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Full-Text Articles in Education
The Effect Of Improved School Climate Over Time On Fifth-Grade Students’ Achievement Assessment Scores And Teacher Administered Grade Scores, Dawn M. Marten
The Effect Of Improved School Climate Over Time On Fifth-Grade Students’ Achievement Assessment Scores And Teacher Administered Grade Scores, Dawn M. Marten
Student Work
The purpose of the study was to determine the effect of improved school climate, as teachers' beliefs changed from negative to positive over time, on students' reading, math, and writing assessment scores and teacher administered grade scores in reading, math, and writing. Overall, findings indicate that lose, maintain, or improve third-grade pretest compared to fifth-grade posttest Essential Learner Outcome assessment below proficient, barely proficient, proficient, or beyond proficient nomenclature category chi-square results were in the direction of statistically different nomenclature category improvement for reading ( X2 (6, N = 75) = 22.00, p = .001), math (X2 …
Exploring Teachers' Perceptions Of Their Preparedness For Culturally Responsive Teaching, Mary T. Brauch Petersen
Exploring Teachers' Perceptions Of Their Preparedness For Culturally Responsive Teaching, Mary T. Brauch Petersen
Student Work
This study sought to examine how teachers perceived they were prepared for culturally responsive teaching (CRT). CRT refers to the ability of a teacher to use prior knowledge or experience to either teach children of diversity certain content topics or to teach all children in the classroom cultural topics. Culturally responsive teaching is demonstrated by teachers' possessing" (a) knowledge and sensitivity about cultural influences, (b) ability to provide a supportive learning context, (c) appropriate instruction and assessment, and (d) facilitation of parental involvement" (Daunic, Correa, & Reyes-Blanes, 2004, p. 106).
A Comparison Of Teachers' And Parents' Perceptions Of The Behaviors Of Effective Catholic Elementary School Principals, Diane M. Cronin
A Comparison Of Teachers' And Parents' Perceptions Of The Behaviors Of Effective Catholic Elementary School Principals, Diane M. Cronin
Student Work
This was a quantitative study investigating three main questions. The first two questions ascertained teachers' and parents' perceptions of the most important behaviors of effective Catholic elementary school principals in the areas of leadership styles, religious leader, instructional leader, administrator, and communicator, and the third question compared the perceptions of the two groups.
Instructional Methods And Efficacy Of Teachers Trained In Differentiated Instruction, Patricia A. Crum
Instructional Methods And Efficacy Of Teachers Trained In Differentiated Instruction, Patricia A. Crum
Student Work
This study examined the instructional methods and efficacy of teachers involved in a two-part district staff development project in differentiated instruction. Responses from 194 kindergarten through twelfth grade teachers on a self-perception survey were collected after an initial district staff training and implementation and again after involvement in a second teacher centered district staff development plan in differentiated instruction with implementation time. The data collected were analyzed to determine what instructional methods and efficacy the staff displayed and to determine whether a change in teachers' perceptions occurred during the 9-month period following the second district plan.
Factors That Keep Teachers With Perceived Leadership Potential From Seeking Secondary Principal And Assistant Principal Positions, Wesley J. Galusha
Factors That Keep Teachers With Perceived Leadership Potential From Seeking Secondary Principal And Assistant Principal Positions, Wesley J. Galusha
Student Work
The purpose of this study was to determine what factors discourage or inhibit secondary school teachers who have demonstrated leadership potential from seeking secondary principal and assistant principal positions. There has been little systematic research investigating why teachers choose not to become school administrators, from their own perspective(s).