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Descriptors:
Foreign Countries; Predictor Variables; Teacher Surveys; Educational Environment; Program Effectiveness; Computer Uses in Education; Teacher Influence; Elementary School Teachers; Secondary School Teachers; Teacher Role; School Role; Teacher Effectiveness; Educational Technology; Technology Integration; Teacher Attitudes; Hierarchical Linear Modeling; Inservice Teacher Education

Abstract:
Technology integration is influenced by many factors related to the teacher and the school environment. While many studies have examined factors that influence teachers' use of Information and Communication Technology (ICT) at the teacher level, a growing number of studies have suggested that it is beneficial to examine those factors using multilevel modeling. Multilevel analysis can separate the impact of teachers from the school environment and provide insight into the influence of those factors at each level. This study uses multilevel modeling to analyze data from 3,652 grade 1-9 teachers in 289 schools in Taiwan. The results of this multilevel analysis found both teacher-level and school-level factors contributing to the integration of ICT in the teaching process. Among teacher level factors, teachers' beliefs and hours of training in the previous year predicted ICT integration proficiency well. Among school level factors, training hours and teachers' perceived school support are the most important factors that impact ICT integration. School support is not only a significant factor at the school level but also a strong predictor at the teacher level. In addition, important school level variables included access to Internet connectivity, availability of projectors, and stability of computers. These results highlight the importance of individual teachers and the role schools play in ICT integration. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Acceleration (Education); Rating Scales; Urban Schools; Academically Gifted; Rural Schools; Suburban Schools; Rural Urban Differences; Teacher Attitudes; Social Influences; Emotional Experience; Student Needs; Teachers; Longitudinal Studies; Extracurricular Activities; Teacher Surveys; School Policy; Parent Attitudes; Measures (Individuals); Focus Groups

Abstract:
Despite extensive research supporting its use, including the 2004 publication of "A Nation Deceived," acceleration is an underutilized strategy for meeting the academic needs of gifted and talented students. Parents' and educators' attitudes and beliefs about acceleration influence the extent to which it is implemented in schools. This study investigated gifted and talented educators' attitudes toward acceleration using a 7-point rating scale measuring concerns about acceleration, beliefs about acceleration, and support for specific acceleration strategies. Data indicated there were no differences in attitudes among teachers from rural, suburban, or urban school districts. Overall, the least popular acceleration strategies were also the easiest to implement, but caused the greatest change in students' environments (i.e., grade-skipping and early entrance to kindergarten). As expected, the educators were most troubled by social issues and least concerned about academic issues related to acceleration. (Contains 6 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:
Disabilities; Individualized Instruction; Response to Intervention; Benchmarking; Reading Instruction; Reading Programs; Screening Tests; Curriculum Based Assessment; Progress Monitoring; Models; Program Effectiveness; Outcomes of Education; Program Implementation; Program Descriptions; Elementary Schools; Time Factors (Learning); Teacher Surveys; Special Education; Program Design; Accessibility (for Disabled)

Abstract:
This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the minutes/day of intervention in Tiers 2 and 3 groups, and how students with individualized educational programs (IEPs) in reading were served in the school's RtI model. Schools reported using differentiated instruction in Tier 1, favored curriculum-based measures for screening/benchmarking and progress monitoring, reported more intensive interventions and more progress monitoring in Tier 3, and used a wide variety of models for serving students with IEPs within the schools' RtI models. (Contains 3 tables and 5 figures.) 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:
Transitional Programs; Professional Development; Course Content; Special Education Teachers; Secondary School Teachers; Predictor Variables; Teacher Surveys; Measures (Individuals); Statistical Analysis; Intervention; Program Implementation

Abstract:
This study examined critical features of secondary special educator's experiences with transition professional development to predict variables most likely to influence performance of transition planning and services. Results included the extent to which secondary special educators are prepared to perform transition practices, the relationship between preparation and the frequency of performance, and specific variables predictive of higher levels of implementation. The results confirm that training matters if special educators are to implement transition interventions and services. Professionals with formal transition coursework and high rates of professional development were more likely to implement transition practices. Implications are offered for establishing specialized professional development originating from established course content sustained and supported with ongoing professional development. (Contains 3 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:
Factor Analysis; Grades (Scholastic); Student Characteristics; Undergraduate Students; Undergraduate Study; Teacher Attitudes; Educational Practices; Teacher Surveys; Interdisciplinary Approach; Beliefs; Student Participation; Attendance; Grading; Evaluation Criteria; Student Evaluation

Abstract:
The author explores an assumption evident in the literature that "most" college instructors grade participation in undergraduate courses. Instructors (N = 521) at a large, northeastern university were surveyed regarding their attitudes and practices in grading participation in undergraduate courses. A survey instrument was developed for the purpose of this study and subjected to principal components analysis. This instrument yielded seven subscales of acceptable reliability (Cronbach's alpha greater than or equal to 0.70), three of which are the focus of this article. Results suggest that the majority of instructors across disciplines do incorporate a "participation" factor into students' final course grades. Course level is not a significant correlate, but some differences may be observed by discipline. Underlying instructor beliefs are examined, and implications and future directions for research are discussed. (Contains 1 figure and 7 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:
Teacher Effectiveness; Teaching Methods; American Indians; American Indian Culture; American Indian Education; Teacher Student Relationship; Science Teachers; Culturally Relevant Education; Science Instruction; Teacher Attitudes; Teacher Surveys; Scores; Knowledge Level

Abstract:
This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher perceptions of practices using culturally relevant instruction were evaluated. The data were analyzed both quantitatively and qualitatively. The results from the survey analysis show that the teachers' existing practices of culturally relevant science teaching were limited in choosing topics relevant to American Indian culture. We found three common themes from the teachers' perceptions of culturally relevant science teaching, meaning of culturally relevant science teaching, teaching strategies, and purpose of culturally relevant science teaching from the qualitative data. We also found that teachers with higher survey scores perceive culturally relevant science teaching differently than teachers with lower survey scores, specifically for the purposes and teaching strategies of culturally relevant science teaching. The results show that teachers with higher survey scores tended to perceive culturally relevant science teaching as a two-way learning process between teachers and students where the teachers can learn traditional science knowledge from the students. They also tend to perceive using concrete traditional science examples as effective teaching strategy for culturally relevant science teaching and building strong relationships with American Indian students as the most important purpose of culturally relevant science teaching. We also discuss common challenges faced by science teachers when trying to implement culturally relevant science teaching with American Indian students. 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:
Foreign Countries; Mathematics Curriculum; Online Surveys; Teacher Surveys; Questionnaires; Interviews; Mathematics Instruction; Mathematics Teachers; Curriculum Design; Curriculum Development; Teacher Attitudes; Secondary School Mathematics

Abstract:
One-third of the current A-level mathematics curriculum is determined by choice, constructed out of "applied mathematics" modules in mechanics, statistics and decision mathematics. Although this choice arguably involves the most sizeable instance of choice in the current English school mathematics curriculum, and it has a significant impact on students' post-compulsory study of mathematics, it is not well understood how this choice is navigated. This article explores how mathematics teachers perceive each of these three areas of applied mathematics, how widely each of the modules is offered and in what ways perception might be connected to provision. Data from an online questionnaire and follow-up interviews demonstrate that teachers are influenced by a wide range of factors, including strategic concerns and views on the relative worth of each strand. The results also highlight the presence of inertia in centres' provision. In this way, this article offers some insight into current perception and provision of applied mathematics in England, and speaks to contemporary debates about curriculum content and reform. It argues that students' exposure to the powerful utility of mathematics is often unhelpfully steered or limited at a critical point in their education. 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:
Higher Education; Credentials; College Faculty; Adjunct Faculty; Professional Development; Teacher Surveys; Teacher Attitudes; Institutional Mission; Questionnaires; Trend Analysis; Academic Degrees; Mentors; Demography; Employment Level; Teaching Load

Abstract:
Adjunct faculty make up a large contingent of faculty teaching in today's colleges and universities. In fact, the use of adjunct faculty allows these institutions to fulfill their educational missions. Much is written in the popular press and in periodicals dedicated to higher education about adjunct faculty. While some of this is accurate, a great deal of this seems to be based on assumptions about adjunct faculty members. This report describes the results of the second survey conducted by the Maryland Consortium for Adjunct Faculty Professional Development of adjunct faculty in the state of Maryland. This survey, done in 2009, sought to determine what trends exist in adjunct faculty responses to an in-depth questionnaire administered to 1,645 adjunct faculty. The survey focused on adjunct faculty members' opinions and demographic information, including degrees and credentials, number of adjunct positions held, number of courses typically taught, and types of professional development offered for adjuncts in their higher education institutions. Implications for current practice, especially in professional development, and future research are included. (Contains 4 figures.) 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:
Undergraduate Students; Student Research; Student Participation; Teacher Participation; College Faculty; Teacher Attitudes; Institutional Characteristics; Individual Characteristics; Learner Engagement; National Surveys; Student Surveys; Teacher Surveys

Abstract:
Undergraduate research (UR) is a valued co-curricular activity that has involved an increasing number of students and faculty members in recent years. While there is a growing body of research on student participation in UR, there is less research available examining faculty perceptions of, participation in UR, and how those factors influence student participation in UR. This study examined approximately 110,000 responses to the "National Survey of Student Engagement" and 40,000 responses to the "Faculty Survey of Student Engagement" at over 450 four-year institutions. Findings revealed that individual and institutional characteristics predicted student and faculty member involvement and that the majority of faculty members perceived UR to be of importance. Implications for fostering faculty involvement, student success, and viewing UR as an institutional asset are discussed. 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:
Disabilities; Inclusion; Social Justice; Social Distance; Teacher Attitudes; Mainstreaming; Beliefs; Interviews; Teacher Surveys; Educational Practices; Special Education; Special Needs Students; Accessibility (for Disabled); Attitudes toward Disabilities; Preschool Teachers; Elementary School Teachers

Abstract:
This qualitative study explored the beliefs of teachers in the USA about the education of students with disabilities, focusing on their conceptualizations of inclusive education. Data were obtained through in-depth interviews with 30 teachers. The findings highlight multiple interpretations of inclusive education and suggest that teachers' support for inclusive education may be linked with the ways in which they conceptualize this practice. Most teachers' beliefs about the education of students with disabilities were embedded in dominant educational discourses that centered on the otherness of some students, and an unquestioned acceptance of implicit assumptions in special education. Findings support the need for a paradigm shift in teacher education, moving away from deficit models towards an understanding of inclusive education as linked with issues of social justice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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