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Browsing by Subject "Teachers"

Now showing 1 - 9 of 9
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    The ABCs of Regulation: The Effects of Occupational Licensing and Migration Among Teachers
    (HHH, 2015-01-17) Arbury, Chelsea; Bonilla, Gerardo; Durfee, Thomas; Johnson, Megan; Lehninger, Robin
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    An analysis of the relationship between K-5 elementary school teachers' perceptions of principal instructional leadership and their science teaching efficacy.
    (2009-04) Clark, Ian
    The purpose of this study is to analyze the relationship between K-5 elementary school teachers' perceptions of principal instructional leadership and their science teaching efficacy. The influence of background variables on both leadership and efficacy is also analyzed. A sequential mixed methods approach was used in this study. The survey sample was comprised of teachers in the elementary divisions of schools from the nine international school regional associations. Teacher participation was obtained through an email containing an online survey link. Following the analysis of survey responses (N=356), in-depth interviews (N=17) were conducted. Reliability for the instructional leadership scale was found to be .94 (coefficient alpha) and .69 for the personal science teaching efficacy (PSTE) scale. The results show a significant correlation between elementary school teachers' perceptions of principal instructional leadership and their PSTE levels, with the most significant correlation that between the study of a science-related major or minor at college and higher PSTE scores. Strong correlations were also found between PSTE levels and having principals who discussed goals at faculty meetings, participated in science curricular review, supported recognition of student progress, encouraged new skills and concepts, discussed student progress with faculty, and used assessments to see science progress towards easily understood goals. PSTE levels were also higher in schools where principals had grade or school level science coordinators in place and where they supported the use of science kits.
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    Educators' understandings of white privilege and its impact on professional roles.
    (2009-03) Mitchell, Lorraine Marie
    The gap between the demographic of white teachers and administrators working in ethnically and socioeconomically diverse schools and their students continues to widen. While federal 2003-2004 statistics indicate that 84% of teachers and administrators are white, 2006-2007 statistics indicate that 43% of students represent minority populations and continues to increase. White educators bring different life experiences with them that are often middle-class, English-speaking-only backgrounds. These backgrounds, researchers argue, make it difficult for white teachers and administrators to act as role models for their ethnically and socioeconomically diverse students, or to look at curriculum and instruction through a lens of multicultural pedagogy. The purpose of this study was to better understand perceptions of white privilege that educators hold and how those perceptions impacted their teaching and administrative roles. Data was gathered and analyzed from interviews of educators who worked in two different ethnically and socioeconomically diverse elementary schools. Minnesota Department of Education Report Card statistics were used to determine ethnic and socioeconomic diversity. Participants in this phenomenological study were identified through purposeful sampling. Field observations were done at both schools with information used to describe the context of the study. Among the findings were perceptions of white privilege varied greatly between the novice teacher and other experienced educators, and educators were aware of the power they possessed as a result of their privilege. Findings also included indications that perceptions of white privilege led educators to have a particular awareness of the lived experiences of their ethnically and socioeconomically diverse students and families. Impact on professional roles was based on this awareness. Among the findings of how professional roles were impacted were educators' awareness family circumstances affected student learning and that high expectations were needed for all students. Further findings emerged from administrators that indicated they based many of their decisions on principles of multicultural education. Findings from experienced teachers revealed periodic work in opposition to the status quo.
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    Effects of a collaborative intervention on the quality of preservice teachers' data based decision making
    (2013-10) Wilson, Jennifer A.
    Effective teaching practices, including the ability to make data-based decisions, are necessary to close achievement gaps. The purpose of this study was to investigate the effects of a collaborative, data-based decision making (DBDM) intervention on the quality of preservice teachers' DBDM. Participants were 45 preservice general educators enrolled in a teacher education course required for elementary teacher licensure. An experimental group design was used to investigate the effects of the intervention on the quality of preservice general educators' data-based decisions. Participants were randomly assigned to either the experimental condition, which was a 75-min, small-group, collaborative intervention on DBDM, or the control condition. Data were analyzed using a Mann Whitney U Test. The results showed that the intervention influenced the quality of preservice teachers' DBDM and that this collaboration influenced the confidence levels of preservice teachers with regard to DBDM.
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    Essays on teacher labor markets
    (2012-11) West, Kristine Lamm
    This dissertation is comprised of three essays related to teacher labor markets. The first essay describes a theoretical model which incorporates an oft overlooked fact of educational production, namely the fact that teachers are asymmetrically well informed about what actions are best for their specific classes. The model shows that to take advantage of teachers' local knowledge, districts should offer contracts with output-based pay for performance coupled with decentralized decision making and support for teachers to help them set locally appropriate goals. I use data from Minnesota's Q-Comp program to empirically test the model. The data, however, do not confirm (or reject) the theory. The second essay investigates the impact of collective bargaining on teacher contracts using the 2003-04 and 2007-08 Schools and Staffng Survey (SASS) and data from a survey that I administered. Contracts negotiated via collective bargaining have greater returns to experience than do districts without collective bargaining. Unions do not appear to be a roadblock to basing compensation on student performance but they do oppose basing compensation on administrator review and basing tenure on student performance. The third essay turns to an analysis of average hourly wages. Using the American Time Use Survey (ATUS), I compare teachers' wages to demographically similar workers in other occupations. First I estimate that teachers work an average of 34.5 hours per week annually. Using the ATUS data, I conclude that high school teachers earn approximately 11% less than full time college educated workers in other occupations; but elementary, middle and special education teachers are not underpaid relative to full time college educated workers in other occupations.
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    Global Survey of the Experience and Education of Aviation Maintenance Instructors
    (2011) Larson, Douglas A; Hyman, Randy; Ryan, Cindy; Rauschenfels, Diane
    Limited research exists regarding the education, experience, and professional opinions of aviation maintenance instructors. The author surveyed a global sample to identify trends in responses related to regulatory agency, type of business, segment of industry, and kind of training. A web-based instrument collected anonymous data for comparative analyses. The responses of researched categories showed patterns of interest for industry regulators, executives, decision-makers, and educators.
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    Teacher Attitudes Toward Evidence-Based Practices: Confirmatory and Predictive Analyses of the School-Adapted Evidence-Based Practice Attitude Scale
    (2021-07) Merle, James
    Educational researchers have developed a host of evidence-based practices (EBPs) to prevent and address social, emotional, and behavioral (SEB) problems from emerging and to promote success-enabling factors in school. Despite the availability of EBPs, schools are confronted with an implementation gap that limits the impact of EBPs on student outcomes. Evidence suggests that individual-level characteristics of implementers influence the adoption and delivery of EBPs. One individual-level factor, attitudes toward implementing EBPs (ATE), has garnered significant attention across service sectors linked to implementation. This study provides validity evidence of a school-adapted measure of the Evidence-Based Practice Attitudes Scale (S-EBPAS) among a sample of 441 elementary school teachers across 52 schools. Prior research has indicated that the EBPAS provides a reliable and valid assessment of attitudes toward EBPs, though it has not been validated among a sample of school teachers. The current study sought to confirm whether original EBPAS factor structure holds when adapted and administered for use in schools, as well as gather convergent and divergent validity evidence. Results indicated that, while the initial CFA model did not fit the data, an exploratory factor analysis revealed that a three-factor model fit the sample best, and it may demonstrate stronger alignment with attitude theory than the original EBPAS. Also, the S-EBPAS and its subscales demonstrated a moderate-to-high amount of construct validity evidence, and that the S-EBPAS demonstrated minimal predictive validity evidence with fidelity of implementation across the two different universal EBPs. Implications and future directions for research and practice are discussed.
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    Teachers‘ and parents‘ perceptions of parent volunteering in the context of charter school in the US public school setting
    (2011-06) Moroz, Larysa
    The purpose of this qualitative research study was to explore and understand how teachers and parents perceive parent volunteering in the context of charter school in the US public school setting. The study strived to decipher the value of parent volunteering as parent involvement for the students‘ learning and social skills development in charter school setting and to elucidate the major factors that influence parent volunteering at school and how they affect the teachers‘ job performance. Eleven one-on-one, in-depth semi-structured interviews were conducted with teachers and parents at one of the Twin Cities charter school to understand the role of parent volunteering in the education realm. Epstein‘s theory of overlapping spheres of influence was used as a theoretical framework to understand and utilize the practices and activities that validate parental involvement at home, school and community. I examined the teachers' and parents‘ views on volunteering as one of the six types of parental involvement in Epstein‘s typology of parent involvement. Keywords: parent
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    Words Their Way: A Survey of Teachers Using the Approach as a School Words their way: a survey of teachers using the approach as a school-wide spelling program.
    (2009-12) Burkhart, Jessica Lynn
    This project surveyed teachers who were in the second year of the implementation of a developmental spelling program based on Words Their Way, developed by Bear, Invernizzi, Templeton, & Johnston. (2004). The teachers were all from Kindergarten through second grade and had some previous experience with the program. An anonymous, electronic survey was given three times during the school year requesting teachers reflect on their practice, the support they received as they were implementing the program, and the challenges encountered in implementation. Most teachers wrote about their grade level colleagues and how much support they gave each other. When challenges arose, they often came up with solutions as a team. Teachers also wrote about many strategies they used to keep student engagement high. One challenge that teachers wrote about more than once related to grading practices and how difficult they found it to level their students for the purposes of the quarterly report card.