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University of Georgia
1.
Mallozzi, Christine Ann.
Bodies as texts: women teachers' personal changes and public knowledge.
Degree: PhD, Reading Education, 2009, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/mallozzi_christine_a_200908_phd 
► Excluding teachers’ individual stories from current education research reifies simplistic images of teachers. More complicated stories are necessary in research for educators to examine how…
(more)
▼ Excluding teachers’ individual stories from current education research reifies simplistic images of teachers. More complicated stories are necessary in research for educators to examine how the mind, the body, and the professional and personal lives of teachers matter in schools. Bodily images of teachers provide an access point for considering what is socially and culturally accepted in a specific community and time.
The purpose of this interpretive feminist interviewing study is to use narrative methodology to interview seven teachers who have experienced a personal change and have perceived a subsequent difference in how they were considered publicly. Ricoeur’s (1971/2007) theory of action as text is used with de Lauretis’s (1984) theory of imaging to establish the body as a text that can be read for meaning. Interviewing was the method of data gathering. Analysis moved from a general thematic analysis (Riessman, 2008) of content to Discourse analysis (Gee, 1999) driven by linguistic and graphic signs.
Participants told stories about their bodily images and actions resulting in meaning about the participants, regardless of the body being observed directly or indirectly. Bodies were read by the school community, and meaning was attached to action that occurred as well as potential action. In some cases, participants purposefully made their bodies texts to be read. During the practice of reading bodies, readers joined context, readers’ expectations, and body signs to develop meaning about the women. Participants took different career paths, but their
teacher images were factors across all participants' careers.
Further exploration is needed into the matter of reading potential action to develop the potency of Ricoeur’s (1971/2007) theory of action as text, and there is evidence that researchers need to attend to the influence of observers’ expectations in de Lauretis’s (1984) theory of imaging when translating the theory from cinematic studies to face-to-face communications.
Teacher educators are obligated to guide teachers in understanding how their personal lives and bodies are involved in the politics of education, and
teacher education researchers need to bear witness to the cultural influences of participants and themselves when working with notions of cultural models of teachers.
Advisors/Committee Members: Donna Alvermann.
Subjects/Keywords: Teacher
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APA (6th Edition):
Mallozzi, C. A. (2009). Bodies as texts: women teachers' personal changes and public knowledge. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/mallozzi_christine_a_200908_phd
Chicago Manual of Style (16th Edition):
Mallozzi, Christine Ann. “Bodies as texts: women teachers' personal changes and public knowledge.” 2009. Doctoral Dissertation, University of Georgia. Accessed December 09, 2019.
http://purl.galileo.usg.edu/uga_etd/mallozzi_christine_a_200908_phd.
MLA Handbook (7th Edition):
Mallozzi, Christine Ann. “Bodies as texts: women teachers' personal changes and public knowledge.” 2009. Web. 09 Dec 2019.
Vancouver:
Mallozzi CA. Bodies as texts: women teachers' personal changes and public knowledge. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Dec 09].
Available from: http://purl.galileo.usg.edu/uga_etd/mallozzi_christine_a_200908_phd.
Council of Science Editors:
Mallozzi CA. Bodies as texts: women teachers' personal changes and public knowledge. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/mallozzi_christine_a_200908_phd
Texas A&M University
2.
McGlohn, Robin.
Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District.
Degree: 2012, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10921
► The purpose of this study was to examine the relationship between teacher quality variables, student demographic variables, and student performance in order to determine the…
(more)
▼ The purpose of this study was to examine the relationship between
teacher quality variables, student demographic variables, and student performance in order to determine the influence
teacher quality variables have on student performance in one large school district. The population for this study included 69 schools during the 2007-2008 school year within one large suburban school district. Included in this study were 47 elementary schools, 14 middle schools, and 8 high schools.
In this three-phased study, descriptive correlations were examined, t-tests were conducted comparing each of the variable sets, and partial correlations were conducted in order to determine the strength of associations between
teacher quality variables and student performance variables.
Findings from this study showed several strong and significant associations. When comparing the highest and lowest quartile of schools based on average years of teaching experience, percentage of within-district transfers, and total
teacher mobility, there was a significant difference seen in both the percentage of economically disadvantaged (ED) students and percentage of African American and Hispanic students combined. Further analysis showed a significant difference between the top and bottom quartiles of percentage of ED students and percentage of African American and Hispanic students combined and their performance in both math and reading. Findings showed that teaching experience was negatively associated with student performance in reading and math, however, there was a smaller association in math. Controlling for within-district
teacher transfers had a small to medium association between African American and Hispanic students combined and commended performance or meeting standard in math and reading. When controlling for percentages of total
teacher mobility (leavers + movers) from campuses, there was a strong negative, partial correlation between percentage of ED students and performance in math (commended only) and reading.
Implications for practitioners include the need to improve school leadership, improve working conditions, provide more and better professional support, create incentives to work in challenging schools, improve preparation for work in challenging schools, streamline hiring placement policies, create a coherent set of policies to close the staffing gap, and provide greater funding targeted to student needs.
Advisors/Committee Members: Scheurich, James (advisor), Bies, Angela (committee member), Sandlin, Judy (committee member), Webb-Hasan, Gwen (committee member).
Subjects/Keywords: Teacher quality; Teacher attrition; teacher mobility
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APA (6th Edition):
McGlohn, R. (2012). Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10921
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):
McGlohn, Robin. “Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District.” 2012. Thesis, Texas A&M University. Accessed December 09, 2019.
http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10921.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
McGlohn, Robin. “Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District.” 2012. Web. 09 Dec 2019.
Vancouver:
McGlohn R. Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Dec 09].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10921.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
McGlohn R. Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10921
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
3.
Biggs, Amy M.
Teaching Teachers: How Teacher Educators View the Curriculum
of Teacher Education.
Degree: EdD, College of Education, 2009, Ashland University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747
► The purpose of this study was to learn what teacher educators think is important in forming our future teaching force. This study showed that most…
(more)
▼ The purpose of this study was to learn what
teacher
educators think is important in forming our future teaching force.
This study showed that most
teacher educators feel they have
quality programs.
Teacher educators believed their programs prepare
graduates well for their first year of teaching. They felt most
programs are of quality in the state of Ohio. They were pleased
with the current emphasis on pedagogy,
subject area, and general
education requirements.
Teacher educators were concerned about the
importance of quality in field and clinical experiences. The
overall quality of
teacher education programs in Ohio is better
than in the past.
Advisors/Committee Members: Edlefson, Carla (Committee Chair), White, Jeffry (Committee Co-Chair).
Subjects/Keywords: Teacher Education; teacher educators; teacher education program
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APA (6th Edition):
Biggs, A. M. (2009). Teaching Teachers: How Teacher Educators View the Curriculum
of Teacher Education. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747
Chicago Manual of Style (16th Edition):
Biggs, Amy M. “Teaching Teachers: How Teacher Educators View the Curriculum
of Teacher Education.” 2009. Doctoral Dissertation, Ashland University. Accessed December 09, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.
MLA Handbook (7th Edition):
Biggs, Amy M. “Teaching Teachers: How Teacher Educators View the Curriculum
of Teacher Education.” 2009. Web. 09 Dec 2019.
Vancouver:
Biggs AM. Teaching Teachers: How Teacher Educators View the Curriculum
of Teacher Education. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2019 Dec 09].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.
Council of Science Editors:
Biggs AM. Teaching Teachers: How Teacher Educators View the Curriculum
of Teacher Education. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747
Virginia Tech
4.
Nabors, Autumn Nicole.
Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia.
Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/73330
► Teacher evaluation systems were developed and implemented to increase accountability but also to increase teacher effectiveness. A review of the research and findings of previous…
(more)
▼ Teacher evaluation systems were developed and implemented to increase accountability but also to increase
teacher effectiveness. A review of the research and findings of previous
teacher evaluation studies demonstrated the need to further examine the feedback in evaluation systems and their role in
teacher professional growth. The purpose of the study was to identify the perceptions of teachers and administrators regarding the feedback teachers receive from the
teacher evaluation process, how they perceive the impact of feedback on
teacher growth, and what professional development has been offered because of the feedback.
This descriptive study used qualitative data and quantitative data derived from a modified version of the
Teacher Evaluation Profile (TEP) survey. The findings from this study indicated that teachers perceive the quality of feedback they received to be lower than administrators perceived the quality of the feedback they gave, specifically in regards to the frequency of the feedback and quality of the information contained in the feedback. In addition, there was a significant difference in the perceptions of the quality of feedback between elementary teachers and administrators and secondary teachers and administrators. Though teachers and administrators both perceived the working relationships as positive, few teachers reported making adjustments to their teaching practices in response to the feedback received. Teachers did not perceive
teacher professional growth from adjustments made in their teaching practice in response to the feedback. Teachers also noted few opportunities for professional development suggested in feedback. As suggested by the findings, professional development needs to be specific in regards to providing effective feedback. Finally, teachers, with the help of administrators, need to focus on creating goals and growth plans with specific professional opportunities to help teachers grow professionally and positively impact student outcomes.
Advisors/Committee Members: Price, Ted S. (committeechair), Evans, Lyle Elton (committee member), Twiford, Travis W. (committee member), Cash, Carol S. (committee member).
Subjects/Keywords: Teacher Evaluation; Feedback; Teacher Perceptions; Teacher Effectiveness
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APA (6th Edition):
Nabors, A. N. (2015). Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73330
Chicago Manual of Style (16th Edition):
Nabors, Autumn Nicole. “Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia.” 2015. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019.
http://hdl.handle.net/10919/73330.
MLA Handbook (7th Edition):
Nabors, Autumn Nicole. “Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia.” 2015. Web. 09 Dec 2019.
Vancouver:
Nabors AN. Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Dec 09].
Available from: http://hdl.handle.net/10919/73330.
Council of Science Editors:
Nabors AN. Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73330
University of Oklahoma
5.
Mickel, Natasha.
EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.
Degree: PhD, 2015, University of Oklahoma
URL: http://hdl.handle.net/11244/14635
► This study examined teachers’ autonomy, teachers’ motivation, teachers’ self-efficacy, and teachers’ perceptions of state mandated testing, in the context of NCLB. The research design included…
(more)
▼ This study examined teachers’ autonomy, teachers’ motivation, teachers’ self-efficacy, and teachers’ perceptions of state mandated testing, in the context of NCLB. The research design included an online survey that combined Likert-type questions of each construct, followed by six one-on-one interviews that provided a greater depth to support the survey results. Participants included 561 Oklahoma Middle School teachers. The scales that measured each construct were correlated to identify whether any significant relationships were present. An independent t-test and ANOVA was also used to identify whether demographic variables affected teachers’ perceptions of state mandated testing. Results indicated that significant correlations exist between
teacher autonomy,
teacher motivation,
teacher self-efficacy, and teachers’ perceptions of state mandated testing. Results also showed that participants who administered end of instruction exams reported significantly higher (more positive) perceptions of state mandated testing than those who did not. Additionally, the analysis indicated that among the constructs, the strongest correlation was found between
teacher general autonomy and
teacher perception of state mandated testing. Further research is necessary to learn more about the complex relationships between the constructs.
Advisors/Committee Members: Bradshaw, Amy (advisor), Garn, Gregg (committee member), Houser, Neil (committee member), Greene, Barbara (committee member), Crowson, Howard (committee member).
Subjects/Keywords: Teacher Motivation; Teacher Self Efficacy; Teacher Perceptions
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APA ·
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APA (6th Edition):
Mickel, N. (2015). EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14635
Chicago Manual of Style (16th Edition):
Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed December 09, 2019.
http://hdl.handle.net/11244/14635.
MLA Handbook (7th Edition):
Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Web. 09 Dec 2019.
Vancouver:
Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2019 Dec 09].
Available from: http://hdl.handle.net/11244/14635.
Council of Science Editors:
Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14635
Texas A&M University
6.
Hurst, Michelle Andrea.
Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession.
Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University
URL: http://hdl.handle.net/1969.1/174354
► Similar to most careers, a teacher follows a career cycle: struggling in the beginning, as an expert in mid-career, and finally reaching end career. The…
(more)
▼ Similar to most careers, a
teacher follows a career cycle: struggling in the beginning, as an expert in mid-career, and finally reaching end career. The mid-career
teacher can be a school and district’s greatest asset; however, they can also fall into a mid-career slump with little room for professional growth and waning on intrinsic motivation. Through this mixed methods study, I will explore the mid-career teachers’ motivation to teaching and their growth in the profession. I will employ three research instruments to collect data: a
Teacher Motivation Assessment Scale (TMAS) designed and validated earlier; a semi-structured interview protocol designed by the researcher; and a checklist to document the participants’ motivation and growth.
Teacher instructional rounds designed to improve mid-career teachers’ motivation and growth were offered on one campus over a semester. Mid-career teachers participating in the
teacher instructional rounds were compared before and after the rounds. The surveys showed statistically significant differences overall, but did decrease in some categories. These categories aligned with data obtained through the interview and self-checklist in terms of commitment and interest. Teachers were interviewed throughout the semester and all expressed positive attitudes in observing other teachers. Mid-career teachers also filled out a self-checklist of evidence for growth and motivation. Participants on average had more items reported on the checklist, but were lacking in areas of learning from peers and setting goals. The data showed patterns and needs in the mid-career educators that can help the educator, administrators and in the planning of professional development.
Advisors/Committee Members: Capraro, Mary M (advisor), Yalvac, Bugraham (advisor), Irby, Beverly (committee member), Singleton, Julie (committee member).
Subjects/Keywords: mid-career teacher; teacher motivation; teacher growth
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APA (6th Edition):
Hurst, M. A. (2018). Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174354
Chicago Manual of Style (16th Edition):
Hurst, Michelle Andrea. “Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession.” 2018. Doctoral Dissertation, Texas A&M University. Accessed December 09, 2019.
http://hdl.handle.net/1969.1/174354.
MLA Handbook (7th Edition):
Hurst, Michelle Andrea. “Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession.” 2018. Web. 09 Dec 2019.
Vancouver:
Hurst MA. Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Dec 09].
Available from: http://hdl.handle.net/1969.1/174354.
Council of Science Editors:
Hurst MA. Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174354
Vanderbilt University
7.
Preston, Courtney Elizabeth.
Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.
Degree: PhD, Leadership and Policy Studies, 2014, Vanderbilt University
URL: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/
;
► Research provides strong evidence that teachers make a significant contribution to student achievement and that among in-school factors, teachers matters most. States have begun evaluating…
(more)
▼ Research provides strong evidence that teachers make a significant contribution to student achievement and that among in-school factors, teachers matters most. States have begun evaluating their
teacher preparation programs based on their graduatesâ contribution to raising student achievement, but such evaluations provide little guidance for program improvement. This dissertation improves on previous work around the relationship between
teacher preparation and
teacher effectiveness to isolate the contributions of the structural features of
teacher preparation programs, coursework and fieldwork, to beginning
teacher effectiveness as measured by student achievement gains. Using data from the North Carolina Department of Public Instruction and University of North Carolina system institutions, I estimate HLM, school, and university fixed effects models to begin to mitigate against potential sources of bias. While there are few consistent patterns across subjects and grade levels, there is some evidence for the importance of requiring specific foundations courses for middle grade teachers and for requiring longer full time responsibility for the classroom during student teaching for high school teachers.
Advisors/Committee Members: Gary T Henry (chair), Ellen Goldring (committee member), Jason Grissom (committee member), Marcy Singer-Gabella (committee member).
Subjects/Keywords: teacher preparation; teacher education; teacher quality
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APA (6th Edition):
Preston, C. E. (2014). Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;
Chicago Manual of Style (16th Edition):
Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed December 09, 2019.
http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;.
MLA Handbook (7th Edition):
Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Web. 09 Dec 2019.
Vancouver:
Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2019 Dec 09].
Available from: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;.
Council of Science Editors:
Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;
Boston College
8.
Cannady, Matthew A.
Modeling Teacher Attrition: Teacher Characteristics and
Working Conditions.
Degree: PhD, Educational Research, Measurement, and
Evaluation, 2011, Boston College
URL: http://dlib.bc.edu/islandora/object/bc-ir:101297
► This paper describes the literature on teacher attrition as either focusing on the working conditions faced by beginning teachers or highlighting variations in teachers' characteristics…
(more)
▼ This paper describes the literature on
teacher
attrition as either focusing on the working conditions faced by
beginning teachers or highlighting variations in teachers'
characteristics as causes for early
teacher attrition. This study
uses responses to the School and Staffing Survey (SASS) along with
the
Teacher Follow-Up Survey (TFS) to compare these contrasting
views of early
teacher attrition. Two logistic regression models
were constructed and their relative efficacy in explaining
teacher
attrition were compared using three statistical techniques; model
fit characteristics (e.g. pseudo-R2, Akaike Information Criteria,
Bayesian Information Criteria); a comparison of their
classification effectiveness, and results from Davidson and
MacKinnon's J test (1981). A final model was also constructed using
the predictive elements of each of the previous models. Results
suggest that the working conditions model better fits the observed
data than the
teacher characteristics model. The final model
highlights the importance of
teacher commitment and engagement in
the profession in teachers' career decisions.
Advisors/Committee Members: Joseph J. Pedulla (Thesis advisor).
Subjects/Keywords: Teacher Attrition; Teacher Induction; Teacher Turnover
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Manager
APA (6th Edition):
Cannady, M. A. (2011). Modeling Teacher Attrition: Teacher Characteristics and
Working Conditions. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101297
Chicago Manual of Style (16th Edition):
Cannady, Matthew A. “Modeling Teacher Attrition: Teacher Characteristics and
Working Conditions.” 2011. Doctoral Dissertation, Boston College. Accessed December 09, 2019.
http://dlib.bc.edu/islandora/object/bc-ir:101297.
MLA Handbook (7th Edition):
Cannady, Matthew A. “Modeling Teacher Attrition: Teacher Characteristics and
Working Conditions.” 2011. Web. 09 Dec 2019.
Vancouver:
Cannady MA. Modeling Teacher Attrition: Teacher Characteristics and
Working Conditions. [Internet] [Doctoral dissertation]. Boston College; 2011. [cited 2019 Dec 09].
Available from: http://dlib.bc.edu/islandora/object/bc-ir:101297.
Council of Science Editors:
Cannady MA. Modeling Teacher Attrition: Teacher Characteristics and
Working Conditions. [Doctoral Dissertation]. Boston College; 2011. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101297
Arizona State University
9.
Halpert, Michael Aron.
Factors Affecting Teacher Satisfaction in an Urban School
District.
Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University
URL: http://repository.asu.edu/items/8861
► The purpose of this study was to distinguish factors that influence the satisfaction levels of teachers in urban school districts. This work also distinguished factors…
(more)
▼ The purpose of this study was to distinguish factors
that influence the satisfaction levels of teachers in urban school
districts. This work also distinguished factors that directly
impacted teachers' level of satisfaction towards their work and
their attitude towards the administration of their schools.
Forty-one teachers from two kindergarten through eighth grade
schools in the southwest region of the United States were given a
modified version of the 2007/08 Schools and Staffing Survey, a
federally recognized survey on the satisfaction levels of teachers
in America, combined with a select number of questions created by
the researcher in this study to address the research questions of
this study. Data were collected and analyzed through Survey Monkey,
an online data portal, and imported into SPSS for data analysis.
Both descriptive and inferential statistics were compiled to
provide answers to the research questions established for this
study. Results from this study indicated that although a majority
of teachers sampled were satisfied with their teaching positions
(78%), kindergarten through fourth grade teachers were more
satisfied than teachers in the older grades. For the whole group,
salary was the most influential factor; however, the teachers with
11 to 15 years of experience were the only ones who chose salary as
their primary choice to increase their satisfaction. This study
found that the levels of satisfaction per subgroup (teachers' years
of experience, level of education, gender, age, type of
certification, and grade level) were different than the group needs
as a whole. This study revealed that the needs of the whole group
and the needs of the subgroups can differ, consequently individual
differences of the staff need to be taken into consideration. To
view the staff as a whole may discredit the needs of the
individual. Even though data indicated that a significant number of
teachers felt supported by their administration, this study
revealed the need for administrative staff to address specific
issues of subgroups in their schools.
Subjects/Keywords: Teacher Education; Teacher Retention; Teacher Satisfaction
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APA (6th Edition):
Halpert, M. A. (2011). Factors Affecting Teacher Satisfaction in an Urban School
District. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8861
Chicago Manual of Style (16th Edition):
Halpert, Michael Aron. “Factors Affecting Teacher Satisfaction in an Urban School
District.” 2011. Doctoral Dissertation, Arizona State University. Accessed December 09, 2019.
http://repository.asu.edu/items/8861.
MLA Handbook (7th Edition):
Halpert, Michael Aron. “Factors Affecting Teacher Satisfaction in an Urban School
District.” 2011. Web. 09 Dec 2019.
Vancouver:
Halpert MA. Factors Affecting Teacher Satisfaction in an Urban School
District. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Dec 09].
Available from: http://repository.asu.edu/items/8861.
Council of Science Editors:
Halpert MA. Factors Affecting Teacher Satisfaction in an Urban School
District. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8861
Virginia Tech
10.
Russ, Jonathan Duane.
Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia.
Degree: EdD, Educational Leadership and Policy Studies, 2018, Virginia Tech
URL: http://hdl.handle.net/10919/93596
► Many school divisions throughout the U.S. are having a difficult time retaining teachers (Darling-Hammond, 2010; Ingersoll, R. M., 2004). 'High levels of attrition, estimated to…
(more)
▼ Many school divisions throughout the U.S. are having a difficult time retaining teachers (Darling-Hammond, 2010; Ingersoll, R. M., 2004). 'High levels of attrition, estimated to be nearly 8% of the workforce annually, are responsible for the largest share of
teacher demand' (Sutcher, Darling-Hammond, and Carver-Thomas, 2016, p. 2). According to Ingersoll and Strong (2011), Ingersoll and Perda (2011), and Skaalvik and Skaalvik (2016), reasons as to why teachers decide to leave the profession or change teaching locations include: job satisfaction, school demographics, student discipline, lack of administrative support, lack of
teacher autonomy, and new
teacher mentor programs. The purpose of this quantitative study was to identify mentor and mentee teachers' perceptions about the current mentoring program and their recommendations for future revisions that will increase
teacher retention. An urban, central Virginia school division was selected for this study. Participants selected for this study have served as a mentor
teacher for new teachers hired into the selected division or have recently been hired into the division. The division has approximately 260 full-time teaching professionals. From the beginning of the 2013-14 school year to the conclusion of the 2015-16 school year, 125 teachers were replaced. The attrition rate of the selected division is approximately double the attrition rate in the Commonwealth of Virginia (Pitts, 2017). Mentoring programs appear to be among the prominent approaches to
teacher retention (McCann and Johannessen, 2010). The researcher sought to determine perceptions of mentor teachers regarding their suggestions for improvement in the current mentor program as a determining factor in whether teachers decide to remain in their current positions. This study yielded eight findings and six implications.
Advisors/Committee Members: Cash, Carol S. (committeechair), Brannon, William L. (committee member), Price, Ted S. (committee member), Kelly, Michael D. (committee member).
Subjects/Keywords: Teacher Retention; Teacher Attrition; Teacher Mentor Programs
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MLA ·
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APA (6th Edition):
Russ, J. D. (2018). Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/93596
Chicago Manual of Style (16th Edition):
Russ, Jonathan Duane. “Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia.” 2018. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019.
http://hdl.handle.net/10919/93596.
MLA Handbook (7th Edition):
Russ, Jonathan Duane. “Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia.” 2018. Web. 09 Dec 2019.
Vancouver:
Russ JD. Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Dec 09].
Available from: http://hdl.handle.net/10919/93596.
Council of Science Editors:
Russ JD. Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/93596
11.
Harvey, Victoria A.
Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation.
Degree: 2015, University of California – eScholarship, University of California
URL: http://www.escholarship.org/uc/item/3h69214v
► This study begins with the belief that the ways in which teachers see and attend to educational encounters matter for their actions in classrooms. Using…
(more)
▼ This study begins with the belief that the ways in which teachers see and attend to educational encounters matter for their actions in classrooms. Using microethnography as a framework, this dissertation explores the relationship between teacher candidate attention, problem formulation, and action. Through analysis of the M.Ed. inquiry reports of teacher candidates in a boutique teacher education program, this study answers the following questions: 1) What do teacher candidates’ M.Ed. inquiry questions reveal about their attention and problem formulation? 2) How do these questions indicate possibilities for attention and action in a classroom? 3) How does candidates’ attention change over the course of a year in the context of the M.Ed. investigation they complete in a teacher education program? 4) What do candidates’ attention, problem formulations and actions as revealed in their M.Ed. reports indicate about the relationship between attention, problem formulation, and action?The findings of the analysis reveal the ways in which teacher candidates are attending to the problems of their classrooms and how that attention might shift through the course of inquiry. As teacher candidates’ attention shifts, it broadens possibilities for problem formulation and the actions a teacher might take in a classroom. In its conclusion, this paper ultimately argues that the object of teacher education be to educate teacher candidates’ attention.
Subjects/Keywords: Teacher education; problem formulation; teacher action; teacher attention; teacher education; teacher inquiry; teacher noticing
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APA (6th Edition):
Harvey, V. A. (2015). Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/3h69214v
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):
Harvey, Victoria A. “Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation.” 2015. Thesis, University of California – eScholarship, University of California. Accessed December 09, 2019.
http://www.escholarship.org/uc/item/3h69214v.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Harvey, Victoria A. “Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation.” 2015. Web. 09 Dec 2019.
Vancouver:
Harvey VA. Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation. [Internet] [Thesis]. University of California – eScholarship, University of California; 2015. [cited 2019 Dec 09].
Available from: http://www.escholarship.org/uc/item/3h69214v.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Harvey VA. Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation. [Thesis]. University of California – eScholarship, University of California; 2015. Available from: http://www.escholarship.org/uc/item/3h69214v
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Georgia
12.
Pendergrass, Emily.
Navigating a rocky terrain: a case study of a middle school teacher's practices and decisions.
Degree: PhD, Reading Education, 2011, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/pendergrass_emily_201108_phd
► This study explored what practices a teacher negotiates expectations from authority figures with her own philosophical beliefs. Through the methodology of a single case study…
(more)
▼ This study explored what practices a
teacher negotiates expectations from authority figures with her own philosophical beliefs. Through the methodology of a single case study and narrative analysis, I focused on how a middle school
teacher made her decisions as to what counts as purposeful and productive pedagogy within the given framework. Observations and interviews were my primary methods of data generation. The interviews provided explanations of how this
teacher engaged in pedagogical decisions and practices. The interviews were informed by observations of her teaching practices and interactions in meetings. The understandings indicate how she creatively and respectively worked in this time period of standardization and lack of
teacher autonomy. Furthermore, this study investigated the decisions and decision-making processes that add a specific example of how a
teacher works with the convergence of expectations placed on classroom teachers.
Advisors/Committee Members: Bob Fecho.
Subjects/Keywords: teacher practices; teacher decision processes
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Manager
APA (6th Edition):
Pendergrass, E. (2011). Navigating a rocky terrain: a case study of a middle school teacher's practices and decisions. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/pendergrass_emily_201108_phd
Chicago Manual of Style (16th Edition):
Pendergrass, Emily. “Navigating a rocky terrain: a case study of a middle school teacher's practices and decisions.” 2011. Doctoral Dissertation, University of Georgia. Accessed December 09, 2019.
http://purl.galileo.usg.edu/uga_etd/pendergrass_emily_201108_phd.
MLA Handbook (7th Edition):
Pendergrass, Emily. “Navigating a rocky terrain: a case study of a middle school teacher's practices and decisions.” 2011. Web. 09 Dec 2019.
Vancouver:
Pendergrass E. Navigating a rocky terrain: a case study of a middle school teacher's practices and decisions. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Dec 09].
Available from: http://purl.galileo.usg.edu/uga_etd/pendergrass_emily_201108_phd.
Council of Science Editors:
Pendergrass E. Navigating a rocky terrain: a case study of a middle school teacher's practices and decisions. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/pendergrass_emily_201108_phd
Texas A&M University
13.
Washburn, Erin Kuhl.
Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.
Degree: 2011, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360
► The National Institute of Child Health and Human Development (NICHD) has declared reading failure a national public health issue. Approximately 15-20 % of the US…
(more)
▼ The National Institute of Child Health and Human Development (NICHD) has declared reading failure a national public health issue. Approximately 15-20 % of the US population displays one or more symptoms of dyslexia: a specific learning disability that affects an individual's ability to process language. Consequently, elementary school teachers are teaching students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. However, studies have indicated both preservice and inservice teachers lack essential knowledge needed to teach struggling readers, particularly children with dyslexia. Few studies have sought to assess teachers', either preservice or inservice, knowledge and perceptions about dyslexia in conjunction with knowledge of basic language concepts related to reading instruction. Thus, the purpose of this dissertation was to examine elementary school preservice and inservice teachers' knowledge of basic language concepts and their knowledge and perceptions about dyslexia. Three separate studies were conducted, all addressing the overarching question: Are elementary teachers (K-5) prepared to teach struggling readers? In study one, research that has addressed
teacher knowledge of basic language concepts was reviewed systematically. In studies two and three, a basic language constructs survey was used to assess the self-perceptions/knowledge of basic language concepts and knowledge/perceptions about the nature of dyslexia of preservice, first year, and more experienced teachers involved in teaching reading in grades K-5.
Advisors/Committee Members: Joshi, R. Malatesha (advisor), McTigue, Erin (committee member), Liew, Jeffrey (committee member), Willson, Victor (committee member).
Subjects/Keywords: teacher education; literacy; Teacher knowledge
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APA (6th Edition):
Washburn, E. K. (2011). Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360
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):
Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Thesis, Texas A&M University. Accessed December 09, 2019.
http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Web. 09 Dec 2019.
Vancouver:
Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Dec 09].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Otago
14.
Berg, David.
An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England
.
Degree: 2011, University of Otago
URL: http://hdl.handle.net/10523/1691
► This study compares the teacher efficacy beliefs and concerns about teaching reported by preservice teachers from Malaysia (n = 53), New Zealand (n = 100),…
(more)
▼ This study compares the
teacher efficacy beliefs and concerns about teaching reported by preservice teachers from Malaysia (n = 53), New Zealand (n = 100), and England (n = 119). Furthermore, it examines the validity of the constructs of
teacher efficacy and teachers’ concerns about teaching in these varying contexts. Evidence was gathered from preservice teachers at the beginning of the second year of their teaching degree programmes, when they completed the Teachers’ Sense of Efficacy (long form) (Tschannen-Moran & Woolfolk Hoy, 2001) and the Concerns About Teaching Scale (Smith, Corkery, & Buckley, 2009). Focus groups completed the data. The main finding was that both culture and context appear to be significant in regard to preservice teachers’ concerns about teaching and their
teacher efficacy beliefs.
Teacher efficacy beliefs are a teacher’s beliefs about his or her own ability to bring about student engagement and success in both motivated and less motivated students (Tschannen-Moran & Hoy, 2001). These beliefs have been found to be associated with a wide range of positive outcomes for students, schools, teachers, and preservice teachers (Tschannen-Moran, Hoy & Hoy, 1998). Related to the issue of
teacher efficacy are a teacher’s concerns about teaching (Malmberg & Hagger, 2009; Smith et al. 2009). Much of the existing research into
teacher efficacy and
teacher concerns has been conducted in Western countries, most notably in the United States. Research in other contexts is important if these constructs are to be applied internationally.
A mixed methods approach was taken, collecting both quantitative and qualitative data. Following Morgan (2007), this approach was underpinned philosophically by pragmatism.
The main finding was that cohort membership (Malaysia, New Zealand, and England) accounted for significant differences in the reported
teacher efficacy beliefs and concerns of the preservice teachers. This difference was most evident in the comparatively low efficacy beliefs reported for both classroom management and student engagement on the part of the Malaysian preservice teachers. Explorations during the focus group discussions enabled the Malaysian preservice teachers to explain these phenomena. They expressed concerns about teaching class sizes of 50 primary students; having limited contact with classes (primary teachers in Malaysia are
subject-based rather than class-based); and dealing with high parental expectations of student success.
This study provides evidence of differences, such as those outlined previously, in the
teacher efficacy beliefs of preservice teachers, especially in respect of Malaysia when compared with New Zealand and England. At the same time, research also suggests that preservice teachers in each of these contexts share many of the same concerns and beliefs. Furthermore, it found the constructs of
teacher efficacy and teachers’ concerns about teaching equally valuable in the exploration of how members of each of these groups perceived themselves.
Advisors/Committee Members: Smith, Lisa (advisor).
Subjects/Keywords: teacher efficacy;
teacher concerns
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APA ·
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Manager
APA (6th Edition):
Berg, D. (2011). An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England
. (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/1691
Chicago Manual of Style (16th Edition):
Berg, David. “An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England
.” 2011. Doctoral Dissertation, University of Otago. Accessed December 09, 2019.
http://hdl.handle.net/10523/1691.
MLA Handbook (7th Edition):
Berg, David. “An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England
.” 2011. Web. 09 Dec 2019.
Vancouver:
Berg D. An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England
. [Internet] [Doctoral dissertation]. University of Otago; 2011. [cited 2019 Dec 09].
Available from: http://hdl.handle.net/10523/1691.
Council of Science Editors:
Berg D. An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England
. [Doctoral Dissertation]. University of Otago; 2011. Available from: http://hdl.handle.net/10523/1691
Penn State University
15.
Khan, Gulab.
Examining the relationships between student achievement and
teacher monitoring and evaluation in lower secondary and secondary
schools: A multinational study.
Degree: PhD, Educational Theory and Policy, 2013, Penn State University
URL: https://etda.libraries.psu.edu/catalog/19770
► Teacher quality is a significant determinant of student achievement in schools. One way through which schools endeavor to improve the quality of their teachers, and…
(more)
▼ Teacher quality is a significant determinant of
student achievement in schools. One way through which schools
endeavor to improve the quality of their teachers, and hence
student achievement, is by evaluating them, identifying their
professional needs, and making them accountable for the quality of
their practice. While there is a general agreement that teachers
should be monitored and evaluated, there is variation in the
approaches and purposes of the process across schools and
educational contexts. This dissertation responds to the research
question, “How do teacher monitoring and evaluation practices and
purposes associate with student achievement in mathematics,
science, and reading in lower secondary and secondary schools.” The
study employs Ordinary Least Squares as it analytical approach and
uses data and information in 21 countries from the Program for
International Student Assessment (PISA) and Teaching and Learning
International Survey (TALIS). Findings show that the developmental
approaches to teacher evaluation in the form of evaluative focus in
principals’ pedagogical role that include classroom observations,
suggesting teachers for improvement, and informing teachers about
possibilities for updating their knowledge and skills do not
associate significantly with student achievement in all three
subjects. Schools’ use of student data for instructional
improvement also does not associate significantly with student
achievement in all three subjects. Monitoring of teachers using
student achievement and principal and staff observations relate
positively to student achievement in reading. The study finds mixed
results for high-stakes approaches to teacher evaluation. Public
accountability establishes a positive relationship with student
achievement in all three subjects. However, the use of student
assessments for teacher evaluation and judging teacher
effectiveness do not relate significantly to student achievement in
mathematics. In reading and science, such uses of student
assessments associate negatively with student achievement. The
tracking of student assessments by an administrative authority
develops a negative but insignificant relationship with student
achievement in mathematics and reading, and an insignificant
positive relationship in science. The evidence in this study only
confirms the complexity of teacher monitoring and evaluation
practices and purposes while exploring their potential in raising
student achievement in schools. The study suggests that the use of
student assessments as an evidence of teacher performance should be
avoided especially in high-stakes approaches to teacher evaluation.
The study further suggests that the right mix of developmental and
high-stakes approaches and purposes to monitoring and evaluating
teachers should be driven by evidence obtained through rigorous
research in indigenous settings.
Subjects/Keywords: Teacher evaluation; Teacher appraisal;
Accountability
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APA ·
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MLA ·
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Manager
APA (6th Edition):
Khan, G. (2013). Examining the relationships between student achievement and
teacher monitoring and evaluation in lower secondary and secondary
schools: A multinational study. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/19770
Chicago Manual of Style (16th Edition):
Khan, Gulab. “Examining the relationships between student achievement and
teacher monitoring and evaluation in lower secondary and secondary
schools: A multinational study.” 2013. Doctoral Dissertation, Penn State University. Accessed December 09, 2019.
https://etda.libraries.psu.edu/catalog/19770.
MLA Handbook (7th Edition):
Khan, Gulab. “Examining the relationships between student achievement and
teacher monitoring and evaluation in lower secondary and secondary
schools: A multinational study.” 2013. Web. 09 Dec 2019.
Vancouver:
Khan G. Examining the relationships between student achievement and
teacher monitoring and evaluation in lower secondary and secondary
schools: A multinational study. [Internet] [Doctoral dissertation]. Penn State University; 2013. [cited 2019 Dec 09].
Available from: https://etda.libraries.psu.edu/catalog/19770.
Council of Science Editors:
Khan G. Examining the relationships between student achievement and
teacher monitoring and evaluation in lower secondary and secondary
schools: A multinational study. [Doctoral Dissertation]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/19770
University of Helsinki
16.
Sothayapetch, Pavinee.
A comparative study of science education at the primary school level in Finland and Thailand.
Degree: Department of Teacher Education, 2013, University of Helsinki
URL: http://hdl.handle.net/10138/42259
► This research aims to compare science education at the primary school level between Finland and Thailand. The study is divided into three sub-studies concerning: 1)…
(more)
▼ This research aims to compare science education at the primary school level between Finland and Thailand. The study is divided into three sub-studies concerning: 1) a national science curricula analysis at primary school level based on the PISA scientific literacy framework;2) an analysis of science textbooks on the electric circuit lesson at grade 6; and 3) interviews with primary school teachers regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) on the electric circuit lesson at grade 6. These three sub-studies may reflect the holistic science education of the two countries in this comparative study between them.
The main research methodology used in this study is the comparative approach and a content analysis technique was used in all three sub-studies. All textual and pictorial information from the science curricula at primary school level, including science textbooks, the electric circuit lesson and the teachers transliterations, were analysed following the inductive and deductive content analysis. Semi-structured interviews were employed for the collection of the interview data. Altogether, six experienced primary school teachers participated three Finnish teachers in Helsinki and three Thai teachers in Bangkok. In addition, a quantitative method was used to describe the findings from the qualitative approach through percentages, bar charts and a Pearson s chi-squared test.
The main findings revealed that Finnish science education strongly emphasised conceptual knowledge (according to all three sub-studies) while the Thai science education emphasised procedural knowledge. For example, the Thai curriculum was closer to the PISA framework than was the Finnish curriculum. The Thai curriculum emphasised the scientific process and the Finnish curriculum focused on the concepts and contexts, rather than the process. The Thai textbooks emphasised procedural knowledge, while conceptual knowledge was emphasised mostly in the Finnish textbooks. Lastly, in the interviews the Finnish teachers emphasised the teaching of concepts through textbooks and computer materials. The Thai teachers emphasised the teaching and learning of procedural knowledge and consequently used more experimentation, along with authentic materials in the school laboratory.
Both Finnish and Thai curriculum designers and textbook authors could apply the findings of this comparative research. In addition to the similarities and differences, the comparison revealed particular avenues that could be developed in science education. For example, curriculum planners and science educators, not only in Finland and Thailand but also in other countries in the future, may better recognize what should be emphasised in the science curriculum, especially from the perspective of the PISA Scientific Literacy Framework as the international student assessment. Furthermore, textbook authors may apply some of the comparative results of this research to produce high-quality textbooks based on a heightened awareness of the…
Subjects/Keywords: teacher Education; teacher Education
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sothayapetch, P. (2013). A comparative study of science education at the primary school level in Finland and Thailand. (Doctoral Dissertation). University of Helsinki. Retrieved from http://hdl.handle.net/10138/42259
Chicago Manual of Style (16th Edition):
Sothayapetch, Pavinee. “A comparative study of science education at the primary school level in Finland and Thailand.” 2013. Doctoral Dissertation, University of Helsinki. Accessed December 09, 2019.
http://hdl.handle.net/10138/42259.
MLA Handbook (7th Edition):
Sothayapetch, Pavinee. “A comparative study of science education at the primary school level in Finland and Thailand.” 2013. Web. 09 Dec 2019.
Vancouver:
Sothayapetch P. A comparative study of science education at the primary school level in Finland and Thailand. [Internet] [Doctoral dissertation]. University of Helsinki; 2013. [cited 2019 Dec 09].
Available from: http://hdl.handle.net/10138/42259.
Council of Science Editors:
Sothayapetch P. A comparative study of science education at the primary school level in Finland and Thailand. [Doctoral Dissertation]. University of Helsinki; 2013. Available from: http://hdl.handle.net/10138/42259
Texas A&M University
17.
Deuermeyer, Elizabeth Ellen.
Teacher Regenesis: Supporting Teacher Resiliency Through Wellness.
Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University
URL: http://hdl.handle.net/1969.1/157809
► Previous studies demonstrate that weight loss has many benefits, but research has yet to focus on how a physically healthy lifestyle is beneficial to teachers…
(more)
▼ Previous studies demonstrate that weight loss has many benefits, but research has yet to focus on how a physically healthy lifestyle is beneficial to teachers in our schools. Although past research has provided insight into how emotional and occupational wellness impacts stress, job burnout, and self-efficacy, few studies focus on how the physical aspect of wellness plays a role in the teacher’s ability to create a classroom that is healthy, and most importantly, effective. This research study was conducted as a phenomenological study of six White female urban school teachers who have transitioned from obesity to wellness. A qualitative research framework was adopted to answer five research questions: (1) how do teachers define obesity? (2) How do teachers define wellness? (3) How do teachers describe their teaching behaviors as it relates to obesity? (4) How do teachers describe their teaching behaviors as it relates to wellness? And (5) how do teachers describe their transition from obesity to wellness in the school environment?
Results of this study yielded the following themes related to the experience of the six white female urban school teachers: (1) the teachers had varying definitions of obesity that reflect the stigma attached to obesity in our country, while the teachers definitions of wellness reflect an understanding of its synergistic nature, with a heavy focus on physical and emotional wellness; (2) due to the stigma attached to obesity and the social consequences of obesity, the teachers have become hyper-aware of the comments and judgments made about obese people, leading to mental and emotional consequences that impact behavior inside the school environment, their self-esteem, and their self-efficacy; (3) by transitioning from obesity to wellness, the teachers experienced
Teacher Regenesis, in which energy and confidence gained from physical activity is diffused into other areas of their lives. The success experienced in physical exercise and weight loss also allows for an infusion of healthy wellness behaviors in other areas of their lives; and (4) the transition period from obesity to wellness was influenced by both stressors and resources that were available to them inside the school environment.
Advisors/Committee Members: Carter, Norvella (advisor), James, Marlon (committee member), Webb-Hasan, Gwendolyn (committee member), Harvey, Idethia (committee member), Williams, Kamala (committee member).
Subjects/Keywords: teacher resiliency; wellness; teacher health
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APA (6th Edition):
Deuermeyer, E. E. (2016). Teacher Regenesis: Supporting Teacher Resiliency Through Wellness. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157809
Chicago Manual of Style (16th Edition):
Deuermeyer, Elizabeth Ellen. “Teacher Regenesis: Supporting Teacher Resiliency Through Wellness.” 2016. Doctoral Dissertation, Texas A&M University. Accessed December 09, 2019.
http://hdl.handle.net/1969.1/157809.
MLA Handbook (7th Edition):
Deuermeyer, Elizabeth Ellen. “Teacher Regenesis: Supporting Teacher Resiliency Through Wellness.” 2016. Web. 09 Dec 2019.
Vancouver:
Deuermeyer EE. Teacher Regenesis: Supporting Teacher Resiliency Through Wellness. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Dec 09].
Available from: http://hdl.handle.net/1969.1/157809.
Council of Science Editors:
Deuermeyer EE. Teacher Regenesis: Supporting Teacher Resiliency Through Wellness. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157809
University of Houston
18.
Lucario, Joseph A.
An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models.
Degree: Educational Leadership and Policy Studies, Department of, 2017, University of Houston
URL: http://hdl.handle.net/10657/1844
► Teacher evaluation is a highly contentious issue that is disputed throughout education. Teacher supervision has been questioned due to its controversial nature, while it is…
(more)
▼ Teacher evaluation is a highly contentious issue that is disputed throughout education.
Teacher supervision has been questioned due to its controversial nature, while it is required due to state mandates. Moreover, there is autonomy within Texas law to allow school districts to deviate from the state framework if district leadership deems it necessary.
This study investigates state adopted and locally adopted
teacher evaluation systems in schools. This offers a chronological framework as to how a tenured and locally developed system operates as opposed to the new state generated instrument. Research questions of interest in this investigation were: (a) Does
teacher supervision make teaching better; and (b) Does the appraisal instrument influence teaching and student learning?
This qualitative analysis consists of cognitive interviews that were conducted with 12 teachers to obtain information about their specific summative evaluation occurrence as it relates to school districts that use different systems. Cognitive interviews are used for specificity to highlight this summative activity to best provide districts with data. All districts have local control, but determining a variation from state stature is analyzed through teachers’ beliefs. Teachers from four different schools, within two different districts, were interviewed concerning their
teacher evaluation model from
practitioner experience. Analyses of their responses yielded various themes in which data was generated to conceptualize common principles, differentiations, and suggestive feedback for district and state lawmakers. Teachers of districts in which local control was present offered tailored distinctions directed to the community in which they serve. Results concluded that teachers believed that tailored differentiations could allow innovation and permit varied approaches to use in instructional support methods. Based upon the results of this investigation, researchers are encouraged to examine
teacher retention under differentiated evaluation models; student performance based upon specific
teacher ratings; and
teacher contributions to the evaluation process through collaboration.
Advisors/Committee Members: MacNeil, Angus J. (advisor), Emerson, Wayne W. (committee member), Hutchison, Laveria F. (committee member), Davis, Todd (committee member).
Subjects/Keywords: teacher evaluation; teacher supervision
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APA (6th Edition):
Lucario, J. A. (2017). An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1844
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):
Lucario, Joseph A. “An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models.” 2017. Thesis, University of Houston. Accessed December 09, 2019.
http://hdl.handle.net/10657/1844.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lucario, Joseph A. “An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models.” 2017. Web. 09 Dec 2019.
Vancouver:
Lucario JA. An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Dec 09].
Available from: http://hdl.handle.net/10657/1844.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lucario JA. An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1844
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
19.
Taylor, Ariel J.
Examining the Relationship between Teacher Turnover and Teacher Engagement.
Degree: Educational Leadership and Policy Studies, Department of, 2017, University of Houston
URL: http://hdl.handle.net/10657/1860
► Background: Teacher turnover is a significant issue for schools and districts around the nation as they fail to retain highly qualified teachers. Educational researchers have…
(more)
▼ Background:
Teacher turnover is a significant issue for schools and districts around the nation as they fail to retain highly qualified teachers. Educational researchers have taken an interest in turnover and many studies have explored the factors that contribute to
teacher turnover, such as
teacher characteristics, student characteristics, and organizational characteristics. Purpose: Research has not yet explored
teacher engagement as a predictor of turnover, however, even though research from the human resources field has found engagement to be a significant predictor of employee turnover. Therefore, the goal of this study was to examine the magnitude and direction of the relationship between
teacher engagement and
teacher turnover. Methods: An internet-based survey was used to gather teachers’ responses from a sample of 143 current, certified, secondary STEM teachers who completed the UTeach certification program at the University of Texas at Austin between 1998-2016. This study employed binomial logistic regression analysis to investigate the extent to which employee engagement helps to predict teachers’ intention to leave their position at the end of the year. Results: The results showed that of the three components of engagement, only behavioral engagement was a significant predictor, and it was negatively associated with
teacher turnover intent. Conclusion: The findings from this study did not support the proposed hypotheses and raise questions about the role that
teacher engagement plays in teachers’ decisions to stay or leave. Additional research is necessary to fully understand the impact and relationship of employee engagement on
teacher turnover intent.
Advisors/Committee Members: Snodgrass-Rangel, Virginia (advisor), Butcher, Keith (committee member), Carpenter, Bradley W. (committee member), Allen, Alma (committee member).
Subjects/Keywords: Teacher Turnover; Teacher Engagement
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APA (6th Edition):
Taylor, A. J. (2017). Examining the Relationship between Teacher Turnover and Teacher Engagement. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1860
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):
Taylor, Ariel J. “Examining the Relationship between Teacher Turnover and Teacher Engagement.” 2017. Thesis, University of Houston. Accessed December 09, 2019.
http://hdl.handle.net/10657/1860.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Taylor, Ariel J. “Examining the Relationship between Teacher Turnover and Teacher Engagement.” 2017. Web. 09 Dec 2019.
Vancouver:
Taylor AJ. Examining the Relationship between Teacher Turnover and Teacher Engagement. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Dec 09].
Available from: http://hdl.handle.net/10657/1860.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Taylor AJ. Examining the Relationship between Teacher Turnover and Teacher Engagement. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1860
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Vanderbilt University
20.
Nguyen, Tuan Dinh.
The Theories and Determinants of Teacher Attrition and Retention.
Degree: PhD, Leadership and Policy Studies, 2018, Vanderbilt University
URL: http://etd.library.vanderbilt.edu/available/etd-05012018-090814/
;
► Teachers represent a critical part of public education and there is compelling interest in retaining teachers. This has led researchers and policy makers to develop…
(more)
▼ Teachers represent a critical part of public education and there is compelling interest in retaining teachers. This has led researchers and policy makers to develop strategies to recruit and retain effective teachers, highlighting the importance of knowing the determinants of
teacher attrition and retention. As such, this dissertation seeks to contribute to the scholarly understanding of the determinants of
teacher attrition and retention in a series of three studies. The first study develops a comprehensive conceptual framework of
teacher attrition and retention. The second study is a meta-analysis of
teacher attrition and retention using the conceptual framework developed in the first study. The third study is a quantitative study of the determinants of
teacher attrition and retention using over-time cross-sectional national data. In short, the first two studies provide a framework that can be used to study and advance the fieldâs knowledge on
teacher attrition and retention in addition to synthesizing the results of nearly forty years of research and providing guideposts for future research, while the third study examines whether and how factors of
teacher retention and attrition hold true nationally and over time. Taken together, the three studies in this dissertation add substantial breath and depth to the study of and policy discourse on
teacher attrition and retention.
Advisors/Committee Members: Matthew Springer (chair), Christopher Candelaria (chair), Joseph Murphy (committee member), Emily Tanner-Smith (committee member).
Subjects/Keywords: teacher attrition; teacher policy; retention
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APA (6th Edition):
Nguyen, T. D. (2018). The Theories and Determinants of Teacher Attrition and Retention. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-05012018-090814/ ;
Chicago Manual of Style (16th Edition):
Nguyen, Tuan Dinh. “The Theories and Determinants of Teacher Attrition and Retention.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed December 09, 2019.
http://etd.library.vanderbilt.edu/available/etd-05012018-090814/ ;.
MLA Handbook (7th Edition):
Nguyen, Tuan Dinh. “The Theories and Determinants of Teacher Attrition and Retention.” 2018. Web. 09 Dec 2019.
Vancouver:
Nguyen TD. The Theories and Determinants of Teacher Attrition and Retention. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2019 Dec 09].
Available from: http://etd.library.vanderbilt.edu/available/etd-05012018-090814/ ;.
Council of Science Editors:
Nguyen TD. The Theories and Determinants of Teacher Attrition and Retention. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://etd.library.vanderbilt.edu/available/etd-05012018-090814/ ;
University of Minnesota
21.
Sippel, Christopher.
Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education.
Degree: D.Ed., Educational Policy and Administration, 2017, University of Minnesota
URL: http://hdl.handle.net/11299/190497
► The purpose of this study was to examine the perspectives of teacher educators on the internationalization of their discipline. This study utilized both qualitative and…
(more)
▼ The purpose of this study was to examine the perspectives of teacher educators on the internationalization of their discipline. This study utilized both qualitative and quantitative methods, interviews, survey, and observation, to understand the views of the teacher educators in a homogenous and localized teacher education program. The study findings indicate that while the teacher educators in this case study are supportive of the internationalization of their discipline, a multitude of barriers prohibit its advancement. Perhaps most importantly the teacher educators saw themselves as one of the main barriers. They identified that they lack the appropriate background and experience to offer an internationalized program. It emerged that many of them are still experiencing a developmental trajectory in their own international understanding. This study helped to identify the stages of development for teacher educators and how institutions and discipline-specific organizations may engage teacher educators in the process of internationalization, especially making sure that efforts target teacher educators at the appropriate stage in their development. These lessons may be valuable for other teacher education programs, especially those with homogeneous and localized faculty demographics.
Subjects/Keywords: Internationalization; Teacher Education; Teacher Educators
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APA (6th Edition):
Sippel, C. (2017). Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/190497
Chicago Manual of Style (16th Edition):
Sippel, Christopher. “Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education.” 2017. Doctoral Dissertation, University of Minnesota. Accessed December 09, 2019.
http://hdl.handle.net/11299/190497.
MLA Handbook (7th Edition):
Sippel, Christopher. “Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education.” 2017. Web. 09 Dec 2019.
Vancouver:
Sippel C. Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Dec 09].
Available from: http://hdl.handle.net/11299/190497.
Council of Science Editors:
Sippel C. Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/190497
University of Minnesota
22.
Hoyt, Daniel Dexter Jr.
Becoming a teacher educator: a journey.
Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota
URL: http://hdl.handle.net/11299/163758
► This dissertation is about a journey, a journey of becoming a teacher educator. Although, I argue that this journey is one that is never truly…
(more)
▼ This dissertation is about a journey, a journey of becoming a teacher educator. Although, I argue that this journey is one that is never truly completed, I focus on the journey's beginning – a beginning that starts with enrolling in graduate school in pursuit of a doctoral degree in Curriculum and Instruction. It is a deeply personal journey and one that I began almost ten years ago. My journey as both the researcher and participant in this study are central components of this dissertation. The research questions I ask are tied to the personal and professional experiences of graduate students who are living the process of becoming a teacher educator and how they can be supported in a more intentional manner. This work takes a human sciences approach guided by a theoretical framework heavily influenced by Hans-Georg Gadamer's notion of shifting horizons. The work of Parker Palmer and Jennifer Crawford have also provided direction. Both Palmer and Crawford have helped me view the journey of becoming a teacher educator holistically, breaking down the arbitrary walls our culture has built to separate the personal and professional elements of our lives. I use constructivist grounded theory as described by Charmaz (2006) as my research method. My findings are tied to the different types of movement we experience as we live out the process of becoming a teacher educator and point to a need for great intentionality in the form of communal support to help make meaning of the different types of movement one makes as individuals and as a community as we live out the journey of becoming a teacher educators.
Subjects/Keywords: Teacher education; Teacher educator
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Manager
APA (6th Edition):
Hoyt, D. D. J. (2014). Becoming a teacher educator: a journey. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/163758
Chicago Manual of Style (16th Edition):
Hoyt, Daniel Dexter Jr. “Becoming a teacher educator: a journey.” 2014. Doctoral Dissertation, University of Minnesota. Accessed December 09, 2019.
http://hdl.handle.net/11299/163758.
MLA Handbook (7th Edition):
Hoyt, Daniel Dexter Jr. “Becoming a teacher educator: a journey.” 2014. Web. 09 Dec 2019.
Vancouver:
Hoyt DDJ. Becoming a teacher educator: a journey. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Dec 09].
Available from: http://hdl.handle.net/11299/163758.
Council of Science Editors:
Hoyt DDJ. Becoming a teacher educator: a journey. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/163758
University of Georgia
23.
Wang, Feiye.
The development of Backbone Teachers as teacher leaders in Mainland China.
Degree: PhD, Educational Administration and Policy, 2013, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/wang_feiye_201308_phd
► The goal of this research was to explore the development of teacher leadership in two public middle schools in Mainland China. The practices and impact…
(more)
▼ The goal of this research was to explore the development of
teacher leadership in two public middle schools in Mainland China. The practices and impact of current, formally appointed
teacher leaders in Mainland China, called Backbone Teachers, were closely examined as the purpose of this study was to explore Backbone Teachers’ roles and their impact from the lens of
teacher leadership as explicated in the literature in the United States. The 10 participants included 4 Backbone Teachers, 4 non-Backbone Teachers, and 2 principals respectively from 2 middle schools in the same district in Mainland China. Qualitative case study methods were used and included interviews and observations of the participants using shadowing techniques to examine the perspectives of the three groups of actors—Backbone Teachers, non-Backbone Teachers, and principals—involved in the school. The constant comparative method was used to make within-case analysis and cross-case analysis.
The findings of the study revealed that the Backbone Teachers were role models and played a leading role in the
teacher groups within these two schools. Backbone Teachers had positive, negative, and other instances of impact on themselves, their peers, their students, and their schools. In general, the overall sentiment was that the instances of positive impact outweighed the negative impact experienced by the Backbone Teachers. Additionally, to develop as Backbone Teachers, personal qualifications, the principal’s recognition and support, peers’ respect and trust, and a positive and collaborative school culture were significant. However, the overloaded work with limited time, work stress and interpersonal skills, and the lack of positive school culture might impede the development of Backbone Teachers.
The findings of the study also revealed that there was no appropriate translation for the term “
teacher leader” and the Backbone Teachers’ awareness of being
teacher leaders was not always apparent to them. The findings suggest that the Backbone Teachers in this case study exerted their leadership, which was consistent with the
teacher leaders’ practices identified in the literature in the United States.
Advisors/Committee Members: Sally Zepeda.
Subjects/Keywords: Backbone Teacher
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APA (6th Edition):
Wang, F. (2013). The development of Backbone Teachers as teacher leaders in Mainland China. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wang_feiye_201308_phd
Chicago Manual of Style (16th Edition):
Wang, Feiye. “The development of Backbone Teachers as teacher leaders in Mainland China.” 2013. Doctoral Dissertation, University of Georgia. Accessed December 09, 2019.
http://purl.galileo.usg.edu/uga_etd/wang_feiye_201308_phd.
MLA Handbook (7th Edition):
Wang, Feiye. “The development of Backbone Teachers as teacher leaders in Mainland China.” 2013. Web. 09 Dec 2019.
Vancouver:
Wang F. The development of Backbone Teachers as teacher leaders in Mainland China. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Dec 09].
Available from: http://purl.galileo.usg.edu/uga_etd/wang_feiye_201308_phd.
Council of Science Editors:
Wang F. The development of Backbone Teachers as teacher leaders in Mainland China. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/wang_feiye_201308_phd
University of Georgia
24.
Romain, Charles Joshua.
The habits of effective agricultural education teachers.
Degree: MAL, Agricultural Leadership, 2013, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/romain_charles_j_201305_mal
► The purpose of this research is to determine the most effective teaching characteristics and behaviors of recognized teachers throughout the state of Georgia. The researcher…
(more)
▼ The purpose of this research is to determine the most effective teaching characteristics and behaviors of recognized teachers throughout the state of Georgia. The researcher sought to discover the different habits of effective teachers and to discuss the topic with these educators in order to obtain their expertise on the
subject. The researcher gathered literature investigating effective teachers and formulated a list of characteristics based on the research. Teachers recommended by the Georgia Agricultural Education State Staff were emailed a questionnaire based on the formulated list of characteristics and asked to participate in a focus group. The objective of this study was: determine the most effective teaching habits from nominated teachers in the state of Georgia. The major themes that arose after the literature review, questionnaire, and the focus group discussion include classroom control/discipline, care/personal relationship with their students, and variety/adaptable teaching styles.
Advisors/Committee Members: Diana King.
Subjects/Keywords: Effective teacher
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APA (6th Edition):
Romain, C. J. (2013). The habits of effective agricultural education teachers. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/romain_charles_j_201305_mal
Chicago Manual of Style (16th Edition):
Romain, Charles Joshua. “The habits of effective agricultural education teachers.” 2013. Masters Thesis, University of Georgia. Accessed December 09, 2019.
http://purl.galileo.usg.edu/uga_etd/romain_charles_j_201305_mal.
MLA Handbook (7th Edition):
Romain, Charles Joshua. “The habits of effective agricultural education teachers.” 2013. Web. 09 Dec 2019.
Vancouver:
Romain CJ. The habits of effective agricultural education teachers. [Internet] [Masters thesis]. University of Georgia; 2013. [cited 2019 Dec 09].
Available from: http://purl.galileo.usg.edu/uga_etd/romain_charles_j_201305_mal.
Council of Science Editors:
Romain CJ. The habits of effective agricultural education teachers. [Masters Thesis]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/romain_charles_j_201305_mal
University of Georgia
25.
Shepherd, Craig Erschel.
Reconstructing practice for change: the effects of electronic portfolio development on preservice teachers' inquiry and growth.
Degree: PhD, Instructional Technology, 2008, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/shepherd_craig_e_200808_phd
► Since the mid 1980s portfolios have been used within teacher education programs in an attempt to holistically assess teacher practice, make field experiences more visible…
(more)
▼ Since the mid 1980s portfolios have been used within
teacher education programs in an attempt to holistically assess
teacher practice, make field experiences more visible to university faculty and support personnel, develop reflective and content knowledge skills, and promote
teacher inquiry. Despite these claims, most portfolio practices either focus on summative assessments or fail to include sufficient information to justify conclusions. Even when portfolio research reports reliable assessments, several proponents question preservice teachers’ ability to focus on and examine teaching practices because of their inexperience, and cite time and resource requirements as hinders to portfolio development. This dissertation is a compilation of four, journal-ready manuscripts that explore electronic portfolio development that employ evidential reasoning and formative assessment for preservice
teacher professional development. The first article is a review of portfolio literature across the teaching profession that identifies successes and hurdles to sustained portfolio development. The second article is a preliminary case study of three preservice social studies teachers who used video-based evidence and electronic portfolio (eportfolio) tools to support evidential reasoning practices. The third and fourth articles are case studies of six preservice social studies teachers who also used eportfolios to support evidential reasoning but included multiple sources of evidence to examine teaching practices within field-experiences. These articles describe how eportfolios can support evidential reasoning when embedded question prompts, personal coaching, and embedded tutorials and inquiry suggestions are provided.
Advisors/Committee Members: Michael J. Hannafin.
Subjects/Keywords: Preservice teacher
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APA (6th Edition):
Shepherd, C. E. (2008). Reconstructing practice for change: the effects of electronic portfolio development on preservice teachers' inquiry and growth. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/shepherd_craig_e_200808_phd
Chicago Manual of Style (16th Edition):
Shepherd, Craig Erschel. “Reconstructing practice for change: the effects of electronic portfolio development on preservice teachers' inquiry and growth.” 2008. Doctoral Dissertation, University of Georgia. Accessed December 09, 2019.
http://purl.galileo.usg.edu/uga_etd/shepherd_craig_e_200808_phd.
MLA Handbook (7th Edition):
Shepherd, Craig Erschel. “Reconstructing practice for change: the effects of electronic portfolio development on preservice teachers' inquiry and growth.” 2008. Web. 09 Dec 2019.
Vancouver:
Shepherd CE. Reconstructing practice for change: the effects of electronic portfolio development on preservice teachers' inquiry and growth. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Dec 09].
Available from: http://purl.galileo.usg.edu/uga_etd/shepherd_craig_e_200808_phd.
Council of Science Editors:
Shepherd CE. Reconstructing practice for change: the effects of electronic portfolio development on preservice teachers' inquiry and growth. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/shepherd_craig_e_200808_phd
University of Georgia
26.
Kirk, Daniel John.
Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates.
Degree: PhD, English Education, 2008, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd
► Teacher education is a global enterprise, and has far-reaching consequences throughout society. Student teachers find themselves working on two fronts; the university setting and the…
(more)
▼ Teacher education is a global enterprise, and has far-reaching consequences throughout society. Student teachers find themselves working on two fronts; the university setting and the schools where they practice teach. Through talking to pre-service teachers in the United States, England and the United Arab Emirates, it was possible to identify themes regarding their perceptions of
teacher education, and to examine how these thematic strands cross national, cultural and social borders. It was found that students across the three settings encountered many of the same concerns and issues as they navigated their way through the choppy waters of
teacher education, towards entry into the teaching profession. Through allowing student teachers to talk, to explore their experiences through their use of language, it was possible to hear rich accounts of
teacher education programs, the issues that arose and how these were contextualized. The study uses these narratives as the primary source of data, analyzing and exploring the voices of the student teachers.
Advisors/Committee Members: James Marshall.
Subjects/Keywords: Teacher Education
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APA (6th Edition):
Kirk, D. J. (2008). Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd
Chicago Manual of Style (16th Edition):
Kirk, Daniel John. “Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates.” 2008. Doctoral Dissertation, University of Georgia. Accessed December 09, 2019.
http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd.
MLA Handbook (7th Edition):
Kirk, Daniel John. “Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates.” 2008. Web. 09 Dec 2019.
Vancouver:
Kirk DJ. Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Dec 09].
Available from: http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd.
Council of Science Editors:
Kirk DJ. Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd
University of Georgia
27.
Hubbard, Betty Potter.
A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.
Degree: PhD, Reading Education, 2009, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd
► The primary purpose of this study was to investigate new perspectives forming as a result of the teacher education programs that have embraced new literacies…
(more)
▼ The primary purpose of this study was to investigate new perspectives forming as a result of the
teacher education programs that have embraced new literacies grounded in new technologies. This study addressed two paths of examination. The first line of inquiry invited
teacher educators, who used digital technologies in their reading methods courses, to explain the influence the CTELL (Case Technologies for Early Literacy Learning) initiative had on their instructional practice and philosophical orientation. The second line of inquiry studied
teacher educators’ perceptions of their preservice teachers (PSTs) learning and developing perspectives regarding literacy education. McCracken’s four-part method of inquiry and analysis was employed to construct a bricolage of the
teacher educators’ perspectives. Data sources for this project included respondents’ answers from a selection survey, sample interview protocols, and corroborating sources, (i.e., student reflections, emails, course comments, instructor training materials and comments, lesson plans, and instructors’ syllabi). Results are discussed in terms of the metacognitive, epistemological, and professional growth evidenced in preservice teachers and in terms of the
importance of authentic instruction and context afforded by using digital case technologies. In addition, data analysis indicated that each educator worked in concrete and particular ways as agents of change to improve literacy instruction, align literacy education with the skills learners will need to be globally competitive, and to improve the lives and education of future teachers and their eventual students.
Advisors/Committee Members: Linda Labbo.
Subjects/Keywords: Teacher Education
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APA (6th Edition):
Hubbard, B. P. (2009). A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd
Chicago Manual of Style (16th Edition):
Hubbard, Betty Potter. “A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.” 2009. Doctoral Dissertation, University of Georgia. Accessed December 09, 2019.
http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd.
MLA Handbook (7th Edition):
Hubbard, Betty Potter. “A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.” 2009. Web. 09 Dec 2019.
Vancouver:
Hubbard BP. A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Dec 09].
Available from: http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd.
Council of Science Editors:
Hubbard BP. A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd
University of Georgia
28.
Tippens, Abby Spruill.
Georgia agriculture teacher attrition.
Degree: MAL, Agricultural Leadership, 2010, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/tippens_abby_s_201005_mal
► The purpose of this study was to determine the primary factors contributing to the retention or attrition of Georgia agriculture teachers. Data was collected during…
(more)
▼ The purpose of this study was to determine the primary factors contributing to the retention or attrition of Georgia agriculture teachers. Data was collected during a one month period beginning in January 2010. Teachers responded to a web-based survey which sought to determine the following: the demographics of Georgia agriculture teachers who responded to the survey, teachers’ self perceived likelihood of retention, teachers’ job satisfaction as it relates to working conditions, and contributing factors to teachers’ self-perceived likelihood of retention. Results showed respondents are generally satisfied with their jobs and the majority of teachers plan to remain in the profession. Differences were shown between gender in the area of job satisfaction and self-perceived likelihood of retention. Teachers were found to be most likely to leave the profession because of retirement and family and children commitments. Teachers were also found to be most dissatisfied because of burnout.
Advisors/Committee Members: John Ricketts.
Subjects/Keywords: Teacher Attrition
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APA (6th Edition):
Tippens, A. S. (2010). Georgia agriculture teacher attrition. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/tippens_abby_s_201005_mal
Chicago Manual of Style (16th Edition):
Tippens, Abby Spruill. “Georgia agriculture teacher attrition.” 2010. Masters Thesis, University of Georgia. Accessed December 09, 2019.
http://purl.galileo.usg.edu/uga_etd/tippens_abby_s_201005_mal.
MLA Handbook (7th Edition):
Tippens, Abby Spruill. “Georgia agriculture teacher attrition.” 2010. Web. 09 Dec 2019.
Vancouver:
Tippens AS. Georgia agriculture teacher attrition. [Internet] [Masters thesis]. University of Georgia; 2010. [cited 2019 Dec 09].
Available from: http://purl.galileo.usg.edu/uga_etd/tippens_abby_s_201005_mal.
Council of Science Editors:
Tippens AS. Georgia agriculture teacher attrition. [Masters Thesis]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/tippens_abby_s_201005_mal
University of Georgia
29.
Cajigal, Aris Reynold Vertido.
Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change.
Degree: PhD, Science Education, 2010, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/cajigal_aris-reynold_v_201008_phd
► Global climate change is a socioscientific issue that is popular in socio-political, economic, and educational contexts. This study explored the epistemological, pedagogical, and curricular beliefs…
(more)
▼ Global climate change is a socioscientific issue that is popular in socio-political, economic, and educational contexts. This study explored the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change. It examined the experiences of preservice teachers that influenced their perspectives on the issue, and the negotiations they anticipate in the future when developing this topic in their classrooms. Employing an interpretive research methodology, data were collected from four preservice secondary science teachers through case study methods, in-depth interviews, and written products. The analysis of data revealed that the preservice science teachers’ epistemological, pedagogical, and curricular beliefs on global climate change were in a dynamic relationship and bound by two significant points: (1) Global climate change is a seemingly inevitable topic. (2) Global climate change has a rightful place in the science curriculum. Perspectives on global climate change tended to be mediated by the preservice teachers’ experiences with people, places, and events. More specifically, themes that emerged within the four cases include: (1) distinction between the “what” and the “why”; (2) Who is the source?; (3) establishing a climate of learning; (4) life with global climate change; (5) making choices; (6)
teacher as mediator; (7) reducing personal carbon footprint; (8) authority matters; (9) to be persuaded but not to be persuasive; (10) uncertainties surrounding the issue; (11) reliance on the processes of science; and (12) examining controversial issues in the classroom. The themes emerging from cross-analysis include: (1) natural versus anthropogenic causes; (2) information audit; (3) relevance of the topic of global climate change to the individual lives of students; (4) influence from family and friends; (5) dealing with An Inconvenient Truth; (6) academic context; (7) controversy surrounding global climate change transcends the scientific, political, and economic aspects of society; and (8) classroom debate as a microcosm of the larger scientific community. Recognizing the controversial nature of the topic of global climate change, the preservice teachers plan to negotiate the teaching of this concept in terms of content, context, process, and outcomes. Theoretical, methodological, and practical implications of the study are also elaborated in this report.
Advisors/Committee Members: Deborah Tippins.
Subjects/Keywords: Teacher beliefs
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APA ·
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APA (6th Edition):
Cajigal, A. R. V. (2010). Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cajigal_aris-reynold_v_201008_phd
Chicago Manual of Style (16th Edition):
Cajigal, Aris Reynold Vertido. “Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change.” 2010. Doctoral Dissertation, University of Georgia. Accessed December 09, 2019.
http://purl.galileo.usg.edu/uga_etd/cajigal_aris-reynold_v_201008_phd.
MLA Handbook (7th Edition):
Cajigal, Aris Reynold Vertido. “Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change.” 2010. Web. 09 Dec 2019.
Vancouver:
Cajigal ARV. Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Dec 09].
Available from: http://purl.galileo.usg.edu/uga_etd/cajigal_aris-reynold_v_201008_phd.
Council of Science Editors:
Cajigal ARV. Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/cajigal_aris-reynold_v_201008_phd
University of Georgia
30.
Willis, Robert Clayton.
Conceptualizing science teacher leadership: an autoethnography.
Degree: EdD, Science Education, 2010, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/willis_robert_c_201008_edd
► Though abundant evidence suggests that effective science teacher leaders in schools have the potential to positively impact current school reform efforts, additional research into the…
(more)
▼ Though abundant evidence suggests that effective science
teacher leaders in schools have the potential to positively impact current school reform efforts, additional research into the roles filled by science
teacher leaders in context is needed. No generally accepted conception of science
teacher leader duties exists, and science
teacher leader roles are generally undefined by policy. This autoethnographic study examines how a science
teacher leader constructed his identity in the context of a suburban high school in the southeastern United States. Consideration is given to identity construction, and through personal journaling, narrative, and interviews with
teacher leaders in other disciplines a more complete picture of science
teacher leadership is presented. Findings suggest that science
teacher leaders play very important roles in the school hierarchy, serving as conduits, nurturers, department clerks, and resource managers.
Advisors/Committee Members: Thomas Koballa, Jr..
Subjects/Keywords: Teacher leadership
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APA ·
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Manager
APA (6th Edition):
Willis, R. C. (2010). Conceptualizing science teacher leadership: an autoethnography. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/willis_robert_c_201008_edd
Chicago Manual of Style (16th Edition):
Willis, Robert Clayton. “Conceptualizing science teacher leadership: an autoethnography.” 2010. Doctoral Dissertation, University of Georgia. Accessed December 09, 2019.
http://purl.galileo.usg.edu/uga_etd/willis_robert_c_201008_edd.
MLA Handbook (7th Edition):
Willis, Robert Clayton. “Conceptualizing science teacher leadership: an autoethnography.” 2010. Web. 09 Dec 2019.
Vancouver:
Willis RC. Conceptualizing science teacher leadership: an autoethnography. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Dec 09].
Available from: http://purl.galileo.usg.edu/uga_etd/willis_robert_c_201008_edd.
Council of Science Editors:
Willis RC. Conceptualizing science teacher leadership: an autoethnography. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/willis_robert_c_201008_edd
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