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PERCEPTIONS OF SELECTED SCHOOL PERSONNEL TOWARD THEIR NEGOTIATED TEACHER EVALUATION PROCEDURES IN THE SCHOOL DISTRICT OF BROWARD COUNTY, FLORIDA
Title
PERCEPTIONS OF SELECTED SCHOOL PERSONNEL TOWARD THEIR NEGOTIATED TEACHER EVALUATION PROCEDURES IN THE SCHOOL DISTRICT OF BROWARD COUNTY, FLORIDA.
Creator
BENSON, HAYWARD J., JR., Florida Atlantic University, Urich, Ted R.
Abstract/Description
This study was a descriptive analysis of a population of teachers and administrators in the Broward School District to determine how they perceived the teacher evaluation process as prescribed by the negotiated contract between the Broward Classroom Teachers Association and the School Board of Broward County for the school years of 1979 through 1982. A random sample of teachers produced responses from 310 subjects, while the random sample of principals produced responses from eighty subjects....
Show moreThis study was a descriptive analysis of a population of teachers and administrators in the Broward School District to determine how they perceived the teacher evaluation process as prescribed by the negotiated contract between the Broward Classroom Teachers Association and the School Board of Broward County for the school years of 1979 through 1982. A random sample of teachers produced responses from 310 subjects, while the random sample of principals produced responses from eighty subjects. For purposes of this study, subjects were grouped as either (1) Teacher, Elementary; (2) Teacher, Secondary; (3) Principal, Elementary; or (4) Principal, Secondary. The two independent variables in the study consisted of subject by Position and Level. Each independent variable had subjects in two levels; Principals and Teachers in the instance of Position, Elementary and Secondary in the instance of Level. When the data were analyzed, the major hypothesis tested revealed that principals more than teachers regard the evaluation process as an occasion for meaningful dialogue; advance notice of the time for formal evaluation was of little concern to either group; and, both groups perceived evaluations as a means for improving instruction. From the secondary findings, one significant fact was that both teachers and administrators felt that negotiating the evaluation procedures was of little importance; administrators did not feel frustrated nor hindered by some of the procedures. The author expected teachers to be more supportive of the procedures than administrators, however, both groups were essentially neutral.
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Date Issued
1984
PURL
http://purl.flvc.org/fcla/dt/11853
Format
Document (PDF)
Perceptions of tenth-grade mathematics teachers and school administrators toward Florida's school accountability system: The A+ Plan
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.
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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)
Teacher perspectives on the effect of the Florida Public Accountability System on the middle school classroom
Title
Teacher perspectives on the effect of the Florida Public Accountability System on the middle school classroom.
Creator
Roberts, Helen, Florida Atlantic University, Jurenas, Albert C.
Abstract/Description
The Florida Public Accountability System and the Florida Comprehensive Assessment Test, FCAT, have been in use since 1996. Since that time, schools have received grades, rewards and sanctions for performance, promotion requirements have changed, and the results of the FCAT are published annually for public scrutiny. With testing required in grades 3 through 11, middle schools (grades 6--8) must test all the students in their schools. A literature review revealed that, although achievement...
Show moreThe Florida Public Accountability System and the Florida Comprehensive Assessment Test, FCAT, have been in use since 1996. Since that time, schools have received grades, rewards and sanctions for performance, promotion requirements have changed, and the results of the FCAT are published annually for public scrutiny. With testing required in grades 3 through 11, middle schools (grades 6--8) must test all the students in their schools. A literature review revealed that, although achievement studies, drop out studies, and other data had been analyzed, little research focused on the impact of the FCAT from the perspective of the classroom teacher. This study examines the impact of the Florida Public Accountability System and the FCAT on the middle school classroom from the teacher's perspective. A survey of 130 middle school teachers was conducted in the spring of 2004. The study included closed-ended questions and space for additional comments. The impact was measured based on three variables, the impact on instructional methodologies, the impact on the quality of education and the impact on job satisfaction. Each of these variables was further analyzed to see if the grade of the school in which the teacher works has an effect on their responses to the survey. Furthermore, an analysis was conducted to determine if the subject area which the teacher teaches affected responses to the survey. Results indicate that responses are split on the majority of questions relating to the impact of the FCAT and the Florida Public Accountability System on both the instructional methodologies in classrooms and on the quality of education. These results showing both positive and negative responses between individual teachers indicate a lack of agreement within the teaching profession and create an interesting dynamic for school leaders. The results indicate less disagreement on the effects on job satisfaction with teachers reporting little impact on their own personal job satisfaction however, more impact on staff morale. A school's grade did not appear to influence differences in responses. However, the subject areas that a teacher reported teaching did seem to influence teacher responses. With increasing emphasis on accountability in mind, including Federal No Child Left Behind requirements, further research in this area is recommended.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12160
Subject Headings
Educational accountability--Florida, Educational tests and measurements--Florida, Academic achievement--Florida, Florida Comprehensive Assessment Test, Middle school education, Middle school teachers--Florida--Attitudes
Format
Document (PDF)
Factors related to time necessary for degree completion for the 1985-1986 freshman classes at Florida Atlantic University
Title
Factors related to time necessary for degree completion for the 1985-1986 freshman classes at Florida Atlantic University.
Creator
Butler, Cynthia W., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description
The purpose of this study was to identify factors that predict the length of time a student takes to complete a bachelor's degree. Multiple regression analysis was used to predict the criterion, number of semesters to graduation, from the 33 predictors derived from a questionnaire. Seventy-four percent of the variance in semesters to graduation (F(33,40) = 3.51, p
Show moreThe purpose of this study was to identify factors that predict the length of time a student takes to complete a bachelor's degree. Multiple regression analysis was used to predict the criterion, number of semesters to graduation, from the 33 predictors derived from a questionnaire. Seventy-four percent of the variance in semesters to graduation (F(33,40) = 3.51, p < .0002) was accounted for by the predictors. A subset analysis revealed that 43% (F(9,94) = 7.95, p < .0001) of the variance in number of semesters to graduate was accounted for by the nine predictors judged to be best. These predictors were previous credits earned, change of major, effects of major change, enrollment status, social interaction with faculty, sense of belonging, perception of the academic experience, perception of performance, and expectation of time to graduate. Cross-validation of this subset of predictors yielded an R^2 of .148. This level of shrinkage was due to the small sample size in relation to the number of predictors.
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Date Issued
1994
PURL
http://purl.flvc.org/fcla/dt/12370
Subject Headings
Florida Atlantic University--Degrees
Format
Document (PDF)