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Title: THE DEVELOPMENT AND VALIDATION OF A TEACHER EDUCATION CENTER EVALUATION INSTRUMENT.
Creator: HUTCHINSON, CYNTHIA JANKO., Florida Atlantic University, Rothberg, Robert A., Wiegman, Robert R.
Abstract/Description: The purpose of this study was the development of a teacher education center evaluation instrument. Items for the instrument were drawn from the literature related to effective inservice education. This item pool was refined and validated using two sequential juries of experts consisting of Florida teacher education center directors, university contact persons, Florida Department of Education personnel and members of the State Council for Teacher Education Centers. The evaluation instrument...
Show moreThe purpose of this study was the development of a teacher education center evaluation instrument. Items for the instrument were drawn from the literature related to effective inservice education. This item pool was refined and validated using two sequential juries of experts consisting of Florida teacher education center directors, university contact persons, Florida Department of Education personnel and members of the State Council for Teacher Education Centers. The evaluation instrument was designed using a four point Likert type rating scale. The instrument was distributed to 500 school personnel in three Florida county school districts by the On-Site Review of Master Inservice Plan Visiting Teams. The three counties were selected to provide a cross section of teacher education center counties in Florida. There were 335 respondents, or a 67 percent return. The following conclusions were based upon the analysis of data: 1. The teacher education center evaluation instrument proved to be reliable, the alpha coefficients for the field testing being acceptable 2. The teacher education center evaluation instrument proved to have construct validity, the components being easily interpreted using the principal components evaluation 3. The teacher education center evaluation instrument proved to have content validity, having a positive judgmental rating by the respondents 4. The four major components of teacher education center evaluation--decision-making, relationship to the program of the school, commitment to teacher education, resources--proved to be easily interpreted in each county of the field testing. In summary, this study provided statistical data which indicated that the teacher education center evaluation instrument developed was reliable, as noted within the limitations of the study, and that it had content and construct validity. Possibilities for future research were outlined.
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Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11732
Subject Headings: Teacher centers, Teachers--In-service training
Format: Document (PDF)

Title: A study of teacher change and its meaning.
Creator: Wills, Eileen W., Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: The purpose of this study was to investigate how teachers change from being disseminators of information in teacher-centered classrooms and become constructive classroom change agents using a more facilitative teaching style in a learner-centered classroom. The study identified the forces that lead to change and examined what this change means for teachers. It included teachers who have made positive improvements by changing or broadening their instructional practices. This qualitative study...
Show moreThe purpose of this study was to investigate how teachers change from being disseminators of information in teacher-centered classrooms and become constructive classroom change agents using a more facilitative teaching style in a learner-centered classroom. The study identified the forces that lead to change and examined what this change means for teachers. It included teachers who have made positive improvements by changing or broadening their instructional practices. This qualitative study examines one important reform program in a district of over 217,000 students. Twenty teachers were interviewed and observed who had participated in a two-year training program, TEAMS (Teachers Exploring and Mastering Strategies), that was based on the Models of Teaching Program developed by Bruce Joyce, Marsha Weil, and Beverly Showers. In numerous schools, six valued teachers were selected by their principal to train with the principal in workshops, meet in study groups, and work with a university coach for the purpose of infusing new facilitative strategies into their teaching repertoires. Teachers in this study showed a positive response to long-term intermittent training with study groups conducted monthly. This approach provided an environment for the development of learning communities, which was enhanced by the requirement that teachers observe each other as they practice the new strategies. Teachers responded positively to working with a coach who gave teachers strong support for using the newly learned strategies. Having the coach observe the teaching of new strategies, as well as being in each other's classrooms, compelled teachers to implement the strategies which helped them overcome the discomfort factor. Results of this study confirmed that teachers implement strategies that have the greatest impact on student achievement. Teachers' attitudes and beliefs about teaching changed and became more positive as they saw students become more engaged in learning. Although teachers did move to become more facilitative and depend less on teacher-directed instruction and rote memory for students, these strategies were not abandoned. Teachers in this study reported feeling more professional and had a heightened sense of efficacy as teachers, and they were more inclined to seek additional training that would increase their facilitative skills.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12571
Subject Headings: Teachers--In-service training, Teachers--Attitudes
Format: Document (PDF)

Title: The perceptions of effectiveness of mentoring relationships in higher education.
Creator: Jadwick, Doreen K., Florida Atlantic University, Decker, Larry E.
Abstract/Description: The purpose of this study was to measure the perceptions of effectiveness between faculty mentors and proteges involved in formal mentoring relationships in higher education. The subjects were drawn from a non-probability sample of 35 faculty mentors and 53 proteges active in the 1995-96 Mentor Program sponsored by the Office of Minority Student Services at Florida Atlantic University (FAU). The responses from faculty mentors (n = 17) represented a 48.6% response rate. The responses from...
Show moreThe purpose of this study was to measure the perceptions of effectiveness between faculty mentors and proteges involved in formal mentoring relationships in higher education. The subjects were drawn from a non-probability sample of 35 faculty mentors and 53 proteges active in the 1995-96 Mentor Program sponsored by the Office of Minority Student Services at Florida Atlantic University (FAU). The responses from faculty mentors (n = 17) represented a 48.6% response rate. The responses from proteges (n = 22) represented a 41.5% response rate. Four out of the seventeen faculty mentors who responded had more than one protege. The variable information was used only once for each faculty mentor, therefore, the analysis included 17 faculty mentors and 22 proteges. Subjects were administered the 55-item Principles of Adult Mentoring Scale (PAMS); an instrument based on adult development psychology theories and the transactional process of learning with six behavioral mentoring functions: Relationship Emphasis, Information Emphasis, Facilitative Focus, Confrontive Focus, Mentor Model, and Student Vision. Faculty mentors completed the PAMS and proteges completed the protege version of the PAMS. MANOVA and ANOVA indicated that the faculty mentors' and proteges' overall levels of perceptions of effectiveness were similar as were the levels of perceptions of effectiveness for the six behavioral mentoring functions. When compared to Cohen's mentor role competency scores for the PAMS, the behavioral mentoring functions revealed a variety of perceptions of effectiveness: Relationship Emphasis and Facilitative Focus for faculty mentors and proteges resulted in effective mean scores; Information Emphasis and Student Vision mean scores of faculty mentors resulted in less effective mean scores while Information Emphasis and Student Vision mean scores of proteges resulted in effective mean scores; faculty mentors' and proteges' mean scores for Confrontive Focus resulted in less effective scores while the Mentor Model mean scores of faculty mentors and proteges revealed very effective scores. The composite mean scores and mean scores for each of the six behavioral mentoring functions appear to validate Cohen's mentor role norm competency scores for the six behavioral mentoring functions developed for the purpose of using the PAMS. Confrontive Focus behavioral scores in this study were consistent with findings from F. C. Stoner's January, 1996 study that revealed less effective mean scores for adult educators from Continuing Education, Higher Education, and Business and Industry (Stoner, 1996). This is an initial study. The approach used here can be used by others in higher education. The research provides adult educators with data and reproducible techniques with which to assess, evaluate, and improve the interpersonal competencies of adult learners and mentors.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12494
Subject Headings: College teachers--In-service training, Mentoring in education
Format: Document (PDF)

Title: A SUPERVISORY COMPLIANCE PLAN IN EXCEPTIONAL STUDENT EDUCATION FOR FLORIDA LOCAL EDUCATION AGENCIES.
Creator: ALLEN, VALERIE., Florida Atlantic University
Abstract/Description: The study involved the development of a model compliance plan for the in-service training of Exceptional Student Education Specialists for Florida Local Education Agencies. Compliance was based upon Public Law 94-142 as well as other Federal and State Laws pertaining to the referral, valuation and placement of exceptional education students. Literature reviewed for the study included current legislation with related legal and judicial mandates, the status and function of in-service education...
Show moreThe study involved the development of a model compliance plan for the in-service training of Exceptional Student Education Specialists for Florida Local Education Agencies. Compliance was based upon Public Law 94-142 as well as other Federal and State Laws pertaining to the referral, valuation and placement of exceptional education students. Literature reviewed for the study included current legislation with related legal and judicial mandates, the status and function of in-service education programs and the impact of change on staff development. Presentation was divided into four phases. The first phase was the three groups of individuals responsible for procedural compliance: school-based personnel, parents and other professionals. The second phase was the eferral of individual students. The third phase was the monitoring of reviews and reevaluations of students. The fourth phase was the status of chool-wide referrals. A chart was used to illustrate each of the phases in the plan. Each hart was immediately followed by a narrative description of the components in each phase. The plan was used for staff development during the inservice training of Exceptional Student Education Specialists for the 1981-82 school year, in the Broward School District. The plan was developed over a period of time beginning in 1976 and undergoing revisions based on legislation, court decisions, professional input and actual use in three different schools. The comments of participants and administrative personnel reflect a positive acceptance of the plan for use in staff development in maintaining compliance in the area of xceptional student education.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11805
Subject Headings: Special education teachers--In-service training--Florida, Special education--Florida
Format: Document (PDF)

Title: THE EFFECTS OF A DRUG EDUCATION INSERVICE PROGRAM ON THE ACHIEVEMENT OF THE STUDENTS OF PARTICIPANTS.
Creator: DORMAN, RUBYE CAMILLE., Florida Atlantic University, Logsdon, James D.
Abstract/Description: The purpose of the study was to determine the effects of an inservice drug education program on the drug education achievement of participants and students of participants. The problem was concerned with the evaluation of a specific inservice program. Of particular interest was the achievement of students whose teachers had completed the inservice program. A pretest/posttest-control group design was used in the experimental study. The population selected for the study was all fourth and fifth...
Show moreThe purpose of the study was to determine the effects of an inservice drug education program on the drug education achievement of participants and students of participants. The problem was concerned with the evaluation of a specific inservice program. Of particular interest was the achievement of students whose teachers had completed the inservice program. A pretest/posttest-control group design was used in the experimental study. The population selected for the study was all fourth and fifth grade teachers and their students in the North and Central Area public elementary schools of Palm Beach County, Florida. A random sample was drawn from an alphabetized list of teachers in the designated population. Teacher subjects were assigned to the experimental and control groups on an odd/even basis. Student subjects were drawn randomly from the attendance cards of each teacher subject. In this study, no significant relationships were found concerning teacher achievement and age or years' experience. A significant relationship was found between achievement of all teacher subjects and achievement of their students. Student achievement was dependent on test performance of their teachers. The information survey revealed that the self-instructional type inservice program was acceptable to the teachers in the experimental group, and that this approach was effective in improving and updating teachers' knowledge of drug education.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/11638
Subject Headings: Drug abuse--Study and teaching, Teachers--In-service training--Florida
Format: Document (PDF)

Title: Early Childhood Preservice Teachers’ Knowledge of Children’sCognitive Development and Developmentally AppropriatePedagogical Practices: Understanding the Role of ClinicalExperiences.
Creator: Beers, Courtney, Bhagwanji, Yashwant, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation...
Show moreThe quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation programs are those that are steeped in clinical practice, these types of experiences are inconsistent and fragmented in the early childhood field. Part of the issue is the lack of knowledge on how to integrate highquality clinical experiences carefully into early childhood teacher preparation in order to prepare all preservice teachers successfully for the classroom.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004647, http://purl.flvc.org/fau/fd/FA00004647
Subject Headings: Cognition in children, Early childhood educators -- Training of, Early childhood teachers -- In service training, Pedagogical content knowledge, Preschool teaching
Format: Document (PDF)

Title: 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: STAFF DEVELOPMENT PROGRAMS IN COMMUNITY COLLEGES IN ILLINOIS: AN ASSESSMENT.
Creator: JENKINS, ROLLIN EDWARD., Florida Atlantic University
Abstract/Description: Statement of the problem: Within a ten-year period, the community college system of Illinois quadrupled in students and doubled the number of campuses. The number of professional staff members grew simultaneously. The physical impossibility of the state universities pretraining the number of new professional staff needed for community colleges meant that alternative methods of staff development had to be utilized. The responsibility fell to the local community college to promote professional...
Show moreStatement of the problem: Within a ten-year period, the community college system of Illinois quadrupled in students and doubled the number of campuses. The number of professional staff members grew simultaneously. The physical impossibility of the state universities pretraining the number of new professional staff needed for community colleges meant that alternative methods of staff development had to be utilized. The responsibility fell to the local community college to promote professional staff development related to the unique concept of the community college. This study was undertaken: 1. To determine whether the present offerings are meeting the needs of of the professional staff members. 2. To determine what is being done in Illinois. 3. To determine the relationship of the staff members' tenure status, years of community college experience, professional role, sex, and/or education level on the staff members' participation and perceived value of various development activities. 4. To determine the degree of understanding of the development programs between those responsible for and those benefiting from the activities. 5. To determine those activities which were most/least valuable to the professional staff. Results and Conclusions: The data lead to the following conclusions: 1. There is considerable uniformity in staff development activities offered and staffs' perceptions of program usefulness throughout the state. 2. The knowledge as to the availability of activities is readily available to all. 3. The professional staffs are generally satisfied with the programs that are offered, and participation is at a relatively high level. 4. There is little evidence that the years of experience at the community college level or the education level have any influence on one's perception of usefulness of staff development activities. 5. Women are more optimistic than men concerning what the staff development activities can do for them. 6. No modification of development program is warranted on the basis of tenure status. 7. Staff meetings dealing with human relations, philosophy and goals of the community college, improvement of professional skills, and orientation are not meeting the needs of the instructional staff. Among the activities of considerable value are: formal evaluation by students and self, formal coursework, professional journals, readily accessible library facilities, workshops, visitation, and facilitation of professional organization activities. Among those activities of little value are: off-campus library and meetings for the entire staff.
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Date Issued: 1975
PURL: http://purl.flvc.org/fcla/dt/11660
Subject Headings: Community college teachers--In-service training--Illinois, Community colleges--Faculty--In-service training--Illinois
Format: Document (PDF)

Title: Teaching reading strategies through science to middle school below-level readers and its implications for staff development.
Creator: Centrone, Elena Marie, Florida Atlantic University, Urich, Ted R.
Abstract/Description: This study investigated the effect of teaching reading through the content area of science on the reading achievement test scores of middle school below level readers when the science teachers received extensive staff development. Therefore, the staff development model developed and implemented by the researcher was an important part of this study. Participants were 811 seventh and eighth grade students who scored between the 21st and 50th percentile on a standardized measure administered...
Show moreThis study investigated the effect of teaching reading through the content area of science on the reading achievement test scores of middle school below level readers when the science teachers received extensive staff development. Therefore, the staff development model developed and implemented by the researcher was an important part of this study. Participants were 811 seventh and eighth grade students who scored between the 21st and 50th percentile on a standardized measure administered each spring. Four hundred and five students served as the experimental group and 406 students served as the control group. The control group received reading instruction in separate reading classes taught by certified reading teachers. There were 16 teachers from 10 middle schools who volunteered to be a part of this study. The 10 science teachers received 60 hours of staff development that included modeling, coaching, and feedback. There were four full days of training prior to school opening, after school seminars, on site assistance with lesson planning, modeling of lessons, coaching, and feedback. A 2X2 ANCOVA was used to determine statistical relationships between the method of instruction (reading taught through science and reading taught in separate classes) and the grade level of the students (seventh and eighth grades). Informal qualitative data was gathered on the teachers' knowledge base for teaching reading and teacher attitudes regarding their responsibility for teaching reading. A pre- and posttest of teacher knowledge and a pre- and post survey of teacher attitudes were administered to each teacher involved in this study. The results indicated that there was no significant difference in the reading achievement test scores of seventh and eighth grade below-level readers who received reading instruction in science and those who received reading in separate classes of reading taught by certified reading teachers. The informal data showed that the science teachers who were involved in the study did significantly increase their knowledge base about teaching reading through their content area. This was reflected in the difference between their pretest and posttest scores on the test of teacher knowledge. There was also a change in their attitudes about the responsibility for teaching reading. On the pre survey they indicated that the science content should be their main instructional responsibility. On the post survey they indicated that teaching reading should be a major focus of their instruction.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12478
Subject Headings: Reading (Middle school), Science--Study and teaching, Reading comprehension, Teachers--In-service training, Reading teachers--Training of
Format: Document (PDF)

Title: The impact of community college presidents' mentoring practices on protege success.
Creator: Ray, Magdala T., Florida Atlantic University, Pisapia, John
Abstract/Description: Filling the pipeline to the community college presidency with diverse and qualified candidates who mirror the demographics of the student population and who are prepared to lead amidst the complexity of the 21st century institution can be accomplished through a variety of strategies. This study focuses on the impact of current community college presidents' mentoring activities on the career advancement of their proteges---in whom they see the potential to fulfill the requirements for...
Show moreFilling the pipeline to the community college presidency with diverse and qualified candidates who mirror the demographics of the student population and who are prepared to lead amidst the complexity of the 21st century institution can be accomplished through a variety of strategies. This study focuses on the impact of current community college presidents' mentoring activities on the career advancement of their proteges---in whom they see the potential to fulfill the requirements for community college leadership as a president. The profile of contextual factors (age, gender, ethnicity, geographic location and duration of the mentoring relationship) and mentoring activities developed through this study reveals that current community college presidents are involved in guiding their proteges by teaching the job, providing challenge, and teaching the politics of the job. They are helping their proteges through career help, protection and sponsorship, and they are encouraging their proteges through career counseling, friendship and demonstrated trust. Of the contextual factors and mentoring activities, the two which are most significant in predicting protege career advancement are the duration of the mentoring relationship and the teaching of the politics of the job. Implications and recommendations derived from this study include training and development of mentor/protege relationships within the community college system for better awareness and understanding of the mentoring activities and continued emphasis on increased mentoring opportunities for minorities.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12102
Subject Headings: Mentoring in education, College teachers--In-service training, Educational leadership, Community college presidents--United States, Community college administrators, Career development--United States
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: 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.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12110
Format: Document (PDF)

Title: A Study of the In-Service Needs in Music of the Elementary Classroom Teachers of Broward Counry, Florida.
Creator: Slater, Betty Jane, Robinson, Kenneth H., Florida Atlantic University
Abstract/Description: It was the purpose of this study to examine data gathered from the elementary classroom teachers of the Broward County school system in the state of Florida. An attempt was made to decide the extent to which music was included in the curriculum, the strengths and weaknesses of instruction of these offerings, and the advisability of planning inservice training programs in music for the classroom teachers to strengthen the total presentation. The method of research employed was a review of the...
Show moreIt was the purpose of this study to examine data gathered from the elementary classroom teachers of the Broward County school system in the state of Florida. An attempt was made to decide the extent to which music was included in the curriculum, the strengths and weaknesses of instruction of these offerings, and the advisability of planning inservice training programs in music for the classroom teachers to strengthen the total presentation. The method of research employed was a review of the literature and the formulation of three types of questionnaires that were sent to the elementary classroom teachers, principals, and music specialists. The classroom teacher data were coded, transferred to cards, and tabulated electronically. The principal and music specialist data were tabulated by the researcher with the aid of an assistant. The data were presented with reference to background, scheduling, and areas of strengths and weaknesses in musical instruction, through a series of tables and figures, an analysis of each, an interpretation of the results, and recommendations for improving instruction. It was determined that musical opportunities afforded the students of the Broward County school system varied to such a degree that in-service training programs in music need to be planned in the areas of instructing instrumental, creative, and singing activities, as these received the lowest cumulative percentages from the tabulation of the classroom teachers' self-analysis. The strengths of the classroom teachers' musical instruction lay in the utilization of listening activities.
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Date Issued: 1968
PURL: http://purl.flvc.org/fau/fd/FA00000644
Subject Headings: Music--Instruction and study--Florida--Broward County--Juvenile, Music teachers--Training of, School music--Florida--Broward County, Elementary school teachers--In-service training
Format: Document (PDF)

Title: A Model for Improving Teacher Engagement Through Administrative Support.
Creator: Campbell, James C., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: School leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher...
Show moreSchool leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher engagement. It addressed the research questions of “Can administrative support factors predict teacher engagement?” and “Can teacher engagement predict student achievement?” This was accomplished through a literature review of the topics associated with teacher engagement as well as a quantitative analysis of responses solicited from high school teachers in a large urban school district in the Southeastern United States. The results indicate that administrative support factors can predict teacher engagement as the model predicted that a significant amount (54%) of the variance in teacher engagement was due to the predictor variables. It was found that the social events factor significantly predicted teacher engagement (b=.419) with the next highest weight being the assessment factor (b=.246). However, the study did not show a predictive relationship between teacher engagement and student achievement.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004887, http://purl.flvc.org/fau/fd/FA00004887
Subject Headings: Teachers--In-service training., Teachers--Quality of., School improvement programs., Educational leadership., Teacher-principal relationships., School management and organization., School principals--Professional ethics., Mentoring in education.
Format: Document (PDF)

Teachers--In-service training (4)	+ -
Mentoring in education (3)	+ -
College teachers--In-service training (2)	+ -
Career development--United States (1)	+ -
Cognition in children (1)	+ -

Community college administrators (1)	+ -
Community college presidents--United States (1)	+ -
Community college teachers--In-service training--Illinois (1)	+ -
Community colleges--Faculty--In-service training--Illinois (1)	+ -
Drug abuse--Study and teaching (1)	+ -
Early childhood educators -- Training of (1)	+ -
Early childhood teachers -- In service training (1)	+ -
Educational leadership (1)	+ -
Educational leadership. (1)	+ -
Elementary school teachers--In-service training (1)	+ -
First year teachers--Supervision of (1)	+ -
First year teachers--Training of (1)	+ -
Mentoring in education. (1)	+ -
Music teachers--Training of (1)	+ -
Music--Instruction and study--Florida--Broward County--Juvenile (1)	+ -
Pedagogical content knowledge (1)	+ -
Preschool teaching (1)	+ -
Reading (Middle school) (1)	+ -
Reading comprehension (1)	+ -
Reading teachers--Training of (1)	+ -
School improvement programs. (1)	+ -
School management and organization. (1)	+ -
School music--Florida--Broward County (1)	+ -
School principals--Professional ethics. (1)	+ -
Science--Study and teaching (1)	+ -

College teachers--In-service training--Florida (1)	+ -
Education--Standards--Florida (1)	+ -
Educational tests and measurements--Florida--Evaluation (1)	+ -
Mathematics teachers--Training of--Florida (1)	+ -
Teachers--Training of--Florida (1)	+ -

Florida Atlantic University (13)	+ -
College of Education (2)	+ -
ALLEN, VALERIE. (1)	+ -
Beers, Courtney (1)	+ -
Bhagwanji, Yashwant (1)	+ -

Bingham, Amy A. (1)	+ -
Bogotch, Ira (1)	+ -
Campbell, James C. (1)	+ -
Centrone, Elena Marie (1)	+ -
DORMAN, RUBYE CAMILLE. (1)	+ -
Dangerfield, Leslie J. (1)	+ -
Decker, Larry E. (1)	+ -
Department of Curriculum, Culture, and Educational Inquiry (1)	+ -
Department of Educational Leadership and Research Methodology (1)	+ -
HUTCHINSON, CYNTHIA JANKO. (1)	+ -
JENKINS, ROLLIN EDWARD. (1)	+ -
Jadwick, Doreen K. (1)	+ -
Kumar, David D. (1)	+ -
Logsdon, James D. (1)	+ -
Maslin-Ostrowski, Patricia (1)	+ -
Pisapia, John (1)	+ -
Ray, Magdala T. (1)	+ -
Robinson, Kenneth H. (1)	+ -
Rothberg, Robert A. (1)	+ -
Shockley, Robert (1)	+ -
Slater, Betty Jane (1)	+ -
Urich, Ted R. (1)	+ -
Wiegman, Robert R. (1)	+ -
Wills, Eileen W. (1)	+ -

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