Current Search:  National Board for Professional Teaching Standards U.S. (x)

View All Items

  • CSV Spreadsheet
(1 - 4 of 4)
Effects of national board certification on retention of teachers in the classroom
Title
Effects of national board certification on retention of teachers in the classroom.
Creator
Jackson, Lewis., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This study probes the impact that the National Board for Professional Teaching Standards (NBPTS) certification process has on teachers, schools, and school districts. In particular the study provides research to determine if National Board Certification significantly affects teachers staying in the classrooms as full time teachers. The NBPTS process is explored to better understand the background of the endeavor and how it may thereby assist in promoting teacher retention and whether this...
Show moreThis study probes the impact that the National Board for Professional Teaching Standards (NBPTS) certification process has on teachers, schools, and school districts. In particular the study provides research to determine if National Board Certification significantly affects teachers staying in the classrooms as full time teachers. The NBPTS process is explored to better understand the background of the endeavor and how it may thereby assist in promoting teacher retention and whether this concept is being realized. The history of leadership is also explored and discussed as it pertains to education and the NBPTS process. Beyond researching the relationship between National Board Certification and teachers leaving the classroom as full time teachers, this study also sought to determine if ethnicity (Black, White, Hispanic or Other) and/or gender were statistically significant moderators of this relationship. Of the total number of National Board Certified Teachers (NBCTs) who completed the survey (N=220), 22 participants reported that they were not teaching full time in the classroom at the time of this study. Of the total number of teachers who had not obtained NBC (general education teachers or GETs) who completed the survey (N=110), 28 participants reported that they were not teaching full time in the classroom at the time of this study. The results from this study indicate that GETs left the classroom as full time teachers, while remaining employed with the Broward School Board, at more than twice the rate of NBCTs.
Show less
Date Issued
2009
PURL
http://purl.flvc.org/FAU/359925
Subject Headings
Teachers, Certification, Teacher turnover
Format
Document (PDF)
effect of professional development experiences on National Board for Professional Teaching Standards candidates' scores in Florida
Title
The effect of professional development experiences on National Board for Professional Teaching Standards candidates' scores in Florida.
Creator
Warner, Kristen Lynne, Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description
National Board for Professional Teaching Standards Certification is one way in which teachers can demonstrate excellence in teaching. This study was conducted in order to examine the effect of the professional development experiences on overall scores on the assessment of candidates for National Board Certification RTM in Florida. The study was conducted using the entire population of candidates in Florida (1,787) during the 2000--2001 assessment cycle. A survey was used to collect data from...
Show moreNational Board for Professional Teaching Standards Certification is one way in which teachers can demonstrate excellence in teaching. This study was conducted in order to examine the effect of the professional development experiences on overall scores on the assessment of candidates for National Board Certification RTM in Florida. The study was conducted using the entire population of candidates in Florida (1,787) during the 2000--2001 assessment cycle. A survey was used to collect data from the candidates. Of the surveys sent, 62% were returned and used in the study. The survey included questions regarding the educational background, demographics, and professional development experiences of the teachers. To examine the effect of professional development experiences on the overall National Board Certification assessment scores, a multiple regression analysis was used. A predictive discriminant analysis was used to predict passing or non-passing group membership. The criterion variable used was the score on the National Board Certification assessment. Results indicated that professional development experiences coupled with background and demographics contributed significantly to a candidate's overall score. In the full model, controlling for all of the other variables in the model, holding an advanced degree in the field was found to contribute to the predictive accuracy of the model. Also, the number of hours preparing the portfolio and preparing for the assessment center also contributed to the predictive accuracy of the model. Bivariate correlations indicated that there was a positive correlation between candidates' overall scores and the number of hours of professional development. There was a positive correlation between the overall score and the amount of time preparing the portfolio entries and for the assessment center. The predictive accuracy of the full model for predicting passing and non-passing group membership was 58.7%. Tests of significance for the unique contribution of each subset of variables to the cross-validated classification accuracy of the full model were insignificant.
Show less
Date Issued
2002
PURL
http://purl.flvc.org/fcla/dt/11977
Subject Headings
National Board for Professional Teaching Standards (U S ), Teachers--Training of--Florida, Professional socialization
Format
Document (PDF)
Understanding how national board certified secondary mathematics teachers integrate academic and social knowledge of students into their practice
Title
Understanding how national board certified secondary mathematics teachers integrate academic and social knowledge of students into their practice.
Creator
Cook, Karen, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This qualitative case study investigated how six National Board Certified secondary mathematics teachers integrate knowledge of students into their practice to create socio- academic spaces for learning. Individual audiotaped interviews were utilized to generate data about what knowledge these teachers had of their students, how they gathered this knowledge, and how this knowledge of students influenced their decisions related to curriculum and instruction. The data were used to form an...
Show moreThis qualitative case study investigated how six National Board Certified secondary mathematics teachers integrate knowledge of students into their practice to create socio- academic spaces for learning. Individual audiotaped interviews were utilized to generate data about what knowledge these teachers had of their students, how they gathered this knowledge, and how this knowledge of students influenced their decisions related to curriculum and instruction. The data were used to form an understanding of the nature and function of the socio- academic spaces that teachers create in planning for and delivering instruction. The study revealed that as teachers interact independently with the curriculum, they create spaces for analysis and reflection. In addition, as they interact with their students around the curriculum, they create spaces for their students to practice, to make connections, to communicate, and to apply and experience math.
Show less
Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004357, http://purl.flvc.org/fau/fd/FA00004357
Subject Headings
Classroom environment, Curriculum planning, Education, Secondary, Educational psychology, Educational sociology, Mathematics -- Study and teaching (Secondary), National Board for Professional Teaching Standards (U.S.)
Format
Document (PDF)
The Effectiveness Of The National Board Certification As It Relates To The Advanced Placement Calculus AB Exam
Title
The Effectiveness Of The National Board Certification As It Relates To The Advanced Placement Calculus AB Exam.
Creator
Antunez, Fernando Oscar, Furner, Joseph M., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards' Beliefs Instrument (SBI) (Zollman & Mason, 1992) to determine alignment of their beliefs with the National Council of Teachers of Mathematics (NCTM) standards....
Show moreThis study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards' Beliefs Instrument (SBI) (Zollman & Mason, 1992) to determine alignment of their beliefs with the National Council of Teachers of Mathematics (NCTM) standards. Interviews were conducted with five NBC mathematics teachers to understand how they incorporate best mathematics teaching practices in their daily instruction. A t-test analysis revealed that students taught by NBC teachers scored significantly higher (M = 3.70) on the AP Calculus AB Exam than those taught by non-NBCTs (M = 2.74); Cohen's d (.6429) indicated a moderately large effect size. No causation is to be implied; various confounding factors may also contribute to the variance in student scores. Three factorial ANOVA tests were performed to test interaction effects. Two significant interaction effects were detected: (1) NBCT status and student grade level; and (2) NBCT status and student FRL (free and reduced price lunch) status. No significant interaction was found between NBCT status and student gender. With a reliability estimate using Cronbach's alpha, a second t-test was conducted. A statistically significant difference was found regarding the mean scores of NBCTs and non-NBCTs regarding their beliefs according to the vision of the NCTM. NBCTs generally have practices that align more with the NCTM mathematics teaching standards. Interviews with five NBC teachers of AP Calculus provided rich qualitative descriptions of their teaching philosophies, approaches, and best practices contributing to student success. The results of this study reinforce evidence from previous research that the process of obtaining the NBC contributes to a teacher's professional expertise and is related to student success; however, since there may be other confounding factors related to teachers, students, and their schools, the NBC cannot be considered the sole factor contributing to student success in AP coursework and exams.
Show less
Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004477, http://purl.flvc.org/fau/fd/FA00004477
Subject Headings
Achievement in education -- Florida, Advanced placement programs (Education), Calculus -- Examinations, questions, etc, Mathematics -- Study and teaching (Secondary), National Board for Professional Teaching Standards (U.S.), Teacher effectiveness -- Florida, Teachers -- Certification -- Florida
Format
Document (PDF)