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Articles 1 - 15 of 15
Full-Text Articles in Education
Evaluating The Effects Of Virtual Professional Development And Teleconsultation In Teachers' Implementation Of Check-In/Check-Out, Rachel Kengle
Evaluating The Effects Of Virtual Professional Development And Teleconsultation In Teachers' Implementation Of Check-In/Check-Out, Rachel Kengle
Legacy Theses & Dissertations (2009 - 2024)
Check-in/check-out (CICO) is one of the most researched and implemented Tier 2 interventions, and there is ample research to indicate that it is efficient and effective. It has been noted that teachers typically do not successfully implement evidence-based practices (EBPs) after participating in traditional models of professional development (PD); however, research indicates that consultation improves teachers’ implementation of EBPs. Teleconsultation is new within schools, but there is evidence that it is an acceptable replacement for face-to-face consultation.
The Impact Of Principal Leadership On Teacher Perception Of The Annual Professional Performance Review (Appr), Barry Alexander Finsel
The Impact Of Principal Leadership On Teacher Perception Of The Annual Professional Performance Review (Appr), Barry Alexander Finsel
Legacy Theses & Dissertations (2009 - 2024)
Teacher quality is the most important school-based factor affecting student learning and achievement. In 2009, the Race to the Top (RttT) federal education initiative provided an opportunity for states to compete for federal grant resources to reform their public education systems, which included revamping teacher evaluation systems to improve teacher (and principal) effectiveness. Consequently, New York State was awarded almost $700 million in 2010 during the second phase of RttT for its Regents Education Reform Plan, which established a new teacher and principal evaluation plan known as the Annual Professional Performance Review (APPR). Under its first version (§3012-c), APPR used …
The Social And Emotional Learning And Character Education Of K-12 Online Students : Teacher Perspectives, Anna Warwick Nolan
The Social And Emotional Learning And Character Education Of K-12 Online Students : Teacher Perspectives, Anna Warwick Nolan
Legacy Theses & Dissertations (2009 - 2024)
ABSTRACT
The New York State Annual Professional Performance Review And Teacher Morale : Constructive Guidance Or Demoralization?, Joseph William Lloyd
The New York State Annual Professional Performance Review And Teacher Morale : Constructive Guidance Or Demoralization?, Joseph William Lloyd
Legacy Theses & Dissertations (2009 - 2024)
Recent educational reform efforts such as the No Child Left Behind Act (NCLB) and the Race to the Top Initiative (RTT) have exhibited a proclivity to use centralized, top-down reform tactics to improve student achievement. The requirement of states to revise their previous teacher evaluation systems, in order to procure funding from the Race to the Top Initiative, represents a signature example of such tactics. Emerging research suggests that these policies may also unintentionally reduce teachers’ autonomy, deteriorate professional interactions, decrease teachers’ sense of worth and subsequently weaken teacher morale. Additional research indicates that early career teachers tend to respond …
Teacher Educators' Use Of Research-Based Literature In Their Pedagogical Practice, Leigh Yannuzzi
Teacher Educators' Use Of Research-Based Literature In Their Pedagogical Practice, Leigh Yannuzzi
Legacy Theses & Dissertations (2009 - 2024)
Teacher education programs are situated at a critical point of intersection between the worlds of P-12 education, higher education, and educational policy. However, description and analysis of teacher educator programs, and specifically teacher educator practice, has yet to consider the role research literature plays in faculty work with pre-service teachers. This study provides an exploratory examination of knowledge dissemination in teacher education and analyzes mechanisms for, challenges to, and influences on the use of research literature with pre-service teachers. It contributes to scholarship by providing new knowledge about how teacher education faculty use the dissemination mechanism of course syllabi to …
General Education Teachers' Knowledge, Training, And Perspectives Of Children With Autism Spectrum Disorders And Evidence-Based Interventions : An Exploratory Study, Jeannette L. Cahill
General Education Teachers' Knowledge, Training, And Perspectives Of Children With Autism Spectrum Disorders And Evidence-Based Interventions : An Exploratory Study, Jeannette L. Cahill
Legacy Theses & Dissertations (2009 - 2024)
Federal law requires that children with disabilities, including those with autism spectrum disorders (ASDs), receive their education in the least restrictive environment, which frequently includes general education settings. Children with ASDs characteristically exhibit difficulties in social interaction, communication, and restricted interests. Consequently, general educators may face various challenges when teaching this population of students. Teachers’ opinions regarding the general practice of inclusion have been thoroughly researched, and they generally express positive views. The goal of the current study was to expand upon previous research about general educators’ perspectives regarding teaching students with ASDs. More specifically, this study investigated general educators’ …
Investigation Of School Professionals' Self-Efficacy For Working With Students With Asd : Impact Of Prior Experience, Knowledge, And Training, Laura Corona
Legacy Theses & Dissertations (2009 - 2024)
School professionals who work with students with autism spectrum disorder (ASD) play a significant role in the academic experiences of these students (Ruble & McGrew, 2013). Unfortunately, some evidence suggests that teachers of students with ASD experience a high risk of burnout (Coman et al., 2013), due in part to the multiple challenges associated with teaching students with ASD (Iovannone, Dunlap, Huber, & Kincaid, 2003). Research has begun to examine factors that ameliorate or prevent teacher burnout, including teacher self-efficacy, or teachers’ beliefs regarding their abilities to bring about positive outcomes for their students (Ruble, Usher, & McGrew, 2011). The …
Perceived Teacher Significance : Ninth Grade Student Reported Affinities For Teacher Traits, Interactions, And Outcomes, Paul D. Fallon
Perceived Teacher Significance : Ninth Grade Student Reported Affinities For Teacher Traits, Interactions, And Outcomes, Paul D. Fallon
Legacy Theses & Dissertations (2009 - 2024)
A cross-sectional sample of 257 public school ninth grade students (53% female) reported on the traits, interactions, and outcomes of their most significant teacher. The sample was diverse ethnically, geographically, academically, and when using criteria to report on a significant teacher. Of 129 variables, 16 factors associated with the teacher-student learning relationship. Associations of factors to grade point average, gender, studenting skills, "favorite" versus "most significant" teacher, and student type were analyzed. On average, 87% of the sample identified a significant teacher, most often female, at their current school. Students tended to agree that their significant teacher was different in …
White Privilege In Teacher Education : A Critical Analysis Of Discourse, Kenneth P. Sider
White Privilege In Teacher Education : A Critical Analysis Of Discourse, Kenneth P. Sider
Legacy Theses & Dissertations (2009 - 2024)
This inquiry seeks to understand how preservice teachers interact with White privilege during a teacher education course dedicated to diversity and teaching. By pairing grounded theory with phenomenology, insights into participants’ pre-existing beliefs around race and Whiteness are examined. Given the cultural mismatch between an increasingly diverse public school student population and the historically stable White preservice teacher population, a closer look at persistent and resistant linguistic phenomena undergirding White dominance in the educational setting is useful. Participants’ pre- and post-term papers are used to anchor the research, and an asynchronous, online, peer-mediated discussion of bell hooks’ autoethnographic essay “Learning …
Fraud Prevention And Employee Rationalization In New York State Public Schools, Kathleen M. Slezak
Fraud Prevention And Employee Rationalization In New York State Public Schools, Kathleen M. Slezak
Legacy Theses & Dissertations (2009 - 2024)
Prompted by frequent media reports of school fraud and a lack of relevant K-12 literature, this research study was designed to investigate current fraud prevention practices in public school districts in New York State. Using a "fraud triangle" model, an analysis of existing legislation and professional practice guidelines reveals that an integral element is being overlooked in current fraud prevention efforts, namely employee attitudes (more formally rationalization).
A Theoretical And Empirical Investigation Of Professional Development's Impact On Self- And Collective Efficacy By School Accountability Status, Gail Stupp Moon
A Theoretical And Empirical Investigation Of Professional Development's Impact On Self- And Collective Efficacy By School Accountability Status, Gail Stupp Moon
Legacy Theses & Dissertations (2009 - 2024)
This quantitative study used the Schools and Staffing Survey of 2007-2008, a school-based stratified probability-proportionate-to-size sample of all American schools, to explore the relationships of professional development to teachers' self- and collective efficacy by school accountability status as measured by adequate yearly progress (AYP). In addition to comparing professional development hours by teacher and school demographic characteristics, linear regression models were used to determine differences among three AYP groups: those who failed to achieved AYP the previous two years and were in Improvement status, those who failed to achieve AYP the previous year, and those who achieved AYP. Key findings …
Teacher Satisfaction With Professional Development In Rural Elementary Schools In New York State, Adeline Imperiale Basil
Teacher Satisfaction With Professional Development In Rural Elementary Schools In New York State, Adeline Imperiale Basil
Legacy Theses & Dissertations (2009 - 2024)
Abstract
The Revelation Of Teacher Identity In The Process Of The "Descriptive Review Of A Child", Deven Lynn Horne
The Revelation Of Teacher Identity In The Process Of The "Descriptive Review Of A Child", Deven Lynn Horne
Legacy Theses & Dissertations (2009 - 2024)
Teaching is a complex relationship of the "I", the "Thou" and the "It" as described by David Hawkins (1974). This study examines the "I", a teacher's professional identity, as it is revealed in a specific professional development activity focused on examining students and student work known as the "Descriptive Review of a Child". Using a phenomenological case study approach, I followed four individual teachers throughout their engagement in the inservice as well as conducted post-interviews to the activity. The theoretical frameworks of the "I", "thou" and "it" by Hawkins and the "core reflection" by Korthagen provided the constructs used to …
Partnership Between Myth And Reality : Structural Asymmetries In Parent-Teacher Relationships, Marisa Bel Holtz
Partnership Between Myth And Reality : Structural Asymmetries In Parent-Teacher Relationships, Marisa Bel Holtz
Legacy Theses & Dissertations (2009 - 2024)
Despite a historically unprecedented increase in advocacy for parental involvement in education in recent decades, parents continue to express dissatisfaction with their communication with teachers, while teachers continue to identify their interactions with parents as a source of tension and stress. While the practitioner literature recommends parent-teacher collaboration as an attainable goal, the theoretical literature suggests that, given the structural asymmetries of parent-teacher relationships, open communication may be impossible. Via unstructured interviews with parents and teachers of suburban secondary students, this study explored the structural limitations on authentic parent-teacher communication. A two-layered analytic approach combined thematic analysis and narrative discourse …
The Relationship Clinical Faculty Training Has To Student Teacher Self-Efficacy, Jennifer Leigh Maginnis
The Relationship Clinical Faculty Training Has To Student Teacher Self-Efficacy, Jennifer Leigh Maginnis
Legacy Theses & Dissertations (2009 - 2024)
A southeastern American university school of education has implemented a clinical faculty program to which interested K-12 teachers apply, and if accepted are trained how to mentor student teachers. At the time of this study there were not enough clinical faculty for every student teacher; therefore, some student teachers were placed with (untrained) cooperating teachers for their clinical experience. This study compared the experience student teachers had with cooperating teachers versus with clinical faculty to begin to determine if the implementation of the clinical faculty training has an effect on student teacher self-efficacy.