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Title: Teacher attitudes toward supervision and evaluation in the developmental research schools of the state of Florida.
Creator: McCaffrey, Donna Londeree., Florida Atlantic University, Gray, Mary B., Morris, John D.
Abstract/Description: The developmental research schools, or laboratory schools, of the state of Florida became single-school public school districts in 1991. This allowed the four Florida laboratory schools to receive full-time equivalency funding from the state, but also required the schools to have state-mandated programs in place. Laboratory school teachers have varying roles that include teacher, researcher, writer, and presenter. These roles have caused discussion about appropriate performance appraisal...
Show moreThe developmental research schools, or laboratory schools, of the state of Florida became single-school public school districts in 1991. This allowed the four Florida laboratory schools to receive full-time equivalency funding from the state, but also required the schools to have state-mandated programs in place. Laboratory school teachers have varying roles that include teacher, researcher, writer, and presenter. These roles have caused discussion about appropriate performance appraisal methods for laboratory school teachers. In Florida, public school districts must have a human resources and management development plan that addresses evaluation and supervision of teaching personnel. With the passage of the Florida Clinical Education requirements for teachers who supervise developing teachers, it became necessary for the developmental research schools to demonstrate a commitment to an established system of measuring teacher growth. Teacher involvement is an integral part of building a sound supervision and evaluation system, so this study looked at the attitudes of the laboratory school teachers toward administrative practices in supervision and evaluation. The sample included one hundred fourteen instructors from the four Florida developmental research schools. The teachers taught grades kindergarten through eight. Seventy-six percent of those in the sample had advanced degrees, and seventy-five percent had over five years of teaching experience. A survey questionnaire was used to collect data from the teachers. The survey included questions on individual teacher demographics as well as assessment of the teachers' attitudes and perceptions of formal and informal evaluation practices. Descriptive statistics and t-tests results compared the average perception of formal evaluation as an accurate measure of teaching effectiveness for the different teacher groupings. Results indicated that eight of the nine null hypotheses were rejected. Null hypothesis 3, predicting no difference in teachers' perceptions of formal evaluation as an accurate indicator of teaching effectiveness between teachers who had developed a personal professional development plan and teachers who had not, was not rejected. Being able to create individual professional development plans increased teacher confidence and enthusiasm. Teachers viewed self-evaluation forms such as portfolios and checklists as accurate means of assessing teacher effectiveness. Recommendations for further study include: enlarging the sample size to include laboratory school teachers in other states and countries, adding non-laboratory school teachers to the study; and encouraging teachers to become involved trying to include alternative assessment methods such as portfolios and professional development plans as part of the district teacher supervision and evaluation plan.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12628
Subject Headings: Laboratory schools--Florida, Teachers--Attitudes, Teachers--Rating of, School supervision
Format: Document (PDF)

Title: Mentoring as an educative function: professional development experiences that influence mentor teachers' beliefs.
Creator: Bresnahan, Tammy L., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study investigated the self-reported frequency of professional development experiences mentors have had with their mentees and with other mentors and identified the self-reported beliefs they hold about mentoring. Quantitative data were collected through an online survey of teachers from one school district that had mentored at least one time within the past 2 years. Specifically, mentors were asked to report how often they engaged in specific activities with their mentees...
Show moreThis mixed methods study investigated the self-reported frequency of professional development experiences mentors have had with their mentees and with other mentors and identified the self-reported beliefs they hold about mentoring. Quantitative data were collected through an online survey of teachers from one school district that had mentored at least one time within the past 2 years. Specifically, mentors were asked to report how often they engaged in specific activities with their mentees and with other mentors. Mentors were also asked to report the degree to which they believed given statements were true about mentoring (a) as a professional development experience for the mentors themselves; (b) as a way to improve mentors' own classroom teaching practice; and (c) as an avenue for leadership roles in schools. Qualitative data were collected through face-to-face interviews with mentors to better understand the quality of their experiences and to identify those experiences that were more powerful in terms of shaping their beliefs. In addition, data were analyzed to determine the relationship between the frequency of mentors' experiences and their beliefs. The results show that the frequency of experiences mentors have had with their mentees and with other mentors was positively and significantly related to their beliefs in 5 out of 6 cases. Mentors reported strong beliefs about mentoring as professional development for themselves, as a way to improve their own classroom teaching practice, and as a vehicle for leadership in schools. This study sought to put mentors in the forefront by exploring their experiences and their beliefs about mentoring. This focus on the mentor teacher and not just the mentee places this research at the core of improving teaching practice and viewing mentoring as an educative experience for veteran and novice alike.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3332186
Subject Headings: Mentoring in education, Teachers, In-service training, Teacher effectiveness, Educational leadership
Format: Document (PDF)

Title: Teacher Expertise in Motion: A Theory of the Synergistic Gears That Shape and Sustain Teacher Expertise.
Creator: Rodriguez, Christine N., Hyslop-Margison, Emery, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This study explored the factors expert teachers reported as influences in the development and sustainment of their expertise as well as those that challenge it. Through one-on-one interviews with 15 expert teachers, the generated data were scrutinized using a grounded theory approach. The analysis protocol followed a multi-step process of three stages – exploration, amalgamation, and conceptualization. In each of those stages, the data were examined using a cyclical and recursive process of...
Show moreThis study explored the factors expert teachers reported as influences in the development and sustainment of their expertise as well as those that challenge it. Through one-on-one interviews with 15 expert teachers, the generated data were scrutinized using a grounded theory approach. The analysis protocol followed a multi-step process of three stages – exploration, amalgamation, and conceptualization. In each of those stages, the data were examined using a cyclical and recursive process of investigation-interpretationintegration- illustration. By the completion of the conceptualization stage, a theory was developed to describe the interdependence of the four influential factors that shape and sustain teacher expertise. Among the findings, the study revealed that both endogenous and exogenous elements are necessary to develop and sustain teacher expertise. The endogenous factors are more intrinsic and include energy (a teacher’s drive, commitment, and ability to extend past her/his comfort zone) and examination (reflection and goal-setting), while the exogenous factors are more environmental and include encouragement (the succor a teacher receives through collaboration and school leadership) and erudition (professional learning that influences a teacher’s knowledge and skills). The theory proposes that the evolution of expertise is neither chronological nor linear; rather, each of the four factors plays an integral role and is interconnected and synergistic with the others. In addition, when one or more influences is lacking or is compromised, expertise is impeded. Impedances represent the challenges the participants reported as their expertise evolved. These challenges interfere with their energy, examination, encouragement, or erudition and, ultimately, their expertise. Furthermore, a diagram depicting a quaternary gear system was created to illustrate teacher expertise in motion. This is especially relevant at a time when teacher quality is the prominent discourse in the field and at the forefront of educational policy. Understanding the interdependent factors that shape and sustain teacher expertise can inform pre-service teachers, developing and expert teachers, educational leaders, and decision-makers on the nuances of teacher expertise as a way to optimize teacher growth and maximize student success.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004660, http://purl.flvc.org/fau/fd/FA00004660
Subject Headings: Effective teaching, Expertise, Performance -- Psychological aspects, Teacher educators, Teachers -- Training of, Teaching -- Psychological aspects
Format: Document (PDF)

Title: Using classroom assessment techniques: The experiences of adjunct faculty at a Vanguard Learning College and two non-Vanguard community colleges.
Creator: Tuby, Heidi S., Florida Atlantic University, Acker-Hocevar, Michele A.
Abstract/Description: The purpose of this study was to investigate the use of Classroom Assessment Techniques (CATS) by adjunct faculty at 3 homogeneous Florida community colleges, 1 Vanguard and 2 non-Vanguard. A qualitative methodology, with a phenomenological approach, helped to describe the meaning that the experience of using CATS had for adjunct professors. Interviews with 18 participants, including adjunct faculty and faculty development administrators, were the primary means of data collection,...
Show moreThe purpose of this study was to investigate the use of Classroom Assessment Techniques (CATS) by adjunct faculty at 3 homogeneous Florida community colleges, 1 Vanguard and 2 non-Vanguard. A qualitative methodology, with a phenomenological approach, helped to describe the meaning that the experience of using CATS had for adjunct professors. Interviews with 18 participants, including adjunct faculty and faculty development administrators, were the primary means of data collection, supplemented by researcher field notes, demographic profile sheets, and analysis of actual CATS. The data synthesized into 3 levels of meaningful encounters, revealing the barriers that inhibited adjunct faculty use of CATS and how those obstacles were overcome, as well as facilitators that promoted use of CATS. A critical finding was that CATS did not motivate adjunct faculty to move from "private" investigation of student learning to "public dialogue" on teaching and learning that can add to the scholarship of teaching. The data showed that institutional commitment to CATS and a formal introduction to them as formative assessment, built upon a solid research base, were important steps toward encouraging their use. Also, "high touch" faculty development activities, which included CATS, effectively complemented those that were "high tech." The findings of the study indicated that the Vanguard and non-Vanguard colleges shared similar ideas. The Vanguard Learning College, however, distinguished itself by the actions taken to become more learning-centered; adjunct faculty participants assumed leadership roles as educational researchers who pursued independent projects to develop instructional materials to improve student learning as compared to adjunct professors at the non-Vanguard colleges. The following conclusions were reached: (a) Community college adjunct faculty use CATS to expand their own learning, often by designing probing questions in response to immediate classroom concerns. Therefore, the experience of using CATS is unique for each professor. (b) Deprivatizing adjunct faculty teaching is difficult, and sharing meets with resistance. At the Vanguard College, individual and communal learning are beginning to fuse. (c) CATs strengthen learning colleges as communication tools between instructors and individual students, but are not used to their fullest advantage to generate public dialogue on student learning.
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Date Issued: 2003
PURL: http://purl.flvc.org/fau/fd/FADT12049
Subject Headings: Educational tests and measurements, College teachers, Part-time, Effective teaching, Community college teachers
Format: Document (PDF)

Title: A CORRELATIONAL ANALYSIS OF TEACHER JOB SATISFACTION AND JOB STRESS IN BROWARD COUNTY SCHOOLS.
Creator: Rodney-Hillaire, Renee, Shockley, Robert, Bogotch, Ira, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: This study aimed to analyze factors that predict job satisfaction and stress among Broward County teachers. A modified version of the WeBS survey was used to collect data on teachers' demographics, attitudes, and experiences related to job satisfaction. The sample used in this study was delimited to include only full-time teachers in Broward County Schools. Six research questions provided the foundation of the study, which was operationalized by Astin's (1993) input environment outcome model ...
Show moreThis study aimed to analyze factors that predict job satisfaction and stress among Broward County teachers. A modified version of the WeBS survey was used to collect data on teachers' demographics, attitudes, and experiences related to job satisfaction. The sample used in this study was delimited to include only full-time teachers in Broward County Schools. Six research questions provided the foundation of the study, which was operationalized by Astin's (1993) input environment outcome model (IEO). A descriptive analysis described the sample's individual and institutional characteristics and demographics. Correlational analyses were conducted to determine the strength of the relationship between variables. Finally, the data were analyzed using hierarchical, multiple regression. The regression model explored factors predicting job satisfaction and job stress among teachers. This study reported statistically significant results for each regression model. Statistically significant at p < .001, the factors that explained 55% of the variance in the final job satisfaction model included: How do background characteristics (e.g., sex, ethnic origin, and age), behavioral factors (e.g., openness, intrinsic motivation), and institutional variables (autonomy, student behavior, leadership, and school climate and culture) predict teacher job stress in Broward County? Implications for policy, practice and future research regarding job satisfaction and stress are included.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013959
Subject Headings: Teachers--Job satisfaction, Broward County (Fla.), Teachers--Job stress
Format: Document (PDF)

Title: Using Computer Self-Efficacy Scale to measure the attitudes of Taiwan elementary preservice teachers toward computer technology.
Creator: Chao, Wan-Yu, Florida Atlantic University, Urich, Ted R.
Abstract/Description: The purpose of the study was to identify the attitudes of preservice teachers enrolled in one elementary teacher training college in Taiwan toward selected issues related to computer technology as measured by the Computer Self-Efficacy (CSE) scale. The focus of this study, as measured by the CSE scale, was to determine whether significant differences existed between the attitudes of Taiwan preservice teachers regarding computer experience, computer training course, and computer ownership. The...
Show moreThe purpose of the study was to identify the attitudes of preservice teachers enrolled in one elementary teacher training college in Taiwan toward selected issues related to computer technology as measured by the Computer Self-Efficacy (CSE) scale. The focus of this study, as measured by the CSE scale, was to determine whether significant differences existed between the attitudes of Taiwan preservice teachers regarding computer experience, computer training course, and computer ownership. The sample was comprised of 200 preservice teachers enrolled in one elementary teacher training college in Taiwan during the 2000--2001 school year. The instrument utilized in this study, CSE scale, was distributed to 200 preservice teachers randomly selected from one elementary teacher training college in Taiwan. It consisted of 30 items with a 6-point Likert scale that measured student responses concerning their attitudes toward computers. Data were analyzed through statistical methods including descriptive analysis, unpaired t-test, Pearson product-moment correlation test, analysis of variance, and two-way analysis of variance. A general threshold for significance was at the .05 alpha level. Results indicated that there was no significant difference in CSE scores among preservice teachers who were enrolled in five major fields of study in one elementary teacher training college in Taiwan. Preservice teachers' CSE scores showed no significant difference when based on gender. Results of the Pearson product-moment correlation identified a significant correlation between the level of computer experience and CSE scores. Results of unpaired t-test indicated a significant difference between preservice teachers who have and those who have not attended a computer training course. Results of unpaired t-test revealed a significant difference between preservice teachers who owned a computer and those who did not. The knowledge of preservice teachers and their attitudes toward computer technology are assumed to be important for implementing computer-based technology in Taiwan's elementary teacher training programs. The use of a CSE scale to identify the attitudes of preservice teachers toward computer technology would provide Taiwan educators the ability to determine individual problems and concerns of preservice teachers that are associated with the use of computer-based learning systems in teacher training colleges.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/11960
Subject Headings: Student teachers--Effect of technological innovations on
Format: Document (PDF)

Title: A PRINCIPAL’S PERSPECTIVE: INSTRUCTIONAL LEADERSHIP IN THE 21ST CENTURY.
Creator: Tracy, Maria Calzadilla, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Ever since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with...
Show moreEver since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with High Performance, representing instructional practices associated with improving student performance, collected survey data via social media from teachers, principals and other school leaders in Florida public schools. The SSPAHP grouped instructional practices into five domains: effective leadership, curriculum, professional development, school culture, and ongoing use of data for school improvement, which served as the predictor variables. Achievement data from the Florida Standards Assessment for the schools mentioned by participants in the survey functioned as the criterion variable. While 130 surveys were collected, only 84 of the responses reflected schools that took part in the FSA and met the criteria for data analysis.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013532
Subject Headings: Student achievement, Academic achievement, Instruction, Principals and teachers, Educational leadership
Format: Document (PDF)

Title: Equitable access to educational resources: an investigation of the distribution of teacher qualityacross secondary schools in South Florida.
Creator: Richards, Sabrina, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This quantitative study examined secondary schools across a south Florida school district to determine the relationship between school characteristics and measures of teacher quality with the aim of ascertaining the equitable distribution of the educational resource, teacher quality. Data regarding student population, staff climate survey responses, school points, and measures of teacher quality were requested from the school district; however, the requested teacher quality data was not...
Show moreThis quantitative study examined secondary schools across a south Florida school district to determine the relationship between school characteristics and measures of teacher quality with the aim of ascertaining the equitable distribution of the educational resource, teacher quality. Data regarding student population, staff climate survey responses, school points, and measures of teacher quality were requested from the school district; however, the requested teacher quality data was not available from the district. The researcher accessed publicly available teacher quality data from the Florida Department of Education regarding advanced degree completion, out-of-field teachers, and highly qualified teachers to serve as measures of teacher quality at secondary schools. Data were collected and analyzed using quantitative methods for 119 schools that served as the unit of analysis. Using multiple regressions, the study found a significant negative relationship between the percentage of students participating in the free and reduced-price lunch program and the percentage of teachers who possessed an advanced degree. The study also found a significant positive relationship between the percentages of Black students, English language learners, students with disabilities, students participating in the free and reduced-price lunch program and the percentage of out-offield teachers. Additionally, the study found a significant positive relationship between the percentages of Hispanic students, students with disabilities, students participating in the free and reduced-price lunch program, and the percentage of not highly qualified teachers at schools. The investigation also discovered predictive relationships between some of these school characteristics and the measures of teacher quality examined in the study. All of the findings provided evidence of structural inequality regarding the distribution of teacher quality and were analyzed by the study’s theoretical framework, which drew on critical race theory, critical multiculturalism, and other critical studies. These works underscore the inequitable distribution of teacher quality. Implications and suggestions for future research are offered for further examination of the equitable distribution of teacher quality and the role of policy to inform the equitable distribution of teacher quality across schools in order to address the most urgent problem facing U.S. education: the unequal distribution of quality teachers.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004155, http://purl.flvc.org/fau/fd/FA00004155
Subject Headings: Educational equalization, Educational evaluation, Effective teaching, Teachers, Rating of
Format: Document (PDF)

Title: Young Children in Foster Care: A Phenomenological Study of Early Childhood Teachers Experiences.
Creator: Rushing, Jacqueline Marie, Bhagwanji, Yashwant, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this phenomenological study was to understand, describe, and make meaning of the experiences of early childhood educators of young foster care students. The researcher examined the experiences of teachers regarding the attachment behaviors of their foster care students. This study also sought to explore how early childhood teachers implement their curriculum and how they design their classroom environment to meet the needs of young foster care children. Data collection and...
Show moreThe purpose of this phenomenological study was to understand, describe, and make meaning of the experiences of early childhood educators of young foster care students. The researcher examined the experiences of teachers regarding the attachment behaviors of their foster care students. This study also sought to explore how early childhood teachers implement their curriculum and how they design their classroom environment to meet the needs of young foster care children. Data collection and analysis included 20 questionnaires and 20 face-to-face semistructured interviews. Data analysis consisted of a three step process. The first step began by reading interviews through a holistic approach. During this step, the researcher read the entire transcript as a whole before digging deeper. The second step in coding was a selective reading. In this step, the researcher read through each transcript by finding key words and/or phrases. The third step in the coding process was a detailed reading. The researcher read the text word-by-word. This step aided the researcher in finding those words that captured the phenomenon of the teachers. The researcher found three major overarching themes: social and emotional behaviors, triad relationship, and classroom accommodations. This study revealed three main themes: attachment-related behaviors of social and emotional development, teacher relationship strategies with student and caregiver, and classroom curricular and environmental adjustments. Within all three of these themes was an underlying theme of a teacher-as-mother perceived attachment from the teachers. The teacher-as-mother perceived attachment was embedded in the experiences of the teachers. It is recommended that this main theme be explored in future research. The experiences of the teachers were completely based on their experiences in this study. The way they intervened on behalf of their foster care students did not appear to relate to any professional development or training; it was entirely based on their experiences. It is recommended that the arena of early childhood would benefit immensely with a course, training, or professional development in learning about the foster care system and dealing with young children in foster care.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005968
Subject Headings: Children--Institutional care, Phenomenology, Early childhood teachers
Format: Document (PDF)

Title: The Relationship Between Undergraduate Instructor Self- Concept and the Degree of Prosocial Behavior Exhibited by Instructors to Online Undergraduate Business First Year Students.
Creator: Bain, Bernice, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The primary goal of this quantitative study was to investigate the connection between instructor self-concept and prosocial behavior and its impact on student learning; thus, gaining more knowledge about assessment of instructor fit for online, undergraduate, business first-year experience (FYE) courses. If an instructor’s selfconcept is related to the degree of prosocial behavior exhibited, then an instructor with a higher likelihood of exhibiting prosocial behavior may be a better fit for...
Show moreThe primary goal of this quantitative study was to investigate the connection between instructor self-concept and prosocial behavior and its impact on student learning; thus, gaining more knowledge about assessment of instructor fit for online, undergraduate, business first-year experience (FYE) courses. If an instructor’s selfconcept is related to the degree of prosocial behavior exhibited, then an instructor with a higher likelihood of exhibiting prosocial behavior may be a better fit for an online, undergraduate, business FYE course. The study failed to reject all null hypotheses, showing no correlations between faculty self-concept and degree of prosocial behavior exhibited to online business firstyear students. The results did show a correlation between instructor self-concept (RSCQ score) and tendency to exhibit prosocial behavior (PTM score), which is outside of the scope of this study, but informed future research considerations discussed in Chapter 5.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013052
Subject Headings: Online learning and distance education., Business teachers., Undergraduates.
Format: Document (PDF)

Title: A COMPARATIVE STUDY OF RATINGS OF PROPOSED TEACHER COMPETENCIES FOR MIDDLE SCHOOL ENGLISH.
Creator: AUGENSTEIN, MILDRED B., Florida Atlantic University
Abstract/Description: The purpose of the study was to develop and apply an instrumented procedure for deciding the relative importance of a tentative set of professional competencies proposed for middle school teachers of English, using the judgmental ratings by individuals in the general school community as the decision-making base. The results of this rating procedure were intended to demonstrate one way in which the broader educational community could be involved in expressing choices and in setting priorities...
Show moreThe purpose of the study was to develop and apply an instrumented procedure for deciding the relative importance of a tentative set of professional competencies proposed for middle school teachers of English, using the judgmental ratings by individuals in the general school community as the decision-making base. The results of this rating procedure were intended to demonstrate one way in which the broader educational community could be involved in expressing choices and in setting priorities for programs of competency-based teacher education. A selected group of 50 senior high school students, 50 teachers of middle school English, 50 educational leaders, and 50 patrons of middle schools in the south central administrative area of the Broward County, Florida, public school system were asked to rate a set of 12 general competencies and 60 subcompetencies according to their perceived importance for training and/or certificating teachers of English who work with middle school pupils of ages 10 through 14. The subjects used a forced-choice rank order rating system that resulted in a rank value for each of the general competencies and subcompetencies in the study. Strategies, administrative steps, and public relations materials for reaching each of the targeted groups were incorporated in the details of the procedure. The procedure developed by the study proved feasible and useful for determining the relative order of importance assigned to the proposed teacher competencies for middle school English by the vested interest groups who served as raters. Applications of the procedure are recommended for use by collaborative bodies which seek systematic ways to broaden the base of public involvement in decision-making for teacher education. viii
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/11648
Subject Headings: English language--Study and teaching, Teachers--Rating of
Format: Document (PDF)

Title: AN ANALYSIS OF TEACHERS' PERCEPTIONS OF TEACHER EVALUATION PRACTICES IN PALM BEACH COUNTY, FLORIDA.
Creator: WEBBER, WILHELMENA SWEET., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: This study is a descriptive analysis of a population of public school teachers in the Palm Beach County School System. The Palm Beach County School System is the largest in geographical area of the school systems east of the Mississippi River and is presently composed of eighty-four (84) schools. The purpose of this study was to: (1) to discover what teachers perceive to be present practices in the teacher evaluation process, (2) to discover what teachers perceive to be desired practices in...
Show moreThis study is a descriptive analysis of a population of public school teachers in the Palm Beach County School System. The Palm Beach County School System is the largest in geographical area of the school systems east of the Mississippi River and is presently composed of eighty-four (84) schools. The purpose of this study was to: (1) to discover what teachers perceive to be present practices in the teacher evaluation process, (2) to discover what teachers perceive to be desired practices in the teacher evaluation process, and (3) to gain some new insights concerning these perceptions, which hopefully will help to develop better practices of evaluating teachers. The stratified random sampling technique was used to select the participants in the study. A list containing the names, addresses, teaching assignment, race, sex and teaching status of all teachers in Palm Beach County was used to draw independent random samples from each stratum. The instrument used in this study was a questionnaire developed by the investigator. Because of the ordinal nature of the data, a Likert-type scale was used which presented selected issues identified in the literature. The instrument yielded information concerning teachers' perceptions of present practices and desired practices in the teacher evaluation process. It was found that there are discrepancies between what selected teachers perceive to be present practices of teacher evaluation and what they perceive to be desired practices of teacher evaluation. As a result of the data collected and analyzed, the following recommendations are offered: 1. Design and implement county-wide in-service workshops that would prepare all administrators and supervisors to evaluate teachers. Programs designed to improve the evaluating skills of administrators and supervisors are of paramount importance. Such programs should aid in the administration of an evaluation process which is fair to both parties. 2. Formulate a new approach to the teacher evaluation process that would incorporate those things that the majority of teachers feel would be most beneficial. Since teachers are the people who are being evaluated, to include those things that they feel are most beneficial would add a positive aspect to the entire structure of the evaluation process. 3. Study the impact of negotiations on the process of teacher evaluation. Situational aspects of the teachers' job such as class size, length of teachers' work day, size and location of the classroom, availability of classroom supplies, et cetera should be taken into consideration when evaluating teachers. 4. Design graduate courses in education that place greater emphasis on the evaluation of teaching. Discussions of the issues would aid administrators and teachers to establish a more viable solution to the problem of teacher evaluation. 5. Determine and analyze the perceptions of administrators concerning the teacher evaluation process. Research done to determine the perceptions of administrators concerning the teacher evaluation process, compared with the research that has been done to reveal the perceptions of teachers concerning the teacher evaluation process can enhance the chances of developing an evaluation process which will be acceptable to both groups. The teacher evaluation process must be personally useful to each teacher if it is to improve the quality of teacher performance and student achievement. It will also reward the competent, improve the promising, and rechannel the energies of those that are not performing at an acceptable level into fields of endeavor other than the field of education.
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Date Issued: 1976
PURL: http://purl.flvc.org/fcla/dt/11674
Subject Headings: Teachers--Rating of--Florida--Palm Beach County
Format: Document (PDF)

Title: THE LIVED EXPERIENCES OF PRINCIPALS HIRING AND RETAINING TEACHERS FOR HIGH POVERTY MINORITY SCHOOLS.
Creator: Baugh, Francine, Barakat, Maysaa, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: Having an effective teacher in a school is paramount because they significantly influence student achievement (Shaw & Newton, 2014). Not having this vital resource contributes to the achievement gap between White and minority students. This phenomenological study examined the lived experiences of ten principals with hiring and retaining teachers for schools with a large percentage of minority students from low-income households who also struggle academically. All principals share a common...
Show moreHaving an effective teacher in a school is paramount because they significantly influence student achievement (Shaw & Newton, 2014). Not having this vital resource contributes to the achievement gap between White and minority students. This phenomenological study examined the lived experiences of ten principals with hiring and retaining teachers for schools with a large percentage of minority students from low-income households who also struggle academically. All principals share a common experience – they receive a federal grant, Teacher Incentive Fund (TIF), which is additional funding for bonuses to hire and retain teachers and provide professional support. The study includes research that provides context to the factors that contribute to the teacher shortage problem within schools with this specific student demographic and the way in which this impacts the inequitable distribution of qualified instructors. The research also contains literature which informed the study's theoretical framework - Critical Race Theory and Theory of Oppression and the concepts of leadership practices, asset-based thinking, and teacher motivation. The researcher found that the principals experience anxiety filling vacant positions due to teacher shortage. There were three prominent themes that framed the findings: Hiring Teachers, Retaining Teachers, and Teacher Shortage. Principals experience challenges with employing teachers because of their negative perceptions of the students. Most of the teachers they hire are Black and Hispanic, and the Teacher Incentive Fund grant did not help attract teachers to accept a position, but it helped retain them. The principals work arduously to keep teachers by giving them support and creating a positive school culture, in addition, most of them find that Black and Hispanic teachers remain at the school more than White teachers.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013769
Subject Headings: Educational leadership, Critical race theory, School principals, Teacher turnover
Format: Document (PDF)

Title: THE EFFECTS OF END-OF-COURSE EXAMINATIONS ON TEACHERS’ LIVED EXPERIENCES.
Creator: Infanzón, Jatiel, Schoorman, Dilys, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This phenomenological study explored the role of end-of-course examinations on teachers’ decision-making on curriculum and instruction through a comparative analysis of teachers who taught courses with end-of-course examinations and teachers who taught courses with locally created assessments (LCA). This study examined the experiences of nine teachers in a small school district located on the east-central coast of Florida. The study’s theoretical framework drew on Bourdieu’s (1972/1977) tools...
Show moreThis phenomenological study explored the role of end-of-course examinations on teachers’ decision-making on curriculum and instruction through a comparative analysis of teachers who taught courses with end-of-course examinations and teachers who taught courses with locally created assessments (LCA). This study examined the experiences of nine teachers in a small school district located on the east-central coast of Florida. The study’s theoretical framework drew on Bourdieu’s (1972/1977) tools of habitus, capital, practice, and fields to explain the role of education in the reproduction of social system. The study examined how standardized testing shaped teachers’ use of habitus and capital to determine their practice in their curriculum, instruction, relationships in different educational fields, morale, and perspectives on teacher evaluation.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013523
Subject Headings: Teachers--Decision making, Curriculum, Instruction, Phenomenology, Examinations
Format: Document (PDF)

Title: THE COMMITTEE STRUCTURE AT PUBLIC COMMUNITY COLLEGES WITH SPECIAL REFERENCE TO BROWARD COMMUNITY COLLEGE.
Creator: WILKINSON, DONNA KAY, Florida Atlantic University
Abstract/Description: Statement of the Problem: This study was undertaken to examine the standing committee structure at Broward Community College, Fort Lauderdale, Florida. Its purpose was fourfold: 1. To record the development of the standing committee system. 2. To describe the current committee structure. 3. To determine the number of decisions made by each committee between A~gust 1974 and December 1976 and the number implemented by the college. 4. To survey the attitude of administrators and faculty toward...
Show moreStatement of the Problem: This study was undertaken to examine the standing committee structure at Broward Community College, Fort Lauderdale, Florida. Its purpose was fourfold: 1. To record the development of the standing committee system. 2. To describe the current committee structure. 3. To determine the number of decisions made by each committee between A~gust 1974 and December 1976 and the number implemented by the college. 4. To survey the attitude of administrators and faculty toward the committee structure. Procedure: A search of the college archives uncovered the information necessary for constructing the history of the development of the standing committee system. The general profile of the current committee structure was completed through data supplied by the Executive Vice President and the twenty-three committee chairpersons. An examination of the minutes of each committee from August 1974 to December 1976 revealed the number of recommendations made during that time; each was then checked with an appropriate college administrator to determine whether it had been implemented. Lastly, the attitude of administrators and faculty toward the committee structure was measured by a thirty-three item survey instrument. Delimitations: This study was limited to the current standing committee structure and the full-time faculty and administrators at Broward Community College, Fort Lauderdale, Florida. No attempt will be made to generalize results beyond institutions of a similar size, structure, and purpose. Results and Conclusions: The data lead to the following conclusions: 1. Throughout the college history, the committee system has not evoked particularly strong critical evaluation. 2. Specific goals and the committee's role in governance remain unclear to many people. 3. Committee chairpersons understand the committee's function as a recommending body . 4. Students are not actively involved in most of the college standing committees. 5. The joint appointment of committee members by the administration and the Faculty Senate is well-received and results in committees that are quite well balanced on a number of variables. 6. Faculty control the corr~ittees. 7. Senior faculty and administrators do not dominate the committee structure. 8. Since many committees meet infrequently, a heavy concentration of ex officio committee responsibilities among top administrators does not necessarily result in an unreasonable drain on their time. 9. Chairperson appointments are not rewards for any particular college group. 10. Many of the committees that meet infrequently make no recommendations at all. 11. Chairpersons are applying reasonable solutions to the problem of accommodating members from four locations. 12. Despite the existence of a dual procedure for preserving committee minutes, important historical information is lost when these procedures are not uniformly applied. 13. The workload varies greatly among committees. 14. Overall, the college implements a high percentage of committee recommendations. 15. Although administrators and faculty share some reservations about committee effectiveness and efficiency, they do not want the system abolished; however, they do favor some changes. 16. The size of committees is not perceived as a problem, but most respondents favor a reduction in number. 17. Committee assignments are viewed as additional burdens rather than as opportunities for shared decision making. 18. Position classification and sex have little effect on attitude toward the standing committee structure. 19. Strength of response to some aspects of the standing committee structure is influenced by length of service at the college and by highest degree earned. 20. Strong opinions on the standing committee structure are not influenced by division assignment. Summary: In view of the strengths of its current committee system, the college should be pleased with the structure's potential for excellence; however, it must also recognize the system's weaknesses and be willing to modify the standing committee structure to create an efficient and effective system which not only grants faculty a voice in decision making but also reaps their respect.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11701
Subject Headings: Committees, Teacher participation in administration, Broward Community College--Administration
Format: Document (PDF)

Title: THE CRITERIA AND HIRING PRACTICES USED BY PRINCIPALS IN THE SELECTION OF TEACHERS AS PERCEIVED BY THE ELEMENTARY, MIDDLE AND HIGH SCHOOL PRINCIPALS IN THE BROWARD COUNTY, FLORIDA SCHOOL DISTRICT (SCREENING DIFFERENCES, VARIABLES).
Creator: BOOTHE, BEVERLY BAIRD, Florida Atlantic University, Urich, Ted R., Gray, Mary B.
Abstract/Description: The purpose of this study was to determine the differences among elementary, middle, and high school principals in the hiring practices, initial screening, and final selection of teachers. Issues involved in the study included items such as (1) willingness to transfer teachers during the school year, (2) willingness to transfer teachers at the end of the school year, (3) importance of college transcript, and (4) personality of candidate. The multivariate Analysis of Variance (MANOVA) program...
Show moreThe purpose of this study was to determine the differences among elementary, middle, and high school principals in the hiring practices, initial screening, and final selection of teachers. Issues involved in the study included items such as (1) willingness to transfer teachers during the school year, (2) willingness to transfer teachers at the end of the school year, (3) importance of college transcript, and (4) personality of candidate. The multivariate Analysis of Variance (MANOVA) program implemented in SPSS('x), Release 2.0, was used to perform the statistical operations from the surveyed population, ninety-seven elementary, twenty-seven middle, and twenty-two high school principals in Broward County, Florida, School District. Each set of twelve items associated with the three hiring areas from the survey was subjected to a separate MANOVA Analysis. The Wilks Lambda statistic was used to determine the significance of the multivariate tests. The differences between male and female principals in perceptions about the thirty-six components in the hiring and selection practices of teachers were not significant. Level differences among the three groups of elementary, middle, and high school principals, however, did exist. The emphasis upon transcripts, use of community support teams, and the need to seek certification waivers were some of the items of contrasts.
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Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/11868
Format: Document (PDF)

Title: THE EFFECT OF CONGRUENCE BETWEEN LEARNING/TEACHING STYLES ON STUDENT RETENTION AT BROWARD COMMUNITY COLLEGE (FLORIDA).
Creator: LIBERMAN, LINDA GRETA., Florida Atlantic University
Abstract/Description: This study was designed to determine whether students' grades and retention in a community college are affected by the degree of congruence between their learning styles and their respective teachers' teaching styles. Using two instruments to identify learning style and degree of self-directed learning, 452 students and twenty-two instructors were tested. A multiple regression analysis, F-tests, T-tests, and cross-tabulation tables were the statistical procedures used to determine the...
Show moreThis study was designed to determine whether students' grades and retention in a community college are affected by the degree of congruence between their learning styles and their respective teachers' teaching styles. Using two instruments to identify learning style and degree of self-directed learning, 452 students and twenty-two instructors were tested. A multiple regression analysis, F-tests, T-tests, and cross-tabulation tables were the statistical procedures used to determine the predictive values of the congruence between learning and teaching styles and self-directed learning on retention and grades. The study's findings suggested that an instructor's age and teaching style and a student's degree of self-directed learning have a stronger relationship to academic achievement and retention in class than does congruence between learning and teaching styles, which is also statistically significant. Learning and academic achievement are very complex interactions and are influenced by a variety of factors. Understanding of congruence of learning and teaching styles is a crucial concept in terms of an overall view of student achievement in the academic environment. However, it cannot be used as an isolated factor in predicting a student's academic potential. Rather, it is one of many inter-dependent aspects of learning which includes teaching style, learning style, degree of self-directed learning, instructor age and sex, and type of class taken as well as level of cognitive development. These are the variables that students, instructors, and school adminstrators must understand and take into consideration in building and developing curriculum that encourages students to reach their academic potential. Further research into student learning style flexibility to determine if students adjust learning strategies to teaching styles at odds with their learning style is warranted. Another follow-up study would be to replicate this study with graduates to ascertain which styles are found among graduates and to determine the percentage of style changes between freshmen and graduates.
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Date Issued: 1986
PURL: http://purl.flvc.org/fcla/dt/11890
Subject Headings: Interaction analysis in education, Teacher-student relationships, Memory
Format: Document (PDF)

Title: THE DEVELOPMENT OF AN ASSESSMENT STRATEGY FOR A GENERIC TEACHING COMPETENCY.
Creator: JENSEN, MONA M., Florida Atlantic University
Abstract/Description: The purpose of this study was to investigate the consistency of judgments by untrained, but knowledgeable, observers in assessing teacher behaviors which assist students in developing a positive self-concept as measured by an original observational instrument . The study attempted to answer the question: Can untrained observers agree whether or not teacher behaviors which assist students in developing a positive self-concept have been demonstrated? Five teacher educators and eighty graduate...
Show moreThe purpose of this study was to investigate the consistency of judgments by untrained, but knowledgeable, observers in assessing teacher behaviors which assist students in developing a positive self-concept as measured by an original observational instrument . The study attempted to answer the question: Can untrained observers agree whether or not teacher behaviors which assist students in developing a positive self-concept have been demonstrated? Five teacher educators and eighty graduate students in their classes in the College of Education, Florida Atlantic University, participated in the study. Of the eighty graduate students, fifty-two were classroom teachers, seven Here administrators, two were teacher supervisors, four were teacher educators, five were full -time graduate students with previous teaching experience, and ten were in other occupations but had previous teaching experience. Eight of the classroom teachers were also department chairpersons. The participants observed and assessed three different videotaped lessons taught by three different teachers. Of the sample, seventy-three observers were present for Tape I, and seventy-eight observers were present for Tapes II and III. No special training in the use of the instrument was given. The observation instrument used in the study consisted of thirty specific behaviors and a comment section. Observers checked whether each behavior was observed or not observed during each lesson and some made comments in addition.Observer responses on the comment section of the instrument were inconsistent. The comment section elicited free association responses, and high observer consistency was not expected. If the instrument was used in the actual practice of competency assessment, the comment section could be beneficial in that the observed teacher could receive commendations, clarifications, or suggestions for improvement.
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Date Issued: 1978
PURL: http://purl.flvc.org/fcla/dt/11716
Subject Headings: Teachers--Rating of, Competency-based education--Florida
Format: Document (PDF)

Title: DESIGN AND EVALUATION OF A MODEL TO TRAIN COMMUNITY COLLEGE INSTRUCTORS IN EFFECTIVE USE OF LECTURE-DISCUSSION.
Creator: VICKERS, THOMAS WESLEY, Florida Atlantic University
Abstract/Description: A model to train community college instructors in the use of classroom lecture-discussion was designed, field tested and evaluated. Data for the design of the model were obtained through questionnaires submitted to community college instructors and administrators, feedback from students involved in the field test and a review of the literature. Evaluation of the model measured its effectiveness in positively altering classroom use of lecture-discussion skills. Three instruments were developed...
Show moreA model to train community college instructors in the use of classroom lecture-discussion was designed, field tested and evaluated. Data for the design of the model were obtained through questionnaires submitted to community college instructors and administrators, feedback from students involved in the field test and a review of the literature. Evaluation of the model measured its effectiveness in positively altering classroom use of lecture-discussion skills. Three instruments were developed and used for evaluation along with the Flanders Interaction Analysis Scale. Demographic data were collected and analyzed to discern trends, patterns and interrelationships among the variables. Pre- and post-training scores on the evaluative instruments were obtained by having subjects present lecture-discussions under controlled conditions prior to and after undergoing the training prescribed in the model. Results indicated that the training model had a significant impact on classroom use of lecture-discussion. Subjects scored significantly higher on post-training evaluations, leading to the conclusion that the model was effective in teaching subjects lecture-discussion skills. A comparison of pre- and post-training scores obtained on the Flanders Scale indicated the training model had little effect on the amount of classroom time devoted to the four areas of activity measured. A correlation between self-evaluation scores and scores generated by subjects participating as students in the lecture-discussions indicated no relation. Regression analysis indicated self-evaluation scores were not accurate predictors of student evaluation scores, leading to the conclusion that instructor self-evaluations alone do not provide adequate measures of classroom use of lecture-discussion skills. Analysis of trends, patterns and interrelationships among the variables found that sex and age had little effect. Years of teaching experience had little effect, except for the indication that teachers with ten to twenty years of experience received greater training benefit than subjects in other age groups. Subjects with master's degrees received greater benefit from the training than subjects with bachelor's degrees. Active teachers scored higher on both pre- and post-training tests than non-teachers; however, the per cent of increase in scores was approximately the same. It was impossible to draw any conclusions as to the effect of subject taught upon scores received. Subjects presenting lecture-discussions under controlled conditions received scores that were not significantly different from scores received by subjects presenting under actual classroom conditions. It was recommended that the model be implemented to train community college instructors in the use of lecture-discussion.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11762
Subject Headings: Lecture method in teaching, College teachers--Training of, Discussion
Format: Document (PDF)

Title: The perceptions of effectiveness of mentoring relationships in higher education.
Creator: Jadwick, Doreen K., Florida Atlantic University, Decker, Larry E.
Abstract/Description: The purpose of this study was to measure the perceptions of effectiveness between faculty mentors and proteges involved in formal mentoring relationships in higher education. The subjects were drawn from a non-probability sample of 35 faculty mentors and 53 proteges active in the 1995-96 Mentor Program sponsored by the Office of Minority Student Services at Florida Atlantic University (FAU). The responses from faculty mentors (n = 17) represented a 48.6% response rate. The responses from...
Show moreThe purpose of this study was to measure the perceptions of effectiveness between faculty mentors and proteges involved in formal mentoring relationships in higher education. The subjects were drawn from a non-probability sample of 35 faculty mentors and 53 proteges active in the 1995-96 Mentor Program sponsored by the Office of Minority Student Services at Florida Atlantic University (FAU). The responses from faculty mentors (n = 17) represented a 48.6% response rate. The responses from proteges (n = 22) represented a 41.5% response rate. Four out of the seventeen faculty mentors who responded had more than one protege. The variable information was used only once for each faculty mentor, therefore, the analysis included 17 faculty mentors and 22 proteges. Subjects were administered the 55-item Principles of Adult Mentoring Scale (PAMS); an instrument based on adult development psychology theories and the transactional process of learning with six behavioral mentoring functions: Relationship Emphasis, Information Emphasis, Facilitative Focus, Confrontive Focus, Mentor Model, and Student Vision. Faculty mentors completed the PAMS and proteges completed the protege version of the PAMS. MANOVA and ANOVA indicated that the faculty mentors' and proteges' overall levels of perceptions of effectiveness were similar as were the levels of perceptions of effectiveness for the six behavioral mentoring functions. When compared to Cohen's mentor role competency scores for the PAMS, the behavioral mentoring functions revealed a variety of perceptions of effectiveness: Relationship Emphasis and Facilitative Focus for faculty mentors and proteges resulted in effective mean scores; Information Emphasis and Student Vision mean scores of faculty mentors resulted in less effective mean scores while Information Emphasis and Student Vision mean scores of proteges resulted in effective mean scores; faculty mentors' and proteges' mean scores for Confrontive Focus resulted in less effective scores while the Mentor Model mean scores of faculty mentors and proteges revealed very effective scores. The composite mean scores and mean scores for each of the six behavioral mentoring functions appear to validate Cohen's mentor role norm competency scores for the six behavioral mentoring functions developed for the purpose of using the PAMS. Confrontive Focus behavioral scores in this study were consistent with findings from F. C. Stoner's January, 1996 study that revealed less effective mean scores for adult educators from Continuing Education, Higher Education, and Business and Industry (Stoner, 1996). This is an initial study. The approach used here can be used by others in higher education. The research provides adult educators with data and reproducible techniques with which to assess, evaluate, and improve the interpersonal competencies of adult learners and mentors.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12494
Subject Headings: College teachers--In-service training, Mentoring in education
Format: Document (PDF)

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