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Title: EXPLORATION AND COMPARISON OF EFFICACY AND MINDSET PERCEPTIONS HELD BY 9-12 SCHOOL LEADERS AND TEACHERS.
Creator: Keene, Bonnie, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: This quantitative study sought to determine the efficacy and mindset perceptions of current school leaders and teachers within public high schools. This study highlighted a discrepancy in efficacy and mindset among educators for each other. Firstly, school leaders feel they make a difference, but teachers do not hold the same level of belief in leadership’s ability to make a difference. School leader perceptions of self-efficacy have increased significantly since 2008. Lastly, teachers’...
Show moreThis quantitative study sought to determine the efficacy and mindset perceptions of current school leaders and teachers within public high schools. This study highlighted a discrepancy in efficacy and mindset among educators for each other. Firstly, school leaders feel they make a difference, but teachers do not hold the same level of belief in leadership’s ability to make a difference. School leader perceptions of self-efficacy have increased significantly since 2008. Lastly, teachers’ perceptions of school leader efficacy and teacher mindset correlated, meaning a significant portion of variance in teacher perceptions of school leadership efficacy can be predicted by the mindset held by the teacher toward capacity to grow in ability and talent. However, school leaders’ perceptions of self-efficacy and teacher mindset did not correlate, suggesting school leader self-efficacy beliefs do not predict their beliefs in teacher growth potential. Over the years, the terms “efficacy” and “mindset” have been thoroughly researched; however, never in a context surrounding school leaders’ and teachers’ perceptions of each other’s capabilities. Therefore, this study sought to explore and compare school leaders’ and teachers’ perceptions of efficacy and mindset for each other to gain insight into the workplace environment within educational 9-12 systems.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014109
Subject Headings: Educational leadership, Teachers
Format: Document (PDF)

Title: An Investigation of Kindergarten Teachers’ Attitudes, Knowledge, and Reported Practices Regarding Teacher Leadership in the State of Kuwait.
Creator: Aleisa, Bashayer, Bogotch, Ira, Barakat, Maysaa, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study aimed to investigate the attitudes, knowledge, and practices of Kuwaiti kindergarten teachers regarding their leadership roles in the classroom and schools within the State of Kuwait. This study was conducted using a mixed methods research design whereby both quantitative and qualitative data were collected and analyzed simultaneously. The qualitative sample included 56 kindergarten teachers and twelve heads of departments selected from 12 kindergarten schools from all six school...
Show moreThis study aimed to investigate the attitudes, knowledge, and practices of Kuwaiti kindergarten teachers regarding their leadership roles in the classroom and schools within the State of Kuwait. This study was conducted using a mixed methods research design whereby both quantitative and qualitative data were collected and analyzed simultaneously. The qualitative sample included 56 kindergarten teachers and twelve heads of departments selected from 12 kindergarten schools from all six school districts in the State of Kuwait. The quantitative sample included 560 volunteer participants who completed a survey that measures teachers’ values, practices, and their perspectives on school culture regarding teacher leadership. ANOVA was used to analyze the differences among school district location, years of teaching experience, and teacher’s education level. The findings suggested that there were no statistically significant correlations among teachers’ beliefs regarding teacher leadership and school location, years of experience, and education level. Also, there were no statistically significant correlations between teacher leadership practices and school location, years of experience, and education level. There were significant correlations between school climate conducive to teacher leadership and years of experience, without school location and education level. Moreover, the concept of teacher leadership was ambiguous in Kuwaiti kindergarten schools. There were some indications of opportunity for teacher leadership roles, but those roles were not considered effective by participants. Teacher participants believe that their roles are restricted, and this perspective was supported in part by the heads of department. Teachers enumerated some hindrances to teacher leadership, such as instability of ministry supervisors’ decisions; top-down, unilateral decision-making; and school administrations’ tight control of teachers’ roles to the level of organizing and running classrooms. Broader implementation of Kuwaiti school restructuring efforts employing a distributed leadership model among formal and informal leadership roles and positions is recommended to help improve quality of education, the teaching profession, and school reform. In the end, the most significant benefit would be gained by students.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013167
Subject Headings: Kindergarten teachers, Kuwait, Educational leadership
Format: Document (PDF)

Title: Cultural sensitivity of novice and experienced teachers of English to speakers of other languages.
Creator: Belli, Gregory Charles, Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: The purpose of this survey study was to measure and compare the levels of cultural sensitivity of novice and experienced teachers of ESOL in the public schools of Palm Beach County, Florida, as measured by Margaret L. Ford's Teacher-Student Interaction Instrument (TSI). Correlational statistics (t-tests, ANOVA's, crosstabulations, c2 significance tests, and multiple regression analysis) were used to determine: (1) if novice and experienced ESOL teachers were distributed differently along...
Show moreThe purpose of this survey study was to measure and compare the levels of cultural sensitivity of novice and experienced teachers of ESOL in the public schools of Palm Beach County, Florida, as measured by Margaret L. Ford's Teacher-Student Interaction Instrument (TSI). Correlational statistics (t-tests, ANOVA's, crosstabulations, c2 significance tests, and multiple regression analysis) were used to determine: (1) if novice and experienced ESOL teachers were distributed differently along Banks' levels of ethnicity, as measured by the TSI, (2) whether four demographic variables (age, gender, regional tenure, and ethnic group identification) were significantly correlated to TSI scores, and (3) if the demographic variables and teacher experience were significantly correlated with TSI score in a predictor model. The responses of 126 elementary and secondary ESOL teachers who completed the 42 item Likert scale questionnaire and seven biodata items, were used to do the analyses. The predominant TSI scores of respondents were in the categories of Biethnicity and Multiethnicity, with only 8.7% in level three, Ethnic Identity Clarification; and no respondents were in the guardedly ethnocentric lower levels, Ethnic Psychological Captivity and Ethnic Encapsulation. No statistically significant correlations were obtained in the comparison of each variable with TSI score (level of ethnicity ) or combined in the multiple predictor model. The higher percentages and ranges of TSI scores than previously reported in the literature appear to confirm the efficacy of: (1) the inclusion of core courses in multicultural education in teacher preparation programs, (2) the continued requirement of 30 to 300 hours of multicultural education workshops for inservice teachers, and (3) the use of the TSI as a survey instrument, a screening tool to indicate levels of cultural sensitivity, or as an item bank for fruitful discussion among teachers on matters relating to cultural diversity. Research suggests that the variables examined in this study may be used more effectively as predictors of cultural sensitivity if an additional measure of previous multicultural experience is also obtained.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12589
Subject Headings: English teachers, Multicultural education, Teachers--Training of
Format: Document (PDF)

Title: Possible Futures for Teacher Education Programs: Meta-Theory Orientation.
Creator: Svendsen, Jared C., Bogotch, Ira, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This...
Show moreThis study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This conceptualization grounds dominant teacher education modalities within a specific meta-theory orientation. Through this analysis, the author also explores an alternative conceptualization of teacher education that appeals to the educative power of contextual awareness, ontological sensitivity, and democratically recursive pedagogical and relational processes. Such a conceptualization reflects an alternative meta-theory orientation. For the purposes of this analysis, the author employed textual analysis of sampled website literature from Teacher Education Programs in six geographic regions within the United States. This textual analysis was grounded in the aforementioned conceptualizations and was intended to reveal meta-theory orientations as expressed in a program’s official text.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004679, http://purl.flvc.org/fau/fd/FA00004679
Subject Headings: Action research in education, Education -- Philosophy, Educational leadership, Effective teaching, Teacher effectiveness, Teachers -- Training of -- Evaluation
Format: Document (PDF)

Title: AN EVERGLADES LITERACY WORKSHOP FOR ELEMENTARY SCHOOL TEACHERS: A CASE STUDY OF ITS EFFECTIVENESS AND EDUCATOR TEACHING EXPERIENCES.
Creator: Mitchell, Erin, Bhagwanji, Yashwant, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: Environmental Education (EE) has an overall goal of fostering eco-literate citizens who are capable of building a more sustainable planet (North American Association for Environmental Education, 2019). While EE is associated with a plethora of benefits, it is still not widely implemented in the field of education due to the many types of barriers as well as the complexity of EE content knowledge and skills. Professional Development (PD) in EE may be a viable way to increase effective...
Show moreEnvironmental Education (EE) has an overall goal of fostering eco-literate citizens who are capable of building a more sustainable planet (North American Association for Environmental Education, 2019). While EE is associated with a plethora of benefits, it is still not widely implemented in the field of education due to the many types of barriers as well as the complexity of EE content knowledge and skills. Professional Development (PD) in EE may be a viable way to increase effective implementation of EE, yet PD in EE is not widely attended or offered. It is, therefore, imperative that PD programs are designed in a way that will maximize the benefits for participants. This mixed methods case study examined the experiences of K-5 educators who attended a one-day, Everglades Literacy Teacher Training Workshop in order to understand the effective components of the workshop, changes in teacher content knowledge and self-efficacy, and experiences of teachers after the implementation of the Everglades literacy curriculum in their classrooms.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013762
Subject Headings: Environmental education, Professional development, Teachers' workshops
Format: Document (PDF)

Title: A Comparison of Perceptions of Specific Learning Disabilities Teachers with Exceptional Student Education Lead Teachers Toward Goal Achievement.
Creator: Brater, Patricia Barrack, Urich, Ted R., Florida Atlantic University
Abstract/Description: The purpose of this study was to assist in the program evaluation process by comparing perceptions of Specific Learning Disabilities teachers with Exceptional Education lead teachers toward indicators of goal achievement. The procedures employed in the study involved a review of the literature, and the design, field testing, and utilization of the Goal Achievement Instrument. Data was obtained from the 111 teacher questionnaires and the 111 questionnaires completed by lead teachers who rated...
Show moreThe purpose of this study was to assist in the program evaluation process by comparing perceptions of Specific Learning Disabilities teachers with Exceptional Education lead teachers toward indicators of goal achievement. The procedures employed in the study involved a review of the literature, and the design, field testing, and utilization of the Goal Achievement Instrument. Data was obtained from the 111 teacher questionnaires and the 111 questionnaires completed by lead teachers who rated individual teacher performance of goal indicators. Analysis of variance was utilized to determine whether there were differences in ratings between the groups. A follow-up study was completed to determine goal achievement indicators which might have been overlooked in the goal achievement indicator development process. 1. There were significant differences in responses between resource Specific Learning Disabilities teachers and lead teachers, indicating that data from neither group should be used in isolation to determine levels of goal achievement. 2. There were no significant differences between self-contained, elementary, and secondary Specific Learning Disabilities teachers when each group's ratings were compared to lead teacher ratings. This indicated that either teachers or lead teachers could be used to determine levels of goal achievement for these groups of teachers. 3. Teachers in all groups were achieving goals at a satisfactory level, as perceived by teachers and by lead teachers. 4. Several additional items were developed and recommended for inclusion to the Goal Achievement Instrument before use in the formal program evaluation process. In-service programs for teachers, guidance committee activities, strong financial support to the classes, and the positive attitude of teachers may have been important factors in leading to the high performance levels achieved by Specific Learning Disabilities teachers in Brevard County, Florida.
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Date Issued: 1983
PURL: http://purl.flvc.org/fau/fd/FA00000652
Subject Headings: Special education teachers, Learning disabilities, Exceptional children
Format: Document (PDF)

Title: A comparison of the teaching styles of full-time and part-time community college faculty.
Creator: Johnson, Cynthia Smyth., Florida Atlantic University, Pisapia, John
Abstract/Description: The purpose of this study was to compare the teaching styles of full-time and part-time community college faculty. The Principles of Adult Learning Scale (PALS) and a modification of the PALS for students were used to measure teaching style. The PALS identifies the extent to which an instructor prefers a learner-centered or a teacher-centered style. The sample was comprised of 31 full-time and 42 part-time randomly selected faculty from seven Florida community colleges and 925 students. Six...
Show moreThe purpose of this study was to compare the teaching styles of full-time and part-time community college faculty. The Principles of Adult Learning Scale (PALS) and a modification of the PALS for students were used to measure teaching style. The PALS identifies the extent to which an instructor prefers a learner-centered or a teacher-centered style. The sample was comprised of 31 full-time and 42 part-time randomly selected faculty from seven Florida community colleges and 925 students. Six hypotheses were tested. The findings are summarized here: (1) There was a significant difference between full-time and part-time faculty in teaching style as measured by faculty self-report. Full-time faculty have a more teacher-centered preference than part-time faculty. (2) There was a significant difference between full-time and part-time faculty in teaching style as measured by student perception. Students perceived full-time faculty as more teacher-centered than part-time faculty. (3) There was a significant difference between faculty and student perceptions of teaching style. Students perceived faculty as more teacher-centered than faculty perceived themselves. (4) Faculty characteristics accounted for 17.4% of the variance in mean faculty PALS scores. (5) Student characteristics accounted for 4.2% of the variance in mean faculty PALS scores. (6) Course variables accounted for 47.7% of the variance in mean faculty PALS scores. Additional findings included: (1) Both full-time and part-time community college faculty prefer a teacher-centered style. (2) Students are more satisfied with the overall teaching style of part-time faculty than the teaching style of full-time faculty. (3) In regard to teaching style, part-time faculty are less influenced by the expectations of colleagues than full-time faculty. (4) As the number and percentage of faculty employed part time at community colleges have increased, the reasons adjunct faculty accept part-time employment have changed.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12617
Subject Headings: Community college teachers, Adult education, Teaching
Format: Document (PDF)

Title: GUIDELINES FOR A COMPETENCY-BASED MODEL TRAINING PROGRAM FOR TEACHERS OF ADULT BASIC EDUCATION STUDENTS.
Creator: KLINEDINST, MARY ALLEN REID., Florida Atlantic University
Abstract/Description: Teachers of Adult Basic Education need certain competencies to teach undereducated adult learners. Presently, teachers have very little specialized training or preparation in how to teach these ABE students. There are few agencies or institutions from which people can obtain these competencies. After a search of the literature, Donald Mocker's prioritized list of ABE teacher competencies was chosen as the model to send to three groups of educators (higher education personnel, practitioners of...
Show moreTeachers of Adult Basic Education need certain competencies to teach undereducated adult learners. Presently, teachers have very little specialized training or preparation in how to teach these ABE students. There are few agencies or institutions from which people can obtain these competencies. After a search of the literature, Donald Mocker's prioritized list of ABE teacher competencies was chosen as the model to send to three groups of educators (higher education personnel, practitioners of ABE, and state department personnel). Through a survey of these adult educators and a prioritizing process, the list of 153 high priority teacher competencies was refined to a more manageable list of fifty-one competencies. The competencies were divided into the categories of Scope and Goal of Adult Education, Curriculum, ABE Learner, and Instructional Process. Since fifty-one competencies were ranked as important by adult educators, they are recommended for use as: an evaluation tool to discern whether ABE teachers possess them; a basis for in-service programs to train existing teachers; and/or a program of study to be offered by institutions of higher education for a college major, minor, or area of interest in Adult Basic Education. Seven courses are recommended, composed of or based on the fifty-one competencies. They are as follows: Principles of Adult Learning; Basic Reading, Writing, Oral Communication; Individualized Instruction; Creative Adult Learning; Characteristics of Adult Learners; Counseling Adults; and Psychology of Adult Learning. The competency-based teacher education program suggested in this study could be used by state departments of education as guidelines for a teacher certification program to insure that there would be well-prepared and well-qualified ABE teachers.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11829
Subject Headings: Adult education teachers--Training of
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: Missed Opportunities and Connections in Teacher Learning.
Creator: Ferris, Deborah Melchers, Hyslop-Margison, Emery, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The current qualitative study focused on understanding the process of learning to teach. Using interviews of teacher educators, the study explored the importance of a set of teaching activities developed as part of the Teacher Self Efficacy Survey (Tschannen- Moran & Woolfolk Hoy, 2001) as well as the inclusion of instructional and assessment strategies for the teaching activities and the quality of beginning teacher performance of the activities. Data were collected from interviews of 15...
Show moreThe current qualitative study focused on understanding the process of learning to teach. Using interviews of teacher educators, the study explored the importance of a set of teaching activities developed as part of the Teacher Self Efficacy Survey (Tschannen- Moran & Woolfolk Hoy, 2001) as well as the inclusion of instructional and assessment strategies for the teaching activities and the quality of beginning teacher performance of the activities. Data were collected from interviews of 15 teacher educators. A process of open, axial, and substantive coding was applied to the data to inductively identify and categorize data relevant to the purpose of the study and to allow comparisons among and between categories. Findings suggested that teaching activities are critically important to and a comprehensive description of effective teaching, and that beginning teachers struggle with differentiation and applying their learning to their practice. Further, findings suggested that the source of beginning teacher struggles was found within the teacher education program, within school contexts, and between the two institutions. In addition, findings suggested that beginning teachers perform the student engagement activities and those related to instructional strategies more proficiently than classroom management activities, and that all three teaching activity categories were included in the curriculum, but to different degrees and not all as part of curriculum design. A variety of pedagogies were used to prepare preservice teachers; however, there was no reported knowledge of assessment instruments used to measure preservice teachers’ readiness for teaching and to obtain data on the performance of their graduates. Lastly, this study revealed that teacher education program leaders were reluctant to participate in a study that sought to draw direct connections between the skills taught in the program and how well beginning teachers perform them. Based on the findings, the researcher recommends further studies to determine the viability of the teaching activities as a comprehensive and accurate definition of effective teaching. Further the researcher recommends that teacher education programs and school districts adopt the teaching activities as a consistent framework for providing preservice education, for setting school district expectations, and for conducting teacher evaluations.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004676, http://purl.flvc.org/fau/fd/FA00004676
Subject Headings: Action research in education, Educational leadership, Effective teaching, Pedagogical content knowledge, Teacher effectiveness, Teachers -- Training of
Format: Document (PDF)

Title: AN INVESTIGATION OF THE UTILIZATION AND TRAINING NEEDS OF PARAPROFESSIONALS IN LEARNING DISABILITY CLASSES IN BROWARD COUNTY SCHOOLS (FLORIDA).
Creator: VAN HOUTEN, LOIS AARDEMA., Florida Atlantic University, Wells, Jack G.
Abstract/Description: Learning disability teachers in Broward County, Florida, were surveyed for the purposes of identifying competencies, actual practices and training needs of paraprofessionals. The survey was conducted in two phases. Phase One yielded information from which two competency lists were derived. The first list consisted of twenty-five essential competencies that a paraprofessional must demonstrate for minimum performance in the learning disability classroom. The second list consisted of 136 ...
Show moreLearning disability teachers in Broward County, Florida, were surveyed for the purposes of identifying competencies, actual practices and training needs of paraprofessionals. The survey was conducted in two phases. Phase One yielded information from which two competency lists were derived. The first list consisted of twenty-five essential competencies that a paraprofessional must demonstrate for minimum performance in the learning disability classroom. The second list consisted of 136 "preferred competencies," i.e., skills which learning disability teachers have identified as useful in the classroom, but not necessarily essential to paraprofessional performance. Phase Two yielded information from which was formulated two additional lists; the first composed of actual current practices of paraprofessionals in learning disability classrooms, and the second composed of possible current training needs. As a result of this study, information was compiled identifying (1) essential competencies, (2) preferred competencies, (3) actual competencies and (4) current training needs of paraprofessionals serving learning disability classes in Broward County, Florida. This information can be used as a guide for evaluation, needs assessment, job interviews and training of paraprofessionals. The study provided a basis from which the scope and sequence of a pre-service and inservice paraprofessional program could be constructed. The data suggest a possible three-level educational program for paraprofessionals. Level One: training in the essential competencies; Level Two: training in the preferred competencies; and Level Three: training in specialized areas. Thus, a generic core of competencies can be taught initially to all paraprofessionals simultaneously, gradually advancing to higher level skills and finally, providing the specialized training needed in specific areas of education.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11834
Subject Headings: Special education, Special education teachers, Teachers' assistants--Florida--Broward County
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: Preservice teachers' developing beliefs about diversity as revealed through reflection and discourse.
Creator: Schaub, Cynthia R., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this study was to analyze the development of preservice teachers' beliefs in regard to diversity concepts and issues. The current study finds a positive development in preservice teacher candidates' professional beliefs about diversity as shown through observations, interviews, and document analysis at the beginning and end of upper division coursework in an elementary education degree program that infuses diversity throughout the program. Reflection is at the core of the goals...
Show moreThe purpose of this study was to analyze the development of preservice teachers' beliefs in regard to diversity concepts and issues. The current study finds a positive development in preservice teacher candidates' professional beliefs about diversity as shown through observations, interviews, and document analysis at the beginning and end of upper division coursework in an elementary education degree program that infuses diversity throughout the program. Reflection is at the core of the goals of the college of education in which this program resides. Findings from this study revealed that through reflection and discourse, a majority of the senior students did show development in their professional beliefs about diversity concepts and issues. These findings may add to literature on program evaluation in the study of diversity concepts and infusion throughout upper division coursework. This study was limited due to an extremely low response rate and other spurious factors.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362566
Subject Headings: Teachers, Training of, Teachers, Attitudes, Teaching, Sociological aspects, Teacher-student relationships, Multicultural education
Format: Document (PDF)

Title: Beginning teachers' perceptions of support provided by mentors, school administrators, and district personnel.
Creator: Dangerfield, Leslie J., Florida Atlantic University, Shockley, Robert
Abstract/Description: Research suggests that beginning teachers will remain in education if they are supported by their district and school-based administrators. A considerable number of beginning teachers, however, continue to leave teaching each year. This study investigated the value of identified strategies used in assisting new teachers as perceived by beginning teachers. A total of 156 surveys were sent to eligible participants, as identified from an instructional employee database. There were 64 surveys...
Show moreResearch suggests that beginning teachers will remain in education if they are supported by their district and school-based administrators. A considerable number of beginning teachers, however, continue to leave teaching each year. This study investigated the value of identified strategies used in assisting new teachers as perceived by beginning teachers. A total of 156 surveys were sent to eligible participants, as identified from an instructional employee database. There were 64 surveys returned, resulting in a 41 response rate. The survey instrument asked participants to identify if a strategy was provided and indicate their perceived value of such strategy. The strategies include mentor assignment and support, school administrator support, and district-level support. Chi square and ANOVA tests were employed to compare the responses. Results show significant differences in responses by student teaching experience, years of experience, and teacher preparation. Descriptive analysis identified the strategies that were most frequently provided by mentors, administrators, and district personnel, including curriculum and emotional support. In addition to frequency of strategies, the perceived values of strategies are also reported. Results show significant differences in relation to student teaching experience(s), years of teaching experience, and types of teacher preparation.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12230
Subject Headings: Mentoring in education, Teachers--In-service training, First year teachers--Training of, First year teachers--Supervision of
Format: Document (PDF)

Title: Improving college professors' communication skills inside the classroom: an exploratory study.
Creator: Van Allan, James., Dorothy F. Schmidt College of Arts and Letters, School of Communication and Multimedia Studies
Abstract/Description: This thesis examines how college professors can improve their communication skills inside the classroom by testing pedagogical issues identified in previous scholarship against current teaching practices. This thesis addresses four main areas related to classroom communication skills that reflect how to build a classroom into a community of equality, open dialogue, and deep learning. The importance of classroom communities and of professors developing engaging deliveries to create compelling...
Show moreThis thesis examines how college professors can improve their communication skills inside the classroom by testing pedagogical issues identified in previous scholarship against current teaching practices. This thesis addresses four main areas related to classroom communication skills that reflect how to build a classroom into a community of equality, open dialogue, and deep learning. The importance of classroom communities and of professors developing engaging deliveries to create compelling oral performances is described as well as issues of active listening and various models and techniques to help facilitate communication better in the classroom. A qualitative study analyzing written interviews completed by 19 college professors in Florida is conducted. Interview responses are then compared to pedagogical issues identified in previous literature to determine if there are similarities or gaps in current research. The interview determined that an interactive classroom with a professor who is consciously aware of their communication skills can help foster deeper learning with students. This research can help to develop best teaching practices for college professors.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3174312
Subject Headings: Oral communication, Interaction analysis in education, Teacher-student relationships.-, Teacher effectiveness
Format: Document (PDF)

Title: Student Perception of Professors’ Teaching Attributes in Post-Secondary Hospitality Management Degree Programs.
Creator: Hertz, Oren, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study describes how undergraduate students in their junior and senior year seeking a bachelor’s degree in hospitality management at a regionally accredited university perceive their professors’ instructional attributes and behaviors. This examination concentrated on two critical zones of discernment concerning professors’ instructional practices. Participants were asked what teaching attributes contributed to their academic success, and teaching attributes did not contribute to their...
Show moreThis study describes how undergraduate students in their junior and senior year seeking a bachelor’s degree in hospitality management at a regionally accredited university perceive their professors’ instructional attributes and behaviors. This examination concentrated on two critical zones of discernment concerning professors’ instructional practices. Participants were asked what teaching attributes contributed to their academic success, and teaching attributes did not contribute to their academic success. The study also sought to identify any obstacles faced by the participating undergraduate students and their faculty as indicators of how to mitigate such obstacles. This study included a review of an extensive collection of research on student perspectives and how those perspectives may reflect on the evaluation of the adequacy of various teaching techniques and academic practices. This study found that the instructional attributes that participating students reported that they value include: agreeableness (concern and regard for students), accommodation (accessibility), and receptiveness to others’ conclusions (support of class inquiries and exchange), yet all instructors do not exhibit each of these attributes. This study identified the positive teaching characteristics of professors in one setting and how these professors interact with their students in a manner that captures students’ attention and promotes teaching and learning in the classroom. It also suggests attributes that professors in this setting and discipline may wish to elevate to better connect with students in the classroom.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013068
Subject Headings: College teachers., Effective teaching in higher education., Student evaluation of teachers.
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: Development of a predictive model for faculty integration of technology in higher education.
Creator: Hargrove, Debra L., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: The purpose of this research project was to develop a predictive model for faculty integration of technology in higher education, specifically among faculty who are members of the Commission of Professors of Adult Education. The variables included both those that the educational institution could affect, such as technical support, release time, tenure and promotion opportunities, and personal variables of faculty, such as computer self-efficacy, attitudes towards computers and perceived...
Show moreThe purpose of this research project was to develop a predictive model for faculty integration of technology in higher education, specifically among faculty who are members of the Commission of Professors of Adult Education. The variables included both those that the educational institution could affect, such as technical support, release time, tenure and promotion opportunities, and personal variables of faculty, such as computer self-efficacy, attitudes towards computers and perceived institutional support. Three hundred and eighty-nine (389) surveys were mailed to the sample participants. One hundred and twenty-four (124) were returned completed, thirty-six were returned undeliverable and seven were deemed unusable, for a return rate of 33.14%. The survey used in this study, the "Instructional Technology Integration Assessment" was adapted from the Computer Self Efficacy Scale (CSE), developed by Murphey and others (1988) and the Middle Tennessee State University Survey developed by Lea, Brace and Roberts (1998). Multiple regression was performed, using the Statistical Package for the Social Sciences (SPSS) to determine which of the variables showed a stronger influence on the dependent variable. Integration of technology significantly correlated with five of the variables: Job Satisfaction (.403, p < .001); Quality of My Instruction (.422, p < .001); Tenure and Promotion Opportunities (.240, p < .05); and the Impact of Technology on the Depth and Breadth of Content and Student Participation (.347, p < .001). Years Teaching in Higher Education was negatively correlated with Integration (-.185, p < .05). With a multiple regression correlation coefficient (R) of .550, the squared multiple correlation coefficient (R2) resulted in .303. Thirty percent (30%) of the variance in integration could be accounted for by the predictor variables. Analysis of responses to open-ended questions revealed three main themes in regards to barriers and incentives for technology integration: psycho/social barriers, student readiness barriers and institutional barriers. Suggestions for future research included adding variables such as learning style, teaching style and fear of change to the overall survey.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12633
Subject Headings: Educational technology, Adult education teachers, Information technology, Education, Higher--Data processing
Format: Document (PDF)

Title: The Impact of a Museum-Based Science Methods Course on Early Childhood/Elementary Pre-Service Teachers' Self-Efficacy and Ability to Develop Curriculum Using a Constructivist Approach.
Creator: Templeton, Chelneca Kegley, Burnaford, Gail, Florida Atlantic University
Abstract/Description: The focus of this study was to discover what impact a museum-based science methods course would have on 14 early childhood/elementary pre-service teachers' selfefficacy and ability to develop curriculum using a constructivist approach. Data were gathered using the STEBI-B, modified by Bleicher (2004). A paired-samples t test indicated there was significant change in the pre-service teachers ' self-efficacy pre-and post-museum course participation. The investigation also analyzed student...
Show moreThe focus of this study was to discover what impact a museum-based science methods course would have on 14 early childhood/elementary pre-service teachers' selfefficacy and ability to develop curriculum using a constructivist approach. Data were gathered using the STEBI-B, modified by Bleicher (2004). A paired-samples t test indicated there was significant change in the pre-service teachers ' self-efficacy pre-and post-museum course participation. The investigation also analyzed student-created learning centers intended for use in the students' future classrooms. Students created two learning centers, one before interaction with exhibits in the museum and one at the end of the course. At the conclusion of the semester, both sets of learning centers were analyzed using the Framework for Assessing Excellence instrument (Serrell, 2006). A paired-samples t test showed increased ability to create constructivist-based materials. The third area of study involved a focus group comprised of the pre-service teachers. Researcher-designed questions focused on the change in self-efficacy beliefs of the pre-service teachers, from pre-to post-museum experience. Questions were designed to add depth to information gained from the quantitative data gained from the STEBI-B and the Framework for Assessing Excellence. Qualitative procedures were conducted to determine common themes and beliefs derived from written reflections and audiotaped focus group discussion. Students reported the museum context did increase their confidence, excitement, and ability to develop and use resources for science instruction.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000713
Subject Headings: Constructivism (Education), Educational innovations, Teachers--Training of, Interdisciplinary approach in education
Format: Document (PDF)

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