Current Search: Teachers -- Training of -- Evaluation (x)
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(1 - 7 of 7)
- 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
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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.
Show less - 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
- The status of the substitute teacher delivery system in the sixty-seven Florida Public School Districts and the perceptions of administrators, teachers, and substitute teachers toward the substitute teacher delivery system in the Polk County, Florida, Public School District.
- Creator
- Helmick, Robert William, Florida Atlantic University, Hunt, John J.
- Abstract/Description
-
The primary purpose of this study was to find the status of the substitute teacher delivery system in the sixty-seven school districts in the State of Florida. The use of substitute teachers by Florida school districts has increased each year in alignment with the national trends found in the professional literature. Since July 1990, Florida law requires no academic preparation or teacher training before beginning work as a substitute teacher. The 67 Florida School Districts now issue...
Show moreThe primary purpose of this study was to find the status of the substitute teacher delivery system in the sixty-seven school districts in the State of Florida. The use of substitute teachers by Florida school districts has increased each year in alignment with the national trends found in the professional literature. Since July 1990, Florida law requires no academic preparation or teacher training before beginning work as a substitute teacher. The 67 Florida School Districts now issue substitute teacher certificates with the only Florida law requirement being fingerprints prior to employment. Substitute teacher delivery system identifies the preparation, selection, training, support, and evaluation of substitute teachers in a school district. Issues related to substitute teachers were substitute teacher pay, substitute teacher credentials, and substitute teacher training. The corollary purpose of this study was to compare the perceptions of selected administrators, teachers, and substitute teachers concerning the Polk County Schools substitute teacher delivery system, one of Florida's sixty-seven school districts. A review of the literature provides a national summary of teacher pay, substitute teacher role, substitute teacher status, and administrative procedures used to recruit, select, place, orient, and train substitute teachers. The analysis of data from the 1993-94 state survey provides the teachers per substitute teacher ratio, students per substitute teacher ratio, and state average of these values. In addition, the percentage of the total budgets used for substitute teacher pay is calculated. Daily pay rates and academic requirements for short-term and long-term substitute teachers were collected and state average values calculated. Seven research questions concerning the substitute teacher delivery system are answered. The district perception instrument was conducted in Polk County School District at 20 schools using a stratified random sample and analyzed with the chi-square analysis technique. Seven null hypotheses were rejected using the significance level of chi-square value indicating significant differences in perception in the survey participants; school-based administrators, teachers, and substitute teachers. The combination of the state survey results and district perception instrument can be used to assist a district in developing an action plan for improving a district's substitute teacher delivery system.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12400
- Subject Headings
- Substitute teachers--Florida--Evaluation, Substitute teachers--Rating of--Florida, Substitute teachers--Training of--Florida
- 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
- DEVELOPMENT AND EVALUATION OF A TRAINING MODEL IN THE USE OF ROLE PLAY BY COMMUNITY COLLEGE FACULTY (SIMULATION, INSTRUCTIONAL TECHNIQUES, EDUCATIONAL).
- Creator
- RENO, ERIC EUGENE, Florida Atlantic University
- Abstract/Description
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A training model in the use of role play by community faculty was developed, evaluated, and tested to determine its effectiveness. The study was conducted in an Improvement of College Instruction Class at Florida Atlantic University Fall term of 1983. Prior to training, eighteen students were asked to prepare role plays which were videotaped and evaluated for the thirteen skills required for an effective role play, as established in the training model. Evaluations were made by students who...
Show moreA training model in the use of role play by community faculty was developed, evaluated, and tested to determine its effectiveness. The study was conducted in an Improvement of College Instruction Class at Florida Atlantic University Fall term of 1983. Prior to training, eighteen students were asked to prepare role plays which were videotaped and evaluated for the thirteen skills required for an effective role play, as established in the training model. Evaluations were made by students who prepared and observed the activities, and instructors who designed the training model. In four subsequent classes the students were instructed in the use of role play through the training model. They were assigned to prepare role plays for the sixth class which were again videotaped and evaluated. Scores from the pre- and post-evaluation instruments were analyzed to determine the effectiveness of the training model. Four hypotheses were established. A t-test measured hypotheses one through three to determine if significant differences existed between pre- and post-training scores as measured by three evaluation instruments (Self, Peer, and Instructor). The three hypotheses were rejected, using an .05 level of significance. The training model appeared to significantly improve an instructor's ability to prepare and deliver a role play. A Pearson product-moment correlation was used to test hypothesis four, the correlation of self and peer post-training scores. The study failed to reject hypothesis four, using an .05 level of significance. They were not predictors of each other's ability to conduct a role play. Four questions addressing the relationships among demographic variables were also answered. Prior teaching experience and the higher the degree held appeared to have a positive effect on the use of the training model. Teaching level supported the advantage of previous teaching experience, and subject area provided no information due to the limited number of students in each area. It was recommended the study be replicated using larger numbers of students and that a follow-up study be done to determine if the participating students had incorporated role play into their teaching strategies.
Show less - Date Issued
- 1985
- PURL
- http://purl.flvc.org/fcla/dt/11871
- Subject Headings
- Role playing--Evaluation, Teachers--Training of--Florida--Boca Raton
- Format
- Document (PDF)
- Title
- Relationships between pre-service teachers' characteristics, high-stakes testing, and math efficacy beliefs in a former community college teacher preparation program in Florida.
- Creator
- Bingham, Amy A., Florida Atlantic University, Kumar, David D.
- Abstract/Description
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In Florida, recent changes in legislation have granted community colleges the ability to now offer Baccalaureate degrees in education, frequently to non-traditional students. Additionally, teachers face more high-stakes tests than ever before, and often times struggle with the mathematics sections of such tests. A comprehensive literature review in the areas of pre-service teachers' math knowledge, teachers' efficacy beliefs about teaching math, and the high-stakes mathematics testing of...
Show moreIn Florida, recent changes in legislation have granted community colleges the ability to now offer Baccalaureate degrees in education, frequently to non-traditional students. Additionally, teachers face more high-stakes tests than ever before, and often times struggle with the mathematics sections of such tests. A comprehensive literature review in the areas of pre-service teachers' math knowledge, teachers' efficacy beliefs about teaching math, and the high-stakes mathematics testing of teachers was conducted. Based on the information obtained from the literature review, the study examined a population of pre-service teachers in a new teacher preparation program in Florida. The research investigated relationships surrounding pre-service teachers' characteristics such as: ages, failed attempts on high-stakes math sub-tests, levels and grades earned in lower-division math courses, time elapsed between lower-division and upper-division math courses, and the grade earned in the math methods course, in relation to their efficacy beliefs about teaching math. Results from the study revealed that pre-service teachers' ages, levels and grades of lower-division math courses, and grades earned in the math methods courses, did have a significant relationship with their math efficacy beliefs, as measured by the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI). The variables of failed attempts on high-stakes math tests, and the time elapsed between lower- and upper-division math courses, did not significantly correlate with pre-service teachers' MTEBI scores. Additionally, a multiple regression model including the previously mentioned variables did predict pre-service teachers' MTEBI scores greater than chance, although the model did not generalize to the greater population. The findings from this study can assist new teacher preparation programs, which may serve non-traditional students, in isolating variables that can identify pre-service teachers who are at risk for poor mathematical experiences and attitudes in the early stages of the program. If pre-service teachers are prone to negative beliefs about teaching math, then any information in assisting these students prior to their having an effect on math education for future students can be beneficial. While this study posits some avenues to pursue in fostering positive math beliefs and experiences in teacher preparation programs, recommendations for further research in this area also will be discussed.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fcla/dt/12110
- Format
- Document (PDF)
- Title
- Approaching Authentic Assessment: Using Virtual School Teachers’ Expertise to Develop an Understanding of Full Time K-8 Virtual School Teacher Practices.
- Creator
- Seamster, Christina Lambert, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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According to Molnar (2014), full time virtual school education lacks a measurement tool that accurately measures effective virtual teacher practice. Using both qualitative and quantitative methods, the current study sought to understand the common practices among full time K-8 virtual school teachers, the extent to which teachers believed such practices impacted student learning, as well as the methods in which current standards, recommendations and practices were implemented in the full time...
Show moreAccording to Molnar (2014), full time virtual school education lacks a measurement tool that accurately measures effective virtual teacher practice. Using both qualitative and quantitative methods, the current study sought to understand the common practices among full time K-8 virtual school teachers, the extent to which teachers believed such practices impacted student learning, as well as the methods in which current standards, recommendations and practices were implemented in the full time K-8 virtual school setting. The relationship between virtual school teacher practices and their Technological Pedagogical and Content Knowledge (TPACK) was also explored. Using the standards, practices and recommendations developed for online learning from International Association for K–12 Online Learning (iNACOL), National Education Association (NEA), Southern Regional Education Board (SREB), and the International Society for Technology in Education (ISTE) a team of focus group members gave input on the common practices for teaching students in the full time K-8 virtual school environment. The results included 11 general virtual school teacher practices, 12 teacher practices relating to evaluation and three practices relating to special needs and diverse learners. Qualitative and quantitative findings indicated that teachers most frequently meet the established practices through the following strategies: phone conferences, live sessions with students, feedback on assessments, webmail communication, professional development, collaborating with peers/teacher collaboration, professional learning communities, curriculum based assessments on the phone, communicating with family stakeholders, and determining students in the bottom quartile. A framework for K-8 full time virtual school pedagogy which includes evaluating student learning and individualizing instruction through technology tools and collaborative methods was developed. Finally, the quantitative findings indicated that of the three virtual school teacher practice categories (teacher practice, evaluation and special needs and diverse learners), evaluation was the leading predictor of teacher TPACK scores. Specifically, collaboration, having an online voice and presence, and using data from assessments to modify instruction were found to significantly predict a teacher’s Technological Pedagogical and Content Knowledge. Using virtual school teachers’ expertise on the practices which most impact student learning and the methods for implementing virtual school teacher practices, the researcher created a draft full time K-8 virtual school teacher evaluation rubric.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004741, http://purl.flvc.org/fau/fd/FA00004741
- Subject Headings
- Teachers--Training of--Evaluation., Teachers--Rating of., Public schools--Effect of technological innovations on., Educational change--United States--Evaluation., Educational technology--United States--Evaluation., Pedagogical content knowledge., Computer-assisted instruction.
- Format
- Document (PDF)
- Title
- Technology and fifth grade teaching: a study of teacher reported classroom practice, professional development, access, and support.
- Creator
- Beaudry, Debbie., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how...
Show moreThis mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how frequently they used and had their students use computer technology for 27 different purposes. The teachers also reported the amount of emphasis those 27 different topics received during their technology-related professional development experiences, the number of hours they participated in technology-related professional development, the number of months they participating in a technology coaching/mentoring program, the access their students had to computers in the classroom and in a one-to-one co mputing environment, and the frequency that they received technical and instructional support. Information from the school district's technology plan provided a context for the study. Qualitative data were collected through interviews with seven of the survey participants. The findings indicated that for 18 different purposes of technology, there was a significant correlation between how frequently teachers used and had their students use technology and the teacher-reported emphasis those topics received during technology related professional development. Self-reported frequency of support, student-to-computer ratio in the classroom, hours of professional development, and months of mentoring did not moderate the relationship between frequency of technology use and the content of professional development., The relationship between having students use technology to work cooperatively or collaboratively and the reported emphasis that topic received in professional development strengthened if teachers reported that their students had access to a one-to-one computing environment. An additional finding was that the teachers' reported frequency of use of technology and reported emphasis of content of technology-related professional development leaned toward direct instruction and test preparation and leaned less toward innovative uses of technology. Implications and suggestions for future research are offered for technology integration and professional development for teachers at the elementary school level.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3329831
- Subject Headings
- Classroom management, Internet in education, Education, Elementary, Computer-assisted instruction, Curriculum planning, Teachers, Training of, Evaluation, Active learning, Evaluation
- Format
- Document (PDF)
