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You searched for +publisher:"Texas A&M University" +contributor:("Scott, Tim"). Showing records 1 – 2 of 2 total matches.

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1. Bozeman, Todd Dane. Teacher Participation in Professional Activities and Job Satisfaction: Prevalence and Associative Relationship to Retention for High School Science Teachers.

Degree: 2012, Texas A&M University

In this dissertation, I used survey response data from 385 science teachers situated in 50 randomly selected Texas high schools to describe the prevalence of high school science teacher participation in professional activities and levels of job satisfaction. Using relative risk statistics, I determined the direction and significance of multiple associative relationships involving teachers? participation in professional activities, satisfaction with working conditions, and retention state. Finally, I used these results to make specific policy recommendations. Teachers participate in diverse professional activities. Descriptive analyses of responses from teachers revealed higher rates of participation in development activities than in maintenance or management activities. Relative risk statistics exposed several positive and significant associative relationships between participation in specific professional activities (i.e., observation of other science teachers, involvement in a science education study group) and teacher retention. Additionally, results of risk analyses suggest teacher participation in maintenance activities, more than development or management, is associated with teacher retention. Researchers consider job satisfaction an important factor in teacher retention. Descriptive analyses revealed high rates of satisfaction with occupational choice and the interpersonal relationships shared with professional colleagues and administrators. Conversely, teachers expressed low rates of satisfaction with their school?s science laboratory facilities and equipment or support for student involvement in informal science activities. Results of risk analyses exposed no positive associations between job satisfaction and retention for teachers. The interaction between teacher participation in professional activities and satisfaction with occupational choice was also examined. Descriptive analyses of responses from retained teachers (n=291) revealed high rates of participation in development activities in comparison to maintenance or management activities. Results of risk analyses exposed both positive and negative associations between teacher participation in professional activities and satisfaction with occupational choice, suggesting an interactive effect exists between participation in activities and satisfaction with occupational choice on retention. I used results from analyses to make state and school level policy recommendations, which included: (a) development of state standards for classroom equipment and facilities; (b) greater state involvement in defining teacher professional activities; and, (c) increasing school support for teacher participation in maintenance activities. Advisors/Committee Members: Stuessy, Carol (advisor), Kelly, Larry (committee member), Schielack, Janie (committee member), Scott, Tim (committee member).

Subjects/Keywords: High School Science; Science Education; Teacher Professionalization; Teacher Job Satisfaction

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bozeman, T. D. (2012). Teacher Participation in Professional Activities and Job Satisfaction: Prevalence and Associative Relationship to Retention for High School Science Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8732

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bozeman, Todd Dane. “Teacher Participation in Professional Activities and Job Satisfaction: Prevalence and Associative Relationship to Retention for High School Science Teachers.” 2012. Thesis, Texas A&M University. Accessed March 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8732.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bozeman, Todd Dane. “Teacher Participation in Professional Activities and Job Satisfaction: Prevalence and Associative Relationship to Retention for High School Science Teachers.” 2012. Web. 25 Mar 2019.

Vancouver:

Bozeman TD. Teacher Participation in Professional Activities and Job Satisfaction: Prevalence and Associative Relationship to Retention for High School Science Teachers. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8732.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bozeman TD. Teacher Participation in Professional Activities and Job Satisfaction: Prevalence and Associative Relationship to Retention for High School Science Teachers. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8732

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Williams - Duncan, Omah Makebbe. An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance.

Degree: 2015, Texas A&M University

State curriculum and professional standards characterize the level of proficiency preservice teachers must attain to be prepared to teach in Texas classrooms. Teacher education programs are being scrutinized for their ability to help pre-service teachers reach a level of proficiency commensurate with these state standards. This dissertation presents an understanding of a teacher education program?s quality via analysis of its current student teacher and former student perceptions. There are two participant groups in this study - current student teachers (n=11) and former students (n=78) from one program called, aggieTEACH, a traditional baccalaureate secondary mathematics and science teacher education program. Of the current student teachers and former students participating in this study, 77.5% (n = 69) were female, 21.3% (n = 19) were male and 1.1% (n = 1) did not disclose their gender; additionally, 80.9% (n =72) identify as white or Caucasian, 9% (n = 8) identify as Hispanic, 7.8% (n = 7) identifying as African American, Asian, or other, and 2.2% (n = 2) decided not to disclose their race. This mixed methods study reveals participant?s agreement and confidence levels in mentoring, confidence, TEP quality, and program characteristics of aggieTEACH. The researcher used principal components analysis, exploratory factor analysis, and content analysis to review secondary data from administered web-based surveys. The surveys have Likert-scaled, single-response items and open-ended response items. Specific survey items were identified per categories called (a) mentoring, (b) confidence, (c) TEP quality, and (d) program characteristics. The mentoring scale yielded an alpha of .903. The confidence subscale yielded an alpha .951. The quality items yielded an alpha .881 and the characteristics items yielded an alpha of .919. Significant differences occurred between current student teacher and former student participants? agreement and confidence levels about the teacher education program characteristics and experiences. Current student teachers scored higher on average and have less variability to former students on (a) mentoring, (b) confidence, (c) TEP quality, and (d) program characteristics scales. Lastly, both current student teachers and former students identified student teaching and field observations as the most helpful or relevant component of their teacher education program experiences. Advisors/Committee Members: Waxman, Hersh (advisor), Scott, Tim (advisor), Hill-Jackson, Valerie (committee member), Loving, Cathleen (committee member), Lewis, Chance (committee member).

Subjects/Keywords: Science teacher education program; mathematics teacher education program; teacher preparation program; program quality assurance; teacher perceptions; mentoring; teacher confidence

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Williams - Duncan, O. M. (2015). An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Williams - Duncan, Omah Makebbe. “An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance.” 2015. Thesis, Texas A&M University. Accessed March 25, 2019. http://hdl.handle.net/1969.1/155323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Williams - Duncan, Omah Makebbe. “An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance.” 2015. Web. 25 Mar 2019.

Vancouver:

Williams - Duncan OM. An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1969.1/155323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Williams - Duncan OM. An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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