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Full-Text Articles in Education

Teacher Trust Levels And How They Differ Between School Settings And Impact Teacher Involvement In Student Achievement Activities, Gretchen Kaeding Bergan Jun 2014

Teacher Trust Levels And How They Differ Between School Settings And Impact Teacher Involvement In Student Achievement Activities, Gretchen Kaeding Bergan

Dissertations

The No Child Left Behind Act of 2001 has brought accountability to the world of education. The Act’s purpose was to bring a standards-based educational reform process nationally by establishing measurable goals and high academic standards for students and teachers. The mandate to the states from the federal government specified that each state set up incremental assessments of all children, and schools have responded with significant efforts to improve student outcomes. One factor, teacher-to-teacher trust levels, has been shown through research (Bryk & Schneider, 1996) to improve professional working environments and student learning.

This was a comparison study of teacher-to-teacher trust levels in three differing educational settings, which included (a) non-charter public, (b) charter public, and (c) parochial/private. The study used 2012-13 data captured by the survey “Chicago Public Schools: My Voice, My School” created by Bryk and Schneider (1996), and a data set collected in 2013 from the Chicago private/parochial schools using a modified version of the same instrument. Only the data for the items covered in the modified version of the survey were used for the statistical analysis of the study’s three hypotheses.

The study used three levels of regression analysis to test the hypotheses that (1) there will be a relationship between the dependent variable of teacher-to-teacher trust and the independent variables of reflective dialogue, collective responsibilities, use of assessment data, and focus on student learning; (2) there will be a difference in the same five variables between teachers in the three different ...


Building On Trust In A Complex World: Educational Research And Technology, John A. Henschke Edd Jan 2014

Building On Trust In A Complex World: Educational Research And Technology, John A. Henschke Edd

IACE Hall of Fame Repository

The author began researching trust in the late 1980s. The technology of his practice and research converged in an instrument which indicated the strongest factor being "teacher trust of learners," and which he sought to enact in practice as "my trust of learners" were quite consistent with each other. This instrument has been used in 16 doctoral dissertations with findings of the strongest factor being "teacher trust of learners," including a study indicating the technology of his scholarship and practice being congruent. Trust is indicated in some of the general adult education literature, even in a highly unlikely place like ...