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- Title
- Teacher Perspectives on The Marzano Teacher Evaluation Model during year one of Implementation.
- Creator
- Wilkins, Bryan L., Mountford, Meredith L., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This qualitative study described teachers’ perspectives of The Marzano Teacher Evaluation Model during the first year of its implementation. Further, this study examined the relationship between teachers and their administrators during implementation. The researcher’s goal was to examine how teachers changed their behavior as the result of the first year following the implementation of The Marzano Teacher Evaluation Model.
- Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004810, http://purl.flvc.org/fau/fd/FA00004810
- Subject Headings
- Marzano, Robert J.--Art and sciene of teaching--Criticism and interpretation., Effective teaching., Teachers--Rating of., Teacher effectiveness., Teaching--Aids and devices., Learning, Psychology of., Educational evaluation.
- Format
- Document (PDF)
- Title
- A Comparative Analysis of Required Continuing Education in Florida SB1108 and Teacher Self-Efficacy for Inclusion.
- Creator
- Scruggs, Leigh A., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
While classroom teachers report alarming rates of unpreparedness, and even unwillingness to include diverse populations in the classroom, our nation is continuing along a trend started in the 1990s to include students with disabilities (SWD) in general education settings. This quasi-experimental research study uncovered the impact of completing the required continuing education course in teaching SWD course mandated by Florida Senate Bill 1108 ([SB1108]; The Florida Senate, 2013b), which...
Show moreWhile classroom teachers report alarming rates of unpreparedness, and even unwillingness to include diverse populations in the classroom, our nation is continuing along a trend started in the 1990s to include students with disabilities (SWD) in general education settings. This quasi-experimental research study uncovered the impact of completing the required continuing education course in teaching SWD course mandated by Florida Senate Bill 1108 ([SB1108]; The Florida Senate, 2013b), which amended Florida Statute 1012.585 (3) (e) (Process for Renewal of Professional Certificates, 2017) on perceived teacher ability to implement inclusion practices. An online version of the Teacher Efficacy for Inclusive Practices (TEIP) scale developed by Sharma, Loreman, and Forlin (2012) was utilized, along with demographic and experiential factors for classroom teachers in the study district to examine their self-efficacy toward inclusion. Analysis of the data indicated statistically significant differences in mean TEIP scale scores for exceptional student education (ESE) and general education teachers. Data analyses revealed that almost half of the teachers had a negative view of and did not perceive any benefit from the course. While ESE and general education teachers had similar preparation needs, they also reported areas of concern specific to their subset. Overall, the course did not provide enough continuing education in the areas most needed by the participants. SB1108-mandated course completion was also not found to be an indicator of higher teacher self-efficacy for the majority of teachers. Analysis of the differences in TEIP scale scores found that only elementary school teachers benefited from completing the course, while it had the opposite effect for general education high school teachers and no significant effect for ESE teachers. Differences in TEIP scale scores from demographic and experiential factors accounted for 13% of the variance in the population and was not significant for the ESE teacher subset. One percent or less of the variance was attributed to completion of the required continuing education course. Implications include reviewing the legislation’s effectiveness for teachers in different areas and grade levels, hiring and evaluation decisions based on TEIP scale scores of applicants and employees, and designing more meaningful continuing education courses. Recommendations for state legislatures, school administrators, designers of continuing education courses, and for future research regarding improvement of teacher self-efficacy for inclusive practices are offered.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00005956
- Subject Headings
- Continuing education, Students with disabilities--Education--United States, Inclusive education, Education and state--Florida, Professional development for teachers
- Format
- Document (PDF)
- Title
- Exploring pedagogical relationships within a culture of creativity in a Reggio Emilia-inspired school.
- Creator
- Becraft, Barbara A.T., Burnaford, Gail, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
The current study explores what characterizes the relationship between the pedagogical processes within a school culture of creativity in a Reggio Emilia-inspired school in the Southeastern United States. The questions which frame the study are: 1. How is a culture of creativity fostered within a Reggio Emilia-inspired school? 2. Within a culture of creativity, what characterizes the relationship between the pedagogical processes of curriculum and assessment? The research was designed as...
Show moreThe current study explores what characterizes the relationship between the pedagogical processes within a school culture of creativity in a Reggio Emilia-inspired school in the Southeastern United States. The questions which frame the study are: 1. How is a culture of creativity fostered within a Reggio Emilia-inspired school? 2. Within a culture of creativity, what characterizes the relationship between the pedagogical processes of curriculum and assessment? The research was designed as ethnography and incorporates multiple data sets which provide layers of rich and descriptive information that reveal how to foster a culture of creativity in a school for young children. These data sets were generated by the researcher and the study participants over 18 weeks of ethnographic fieldwork and participant observation. These data sets include class group observations, professional development observations, interviews, focus groups, and audio-photo vignettes of the life of the Reggio Emilia-inspired school which served as the research site for the ethnography. Through ongoing, iterative, and eclectic processes of qualitative data analysis, the researcher identified four emergent themes in the combined data generated during fieldwork. These themes represent the four findings of the study and are presented in the work in terms of answers to research questions, as well as how they support study conclusions, implications, and suggestions for future research in early childhood education. The four thematic findings that emerged in the ethnographic data generated for this study are: The Protagonists, The Daily Life, Research and Analysis, and Languages of Expression.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004006
- Subject Headings
- Early childhood education -- Philosophy, Education, Preschool -- Philosophy, Group work in education, Reggio Emilia approach (Early childhood education), Teacher student relationships
- Format
- Document (PDF)
- Title
- Early Childhood Preservice Teachers’ Knowledge of Children’sCognitive Development and Developmentally AppropriatePedagogical Practices: Understanding the Role of ClinicalExperiences.
- Creator
- Beers, Courtney, Bhagwanji, Yashwant, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
The quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation...
Show moreThe quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation programs are those that are steeped in clinical practice, these types of experiences are inconsistent and fragmented in the early childhood field. Part of the issue is the lack of knowledge on how to integrate highquality clinical experiences carefully into early childhood teacher preparation in order to prepare all preservice teachers successfully for the classroom.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004647, http://purl.flvc.org/fau/fd/FA00004647
- Subject Headings
- Cognition in children, Early childhood educators -- Training of, Early childhood teachers -- In service training, Pedagogical content knowledge, Preschool teaching
- Format
- Document (PDF)
- Title
- Impact of Collaborative Work Analysis Professional Development in Teacher Practice and Student Writing.
- Creator
- Shealy, Kristin L., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This qualitative research study explored the influence of collaborative analysis of student work (CASW) as professional development on teacher practice, specifically during lessons and on written teacher feedback on student work. Additionally, teachers' perceptions about the influence of CASW sessions and three 2-week instructional cycles on student writing, including the professional development sessions, lessons, and teacher written feedback, were investigated. Qualitative data were...
Show moreThis qualitative research study explored the influence of collaborative analysis of student work (CASW) as professional development on teacher practice, specifically during lessons and on written teacher feedback on student work. Additionally, teachers' perceptions about the influence of CASW sessions and three 2-week instructional cycles on student writing, including the professional development sessions, lessons, and teacher written feedback, were investigated. Qualitative data were collected including teacher interviews, CASW observations, classroom observations, and document analysis. Findings indicated that teachers felt that CASW influenced their increased awareness of teaching and student learning, and implications for future teaching for the whole group as well as ideas for next steps for individual students emerged. Teachers supported CASW being job-embedded and practical to daily work; they voiced concerns over the time and scheduling facilitating the professional development required. Teachers responded that they felt that CASW helped them question their assessment of student writing, consistency within and across grade levels and subjects, and the appropriate level of difficulty of their curriculum. Teachers expressed their desire to be able to meet with students more regularly to go over their teacher written feedback and felt that CASW may possibly influence student work over time. Two teachers felt that the CASW professional development could have influenced their written feedback; four teachers felt that it did not. Implications for professional development, public policy, and further research are given.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004547, http://purl.flvc.org/fau/fd/FA00004547
- Subject Headings
- Academic achievement -- Evaluation, Action research in education, Educational tests and measurements, Effective teaching, Teachers, Training of -- Evaluation
- Format
- Document (PDF)
- Title
- The Social Construction Of Teachers and the Teaching Profession Among Florida State Legislators from 1984 to 2015.
- Creator
- Crespo, Janny, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
Public officials at the state level currently are called upon to create, evaluate, and implement policies that assess the effectiveness of teacher performance and hold teachers accountable for student achievement. Therefore, understanding the social construction of the teaching profession among those public officials is crucial to understanding the impact of the policy agenda on the work of teachers as well as being essential to exercising influence on the policy process itself. This study...
Show morePublic officials at the state level currently are called upon to create, evaluate, and implement policies that assess the effectiveness of teacher performance and hold teachers accountable for student achievement. Therefore, understanding the social construction of the teaching profession among those public officials is crucial to understanding the impact of the policy agenda on the work of teachers as well as being essential to exercising influence on the policy process itself. This study was an analysis of legislation regarding teacher accountability in an effort to provide insight into how the Florida State Legislature socially constructs the teaching profession. This study used a qualitative methodology to place teachers, as a group, in Schneider and Ingram’s (1993) typology of target populations and made use of historical analysis to trace the changes that have occurred in the social construction of teachers during the period from 1984-2015. In doing so, it found teachers are negatively constructed with a positive power component, correspondingly labeled contenders, on Schneider and Ingram’s typology. Ultimately, the effect of the pressures placed upon teachers has been to create projections of ongoing teacher shortages and to discourage potential candidates from pursuing the profession.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00005928
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Education and state--Florida., Social constructionism., Teachers--Florida., Florida. Legislature
- Format
- Document (PDF)
- Title
- The relationship between professional development and the changing reading practices of teachers in low-performing elementary schools.
- Creator
- Vaughan, Michelle., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
The purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing...
Show moreThe purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing reading practices they reported on an initial survey of 13 teachers. Interviews, observations, focus groups, and collection of archival data was completed over the course of 5 months in order to determine the influence of professional development on their reading practices. It was determined that teacher change following professional development is heavily influenced by the domain of power the directive or development is coming from. A continuum was developed to illustrate the relationship between these varying domains of power and their influence on changes made within reading practice. The changes were categorized as tending toward self-propelled or compelled changes. Teachers within this study reported higher levels of change when they were personally vested in professional development experiences and when those experiences met the immediate needs of their own personal growth or the growth of the students in their classroom.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/227978
- Subject Headings
- Teachers, Training of, Educational change, Language arts (Elementary), Reading, Study and teaching (Elementary)
- Format
- Document (PDF)
- Title
- Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms.
- Creator
- Stephens, Eudora A., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
The qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated...
Show moreThe qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated that effective teachers supported their students organizationally through well-organized learning environments ; instructionally by using a variety of instructional scaffolds, strategies and materials while holding students accountable for their learning ; and emotionally by meeting students' needs for belonging and safety. Student-student instructinal and emotional supports reflected most of the elements of teacher-student organizational, instructional and emotional supports but also included some negative interactions not present in teacher-student interactions. Implications for classroom practice, public policy and further research in classroom interactions are given.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3359155
- Subject Headings
- Classroom environment, Effective teaching, Communication in education, Teacher-student relationships, Interaction analysis in education, Social interaction in children
- Format
- Document (PDF)
- Title
- Middle Grades (6-8) Reading Teachers’ Beliefs Regarding the State’s Academic Reading Standards, Curriculum Materials, and Instructional Practices.
- Creator
- Dacres, Lascelia Cadienne, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
Teachers’ beliefs about the reading standards as well as curriculum materials used to address the standards affect how teachers implement the standards, which further impacts student learning. In this case study, 26 middle grades (6-8) reading teachers each participated in a 90 minute one-on-one audio-taped interview consisting of 33 openended questions. Analysis was conducted on the teachers’ beliefs regarding the state’s academic reading standards, content materials the teachers used to...
Show moreTeachers’ beliefs about the reading standards as well as curriculum materials used to address the standards affect how teachers implement the standards, which further impacts student learning. In this case study, 26 middle grades (6-8) reading teachers each participated in a 90 minute one-on-one audio-taped interview consisting of 33 openended questions. Analysis was conducted on the teachers’ beliefs regarding the state’s academic reading standards, content materials the teachers used to teach reading, the teachers’ self-reported instructional practices, and how the selected teachers understand the relationship between their beliefs and instructional practices. Likewise, content analyses were performed using documents such as lesson plans, classroom assignments, and assessments that were collected from the participants. There were six major findings in this study. The first finding indicated that participants had mix feelings regarding the standards; they were viewed by some teachers as guides and building blocks while others viewed the standards as not being beneficial to have in the classroom. The second finding depicted that participants had mixed experiences of collegial planning; some shared that collegial planning assisted their efforts with understanding the standards while others indicated that collegial planning could be improved. The third finding portrayed that the curriculum materials used to teach reading were both district-given and supplemental. Due to a lack of rigor with the district-given resource, some participants opted to use supplemental resources that better aligned to the expectation of the standards. The fourth finding addressed both teacher and student challenges faced by the participants. Teacher challenges included the fast pace and implementation of the standards while student challenges included lack of motivation and student misbehavior. The fifth finding highlighted how participants viewed the relationship between their beliefs and instructional practices. Participants discussed the impact, or lack thereof, of the implementation of the shifts in the standards. The sixth and final major finding of this study emphasized that professional development was needed to teach the reading standards. As a result of these findings, implications include providing teachers with professional development opportunities that target practical ways on how to implement the shifts of the standards in day-to-day instruction and instructional strategies to enhance student motivation.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00005964
- Subject Headings
- Reading teachers, Education and state--Florida, Reading--Standards, Middle school education--United States--Standards
- Format
- Document (PDF)
- Title
- THE ENGAGEMENT PRACTICES OF TEACHERS IN A SELECT ELEMENTARY SCHOOL OF PALM BEACH COUNTY: QUALITATIVE STUDY.
- Creator
- Hirmina, Amgad, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
The purpose of this qualitative case study was to describe the interactive teaching methods of full-time elementary school teachers who worked in a highly ranked public elementary school located in Palm Beach County in South Florida, United States (the School District of Palm Beach County, 2019). The dissertation identified methods used by these teachers to enhance interaction between themselves and students in their classes. Objectives of the study were to explore: (1) the verbal and non...
Show moreThe purpose of this qualitative case study was to describe the interactive teaching methods of full-time elementary school teachers who worked in a highly ranked public elementary school located in Palm Beach County in South Florida, United States (the School District of Palm Beach County, 2019). The dissertation identified methods used by these teachers to enhance interaction between themselves and students in their classes. Objectives of the study were to explore: (1) the verbal and non-verbal activities used by the teachers to engage their students in the learning process in their classes; (2) the creative thinking process of the teachers; (3) the classroom settings that enhanced the interaction between teachers and students; (4) the transdisciplinary skills of the teachers; and (5) the relation between transformational leadership criteria of teachers and their effective engagement with students in classrooms.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013380
- Subject Headings
- Elementary school teaching, Elementary school teachers, Palm Beach County (Fla), Engagement, Qualitative research, Interaction analysis in education
- Format
- Document (PDF)
- Title
- Curricular integration in higher education: The development and implementation of an elementary education/English for speakers of other languages (ESOL) endorsement degree program at Florida Atlantic University.
- Creator
- Pelaez, Gloria Maria., Florida Atlantic University, Crawley, Sharon J.
- Abstract/Description
-
The purpose of this paper is to share the design, development, and implementation of an Elementary Education/ESOL Endorsement integrated program which targets undergraduate students working towards a bachelor's degree and state certification in the State of Florida. This paper attempts to answer the following three research questions: (1) What is the need for an elementary education with built-in ESOL endorsement program in southeast Florida? (2) What theoretical framework was used to develop...
Show moreThe purpose of this paper is to share the design, development, and implementation of an Elementary Education/ESOL Endorsement integrated program which targets undergraduate students working towards a bachelor's degree and state certification in the State of Florida. This paper attempts to answer the following three research questions: (1) What is the need for an elementary education with built-in ESOL endorsement program in southeast Florida? (2) What theoretical framework was used to develop the program? and, (3) What are the design features of an elementary education plus ESOL integrated program? The findings show that there is a great need for an Elementary Education/ESOL endorsement program in southeast Florida.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/12008
- Subject Headings
- Elementary school teachers--Training of--Florida, English language--Study and teaching--Foreign speakers, Curriculum planning
- Format
- Document (PDF)
- Title
- Faculty development centers in higher education: Incorporating diversity and technology.
- Creator
- Torrey, Evelyn Jeanne, Florida Atlantic University, Decker, Larry E.
- Abstract/Description
-
This descriptive study on faculty development centers, diversity, and technology was conducted by distributing e-mail surveys to 484 four-year colleges and graduate institutions accredited by the Southern Association of Colleges and Schools Commission on Colleges. Responses to the 25-item instrument were submitted electronically into a database and merged with institutional data on state, enrollment, tuition, affiliation, highest degree awarded, and selectivity ranking. Although pedagogical...
Show moreThis descriptive study on faculty development centers, diversity, and technology was conducted by distributing e-mail surveys to 484 four-year colleges and graduate institutions accredited by the Southern Association of Colleges and Schools Commission on Colleges. Responses to the 25-item instrument were submitted electronically into a database and merged with institutional data on state, enrollment, tuition, affiliation, highest degree awarded, and selectivity ranking. Although pedagogical training has always been an integral component of teacher education, disciplinary expertise has generally been the sole prerequisite for college teaching. Most universities offer travel support for faculty to attend professional conferences and provide sabbatical leave. Some academic units organize their own training activities. Consulting specialists may conduct specialized training. An individual or committee may voluntarily coordinate faculty development efforts. Since 1960, an increasing number of campuses have established faculty development centers with their own identities and reporting relationships, staff, budgets, and designated space, often with assistance from federal, state, or foundation funding. Centers focus on classroom instruction (instructional development), on faculty and their needs (faculty development), the overall needs of the institution (organizational development), and/or research. Of 185 respondents, 65 have faculty development centers, 5 have centers devoted to instructional technology, and 27 have active programs without formal centers; most belong to organizations or networks. Most centers have staff, budgets, and dedicated space. Centers are more likely found at large public institutions, report to the chief academic officer, and offer voluntary training to faculty, adjuncts, new faculty, and teaching assistants. Services focused more on andragogy and technology than on diversity. Most have Web sites, limited forms of evaluation, and expansion plans. Eight are women's colleges, 24 are Historically Black Colleges or Universities, and 9 are Hispanic Serving Institutions. Significant differences were found for enrollment, tuition, affiliation, and highest degree awarded and the scope of centers and programs. The study confirmed the value of faculty development centers and programs, the need to increase diversity and technology training, and the importance of evaluation and documentation of the contributions made by faculty development programs to the mission of the institution.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/11987
- Subject Headings
- College teachers--Training of--United States, Multicultural education--United States, Educational technology--United States
- Format
- Document (PDF)
- Title
- Factors That Influence African American Males to Become Public School Teachers.
- Creator
- Howard, Thomas E., Maslin-Ostrowski, Patricia, Florida Atlantic University
- Abstract/Description
-
This study was designed to investigate the career choice factors that influenced African American males to become public school teachers. The sample consisted of 122 African American male teachers and administrators who were employed in Florida's Public School System at the time of this study. This quantitative study utilized a computerized cross-sectional survey as the design. Twenty-one intrinsic and extrinsic career choice factors were examined using descriptive and inferential statistics,...
Show moreThis study was designed to investigate the career choice factors that influenced African American males to become public school teachers. The sample consisted of 122 African American male teachers and administrators who were employed in Florida's Public School System at the time of this study. This quantitative study utilized a computerized cross-sectional survey as the design. Twenty-one intrinsic and extrinsic career choice factors were examined using descriptive and inferential statistics, including independent sample t tests and ANOVA to determine the significance of their effects. Results of the study revealed that all twenty-one career choice factors influenced African American males in their decision to become public school teachers. However, the level of influence of intrinsic career choice factors (i.e., opportunity to work with children, importance of teaching and contribution to society) was significantly higher than the level of influence of extrinsic career choice factors (i.e., salary, advancement opportunities and fringe benefits) on the career choice decisions of African American male public school teachers. For educational and political leaders at the national, state and local levels, these findings may provide them with valuable information to consider as they develop recruitment strategies aimed at increasing the number of African American male public school teachers.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000669
- Subject Headings
- African American educators--United States, Multicultural education--United States, Minority teachers--Recruiting, Teaching--Vocational guidance
- Format
- Document (PDF)
- Title
- Perceptions of tenth-grade mathematics teachers and school administrators toward Florida's school accountability system: The A+ Plan.
- Creator
- Ferrer, Lourdes., Florida Atlantic University, Decker, Larry E.
- Abstract/Description
-
The purpose of this qualitative study was to learn how high school mathematics teachers and school administrators perceived Florida's school accountability system, the A+ Plan. This inquiry was conducted during the spring of 2001, in one of the largest urban school districts in Florida, with a sample of 27 participants, 21 teachers and 6 administrators, pre-selected from a high, an average, and a low performing high school. Data was gathered in the form of tape-recorded interviews, hand...
Show moreThe purpose of this qualitative study was to learn how high school mathematics teachers and school administrators perceived Florida's school accountability system, the A+ Plan. This inquiry was conducted during the spring of 2001, in one of the largest urban school districts in Florida, with a sample of 27 participants, 21 teachers and 6 administrators, pre-selected from a high, an average, and a low performing high school. Data was gathered in the form of tape-recorded interviews, hand written field notes, and document analysis. This study found that the school performance grade, teaching assignment course level, and race or ethnicity were not a source of variability in participants' perceptions. The A+ Plan was unanimously viewed as a bureaucratic reform initiative that used a power coercive approach to obtain compliance. Participants believed that the A+ Plan's fundamental belief that "every child can learn and that no child should be left behind" was unrealistic, and did not share the plan's central assumption that students' performance on the Florida Comprehensive Assessment Test is the direct result of their performance as teachers. They believed that students' natural abilities and personal motivations to learn surpass any other variable in determining the students' level of achievement. The FCAT was judged as an ineffective and unfair tool for teachers' accountability purpose because it did not provide information about students' academic growth in a year, and also, because it compared schools that differed in their students' demographics. The participants believed that they should not be held accountable, punished or rewarded for their students' performance on the FCAT because their students' scores on the mathematics section of the test was the outcome of their previous mathematics experience and English language proficiency. They believed that the school grade was merely a reflection of the school population, and that publicizing grades made the hiring and retention of qualified teachers more difficult and damaged their professional reputation and esteem in the community at large. The participants held that the A+ Plan was creating an environment where teachers perceived their work as more stressful and less rewarding because of what they view as unfair and unrealistic standards.
Show less - Date Issued
- 2001
- PURL
- http://purl.flvc.org/fcla/dt/11967
- Subject Headings
- Mathematics teachers--Florida--Attitudes, Educational change--Florida, Educational accountability--Florida, School administrators--Florida--Attitudes
- Format
- Document (PDF)
- Title
- An analysis of professional development in technology for elementary school teachers.
- Creator
- Meltzer, Sarah T., Florida Atlantic University, Bryan, Valerie
- Abstract/Description
-
The identification of effective practices is of significant interest to school administrators, faculty, and staff planning and implementing professional development initiatives in technology. This study identified recommended practices for professional development in technology in elementary schools and determined if current practices reflected those recommendations. Studies by Wenglinsky (1998) for the Educational Testing Service reported the effective use of technology by classroom teachers...
Show moreThe identification of effective practices is of significant interest to school administrators, faculty, and staff planning and implementing professional development initiatives in technology. This study identified recommended practices for professional development in technology in elementary schools and determined if current practices reflected those recommendations. Studies by Wenglinsky (1998) for the Educational Testing Service reported the effective use of technology by classroom teachers has a positive impact on student performance. More recent studies frequently indicate teachers are not being trained to use technology effectively; and consequently, limited integration of technology in the classroom is taking place (Catchings, 2000; Howery, 2001; Johnson, 2002). Ham's assertion in 1999 that very few studies make the process of professional development the object of research remains true today. A literature review of current research revealed commonly recommended professional and governmental guidelines, standards, and principles. Published recommended practices of professional development in technology indicated similar practices in the areas of planning, implementation, and follow up/support. The Staff Development in Technology Survey was sent via the Internet to 200 participants including 56 providers of professional development and 144 receivers. Actual practices as described by providers and receivers were compared with recommended practices from the literature review. An analysis of variances (ANOVA) indicated a significant difference between the responses of the providers and receivers in the areas of planning (p < .02), implementation (p < .01), and follow up/support (p < .01). The providers' mean ratings of perception of the effectiveness of planning (p < .01) and effectiveness of follow up/support (p < .05), was significantly different from the receivers' perceptions. There was no significance between responses regarding the effectiveness of implementation. A Model of Effective Professional Development in Technology, developed from the analysis of the literature reviewed and responses from providers and receivers, provides a foundation for school administrators, faculty, and staff in planning, implementing, and providing follow up/support for professional development in technology. Professional development should take place in a collaborative environment with extensive support and resources available. Administrators, faculty, and staff working together using the model ought to be able to implement effective professional development in technology.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/12217
- Subject Headings
- Elementary school teachers--Training of, Education, Elementary--Computer network resources, Educational technology, Computer-assisted instruction
- Format
- Document (PDF)
- Title
- A comparison between Florida State University System's female administrators and female faculty in their personal attributes and self-efficacy beliefs.
- Creator
- Berzok, Rosanna Star, Florida Atlantic University, MacKenzie, Donald G.
- Abstract/Description
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The purpose of this study was to determine whether significant differences existed between female administrators and female faculty in public higher education in their perceptions of personal self-efficacy and their personal attributes. This was achieved by examining the relationship between the criterion variable, position held by females in higher education and the predictor variables, which included male and female characteristics, general self-efficacy beliefs, and social self-efficacy...
Show moreThe purpose of this study was to determine whether significant differences existed between female administrators and female faculty in public higher education in their perceptions of personal self-efficacy and their personal attributes. This was achieved by examining the relationship between the criterion variable, position held by females in higher education and the predictor variables, which included male and female characteristics, general self-efficacy beliefs, and social self-efficacy beliefs. A survey package including a demographics section, Personal Attributes Questionnaire (PAQ) and Self-Efficacy Scale for Adults (SES) was mailed to 200 female administrators and 200 female faculty employed by Florida's State University System. A stratified random selection was employed to obtain the 200 female faculty in order to ensure discipline diversity. The 200 female administrators were selected from the most current data available from the 10 universities' 1995-1996 graduate school catalogs and the 1995-1996 Directory of Women in Educational Leadership in Florida, published jointly from the Office of Postsecondary Education in Florida and Florida State University's Hardee Center for Women in Higher Education. Each scale and subscale was analyzed utilizing the analysis of variance (ANOVA) procedure. Three null hypotheses were tested at the.05 confidence level and then adjusted to the.0125 confidence level by employing the Bonferroni procedure. The employment of the Bonferroni statistical procedure eliminates the rejection of discrepant test outcomes due to Type I errors. Results of the ANOVA test applied to the General Self-Efficacy subscale were statistically significant at the .01 confidence level. Outcomes of this study proved to be significant to the growing body of women's research in that it denoted statistically significant results indicating that female administrators had a higher perception of general self-efficacy than female faculty. General self-efficacy is based on the premise that if an individual has a history of successful outcomes, than that individual will expect more successful outcomes than failures. General self-efficacy (identified as an internal barrier) may in fact be what is hindering more women from seeking administrative positions in higher education.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12518
- Subject Headings
- Self-efficacy
- Format
- Document (PDF)
- Title
- Teacher quality and teaching quality of 7th-grade Algebra 1 Honors teachers.
- Creator
- Perez, Barbara., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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With more and more focus on accountability, algebra achievement has become a major focus of math curriculum developers. In many states, students are expected to pass standardized Algebra achievement tests in order to satisfy graduation requirements. The purpose of this study was to identify teacher qualities and teaching qualities linked to teacher effectiveness in 7th-grade Algebra I Honors. This study examined two aspects of teachers, teacher quality and teaching quality. Teacher quality...
Show moreWith more and more focus on accountability, algebra achievement has become a major focus of math curriculum developers. In many states, students are expected to pass standardized Algebra achievement tests in order to satisfy graduation requirements. The purpose of this study was to identify teacher qualities and teaching qualities linked to teacher effectiveness in 7th-grade Algebra I Honors. This study examined two aspects of teachers, teacher quality and teaching quality. Teacher quality refers to the characteristics that teachers possess and teaching quality refers to what teachers do in the classroom to foster student learning. For this study, teacher quality included teacher professional preparation characteristics and teacher knowledge. Also, aspects of teaching quality that promote conceptual understanding in Algebra were examined. The difference between more and less effective teachers in this study lies in teaching quality, what teachers do in the classroom, as opposed to teacher quality, what those teachers bring with them to the classroom. The findings of this study indicate that elements of teaching quality are more indicative of teacher effectiveness than elements of teacher quality among teachers in the study. Although there was some evidence of a relationship between elements of teacher quality and teacher effectiveness, there were clear differences in teaching quality among more effective and less effective teachers in this study.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3360970
- Subject Headings
- Mathematics, Study and teaching (Middle school), Educational tests and measurements, Teachers, Training of, Communication in mathematics
- Format
- Document (PDF)
- Title
- A study of four public higher education institutions in Florida: The relationships between faculty and administrator goal congruence, faculty productivity and job satisfaction.
- Creator
- Provost, Maria W., Florida Atlantic University, Acker-Hocevar, Michele A.
- Abstract/Description
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This study focuses on goal congruence between faculty and administrators, and how that congruence, negative or positive, is related to faculty productivity and faculty job satisfaction. Specifically, this study (a) examines and assesses goal congruence among faculty and administrators, (b) examines and assesses relationships between goal congruence and faculty productivity, and (c) determines how goal congruence was related to faculty job satisfaction. Finally, this study examines and...
Show moreThis study focuses on goal congruence between faculty and administrators, and how that congruence, negative or positive, is related to faculty productivity and faculty job satisfaction. Specifically, this study (a) examines and assesses goal congruence among faculty and administrators, (b) examines and assesses relationships between goal congruence and faculty productivity, and (c) determines how goal congruence was related to faculty job satisfaction. Finally, this study examines and assesses relationships between faculty productivity and faculty job satisfaction. The population for this study was the faculty, and college and departmental administrators in four of the ten public universities in Florida (USF, FAU, UCF, and FIU). College deans, associate deans, chairpersons, program directors, and tenured or tenure track faculty members were identified in eight disciplines (business administration, computer engineering, computer science, electrical engineering, English, mathematics, physics and teacher education) from each of the universities that were selected. The researcher designed the instrument used for this study. The instrument was pilot-tested in departments and colleges not examined in the dissertation study. Research findings and conclusions were that there is goal congruence between personal importance and perceived university importance of institutional mission goals for both faculty and administrators. This research found goal congruence between faculty and administrators for five, highly important "quality" goals. Faculty reported relationships for four institutional mission goals, while administrators reported congruence in common with those of faculty, and an additional four university mission goals. There were significant differences between faculty and administrators' personal importance for only one goal, while differences between faculty and administrator perceived importance were significant for four institutional mission goals. There is a relationship between faculty productivity and faculty job satisfaction for three mission goals. Congruence between faculty's and administrators' personal importance and perceived university importance of institutional mission goals is related to faculty job satisfaction and faculty productivity.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fau/fd/FADT12127
- Subject Headings
- Universities and colleges--Florida--Administration, Teachers--Job satisfaction, Education, Higher--Aims and objectives--Florida, Organizational behavior
- Format
- Document (PDF)
- Title
- A resource guide for parents and classroom teachers educating special education students to increase appropriate communication with all individual education program (IEP) team members.
- Creator
- Nast, Amy Thomasson., Florida Atlantic University, Burks, Valerie C., O'Rourke, Kathleen
- Abstract/Description
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Historically, individuals with special needs have been isolated from society and educational opportunities. Though the professional care for these individuals improved in two hundred years, only since the passage of Public Law 94-142, in the past twenty-seven years, have the needs and accomplishments of special needs individuals been made public. Based on ten years in the classroom, one special educator experienced the need for parents and classroom teachers to have a resources reference for...
Show moreHistorically, individuals with special needs have been isolated from society and educational opportunities. Though the professional care for these individuals improved in two hundred years, only since the passage of Public Law 94-142, in the past twenty-seven years, have the needs and accomplishments of special needs individuals been made public. Based on ten years in the classroom, one special educator experienced the need for parents and classroom teachers to have a resources reference for educating special needs individuals and to improve the communication among parents, classroom teachers and special educators. Each group should have an understanding of some history of persons with disabilities, the legislative timeline implemented to aid these individuals, the process in which special education services are provided within a public school setting, and alternatives to resolving disputes. A survey to establish baseline data concerning communication and knowledge was designed and gathered within one Colorado school district.
Show less - Date Issued
- 2001
- PURL
- http://purl.flvc.org/fcla/dt/12821
- Subject Headings
- Children with disabilities--Education, Parent-teacher relationships, Special education--Parent participation, Special education--Law and legislation
- Format
- Document (PDF)
- Title
- STAFF DEVELOPMENT PROGRAMS IN COMMUNITY COLLEGES IN ILLINOIS: AN ASSESSMENT.
- Creator
- JENKINS, ROLLIN EDWARD., Florida Atlantic University
- Abstract/Description
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Statement of the problem: Within a ten-year period, the community college system of Illinois quadrupled in students and doubled the number of campuses. The number of professional staff members grew simultaneously. The physical impossibility of the state universities pretraining the number of new professional staff needed for community colleges meant that alternative methods of staff development had to be utilized. The responsibility fell to the local community college to promote professional...
Show moreStatement of the problem: Within a ten-year period, the community college system of Illinois quadrupled in students and doubled the number of campuses. The number of professional staff members grew simultaneously. The physical impossibility of the state universities pretraining the number of new professional staff needed for community colleges meant that alternative methods of staff development had to be utilized. The responsibility fell to the local community college to promote professional staff development related to the unique concept of the community college. This study was undertaken: 1. To determine whether the present offerings are meeting the needs of of the professional staff members. 2. To determine what is being done in Illinois. 3. To determine the relationship of the staff members' tenure status, years of community college experience, professional role, sex, and/or education level on the staff members' participation and perceived value of various development activities. 4. To determine the degree of understanding of the development programs between those responsible for and those benefiting from the activities. 5. To determine those activities which were most/least valuable to the professional staff. Results and Conclusions: The data lead to the following conclusions: 1. There is considerable uniformity in staff development activities offered and staffs' perceptions of program usefulness throughout the state. 2. The knowledge as to the availability of activities is readily available to all. 3. The professional staffs are generally satisfied with the programs that are offered, and participation is at a relatively high level. 4. There is little evidence that the years of experience at the community college level or the education level have any influence on one's perception of usefulness of staff development activities. 5. Women are more optimistic than men concerning what the staff development activities can do for them. 6. No modification of development program is warranted on the basis of tenure status. 7. Staff meetings dealing with human relations, philosophy and goals of the community college, improvement of professional skills, and orientation are not meeting the needs of the instructional staff. Among the activities of considerable value are: formal evaluation by students and self, formal coursework, professional journals, readily accessible library facilities, workshops, visitation, and facilitation of professional organization activities. Among those activities of little value are: off-campus library and meetings for the entire staff.
Show less - Date Issued
- 1975
- PURL
- http://purl.flvc.org/fcla/dt/11660
- Subject Headings
- Community college teachers--In-service training--Illinois, Community colleges--Faculty--In-service training--Illinois
- Format
- Document (PDF)
