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Texas Tech University
1.
Hendley, Sarah Louise.
Teacher perceptions of positive reinforcement procedures for students with emotional/behavioral disorders.
Degree: Education, 2011, Texas Tech University
URL: http://hdl.handle.net/2346/11293 
► Students diagnosed with emotional/behavioral disorders (E/BD) often exhibit inappropriate behaviors which limit them from establishing appropriate social relationships at home, at school, and in the…
(more)
▼ Students diagnosed with emotional/behavioral disorders (E/BD) often exhibit inappropriate behaviors which limit them from establishing appropriate social relationships at home, at school, and in the community. These inappropriate classroom behaviors may also present obstacles to academic achievement. In order to teach and promote desired behavior in students diagnosed with E/BD, educators are encouraged to incorporate proactive behavior management interventions in the classroom setting. However, although positive reinforcement procedures have been shown to support desired behavior changes in students many researchers and educators argue against the use of positive reinforcers to motivate and teach students appropriate behaviors.
The current study examined the use of positive reinforcement procedures in two self-contained social adjustment elementary classrooms for students diagnosed with E/BD. This research investigated how two teachers utilized positive reinforcement procedures with students in two social adjustment elementary classrooms. Specifically, the researcher examined how the teachers felt about positive reinforcement procedures and the primary and secondary reinforcers they incorporated in an established token economy system. The results of this study contributed to research investigating the use of positive reinforcement procedures and token reinforcers as a means to promote positive, long-term behavior changes in students with E/BD.
This qualitative case study was conducted over an eight week time period. The study was guided by three main research questions: (1) How do teachers of students with E/BD feel about positive reinforcement procedures?; (2) What process do teachers follow when delivering positive reinforcers in a self-contained classroom for students with E/BD?, and (3) How do teachers of students with E/BD deliver token reinforcers to students with E/BD? The researcher utilized participant observation, interviewing, and teacher journals as a means to collect data from the two participating special education teachers.
An analysis of data led the researcher to identify insightful information related to how each of the participating teachers perceived positive reinforcement procedures. In addition, findings indicated teacher self-awareness of daily use of these methods may be related to the perception or understanding of the elements incorporated in the actual delivery of positive reinforcement procedures. The interpretation of data generated practical implications and recommendations for teachers to consider when establishing a token economy system in classrooms for students with E/BD.
Subjects/Keywords: Teacher
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APA (6th Edition):
Hendley, S. L. (2011). Teacher perceptions of positive reinforcement procedures for students with emotional/behavioral disorders. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/11293
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):
Hendley, Sarah Louise. “Teacher perceptions of positive reinforcement procedures for students with emotional/behavioral disorders.” 2011. Thesis, Texas Tech University. Accessed January 23, 2021.
http://hdl.handle.net/2346/11293.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hendley, Sarah Louise. “Teacher perceptions of positive reinforcement procedures for students with emotional/behavioral disorders.” 2011. Web. 23 Jan 2021.
Vancouver:
Hendley SL. Teacher perceptions of positive reinforcement procedures for students with emotional/behavioral disorders. [Internet] [Thesis]. Texas Tech University; 2011. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/2346/11293.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hendley SL. Teacher perceptions of positive reinforcement procedures for students with emotional/behavioral disorders. [Thesis]. Texas Tech University; 2011. Available from: http://hdl.handle.net/2346/11293
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Vanderbilt University
2.
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://hdl.handle.net/1803/13197
► 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 graduates’ 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: Ellen Goldring (committee member), Jason Grissom (committee member), Marcy Singer-Gabella (committee member), Gary T Henry (Committee Chair).
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://hdl.handle.net/1803/13197
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 January 23, 2021.
http://hdl.handle.net/1803/13197.
MLA Handbook (7th Edition):
Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Web. 23 Jan 2021.
Vancouver:
Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/1803/13197.
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://hdl.handle.net/1803/13197
Texas A&M University
3.
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 January 23, 2021.
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. 23 Jan 2021.
Vancouver:
Hurst MA. Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2021 Jan 23].
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
Texas A&M University
4.
McGlohn, Robin.
Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District.
Degree: EdD, Educational Administration, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10921
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. Doctoral Dissertation, Texas A&M University. Accessed January 23, 2021.
http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10921.
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. 23 Jan 2021.
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] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10921.
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. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10921
University of Houston
5.
-3458-4900.
Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average.
Degree: EdD, Professional Leadership, Education, 2019, University of Houston
URL: http://hdl.handle.net/10657/5590
► Background: This study explored teacher retention rates within different Title I schools and why certain teachers stayed in the profession longer than the current five-year…
(more)
▼ Background: This study explored
teacher retention rates within different Title I schools and why certain teachers stayed in the profession longer than the current five-year career average. Several studies have been completed on why teachers leave the field of education, and Ingersoll and Smith (2003) attribute some of the difficulties to low salary, student discipline problems, lack of administrative support, and low student motivation. While many prior studies have focused on the reasoning and factors as to why teachers are leaving, conversely, this study used a qualitative approach to determine and understand teachers’ perspectives on factors that influence their retention within the education field for more than five years, specifically within a Title I school in a southwest city in Texas. Purpose: The purpose of this study was to gain a better understanding of why teachers at Title I schools stay for more than five years. This study sought to answer the following research question: What is the teachers’ perception as to what factors, both internal and external; motivate educators to continue teaching longer than the typical five-year span within a Title I school? Method: The case study approach was employed to examine the perceptions of the three teachers. The study took place within one large Texas public school district, which contained many Title I schools. Critical case sampling was employed and the participants were chosen based on particular criteria from a social network of peers. After the chosen participants agreed to the study, the initial interviews took place. The live audio-based Zoom interviews were recorded in their entirety, and the responses were immediately transcribed. Each interview lasted approximately one hour. A maximum of two follow-up interviews and to allow for member-checking was also conducted, as needed. The in-depth interviews allowed the participants to be questioned using broad, open-ended questions. Upon interview completion, the data collected were transcribed, coded, and analyzed to determine if there were common factors, motivators, attributes, or common themes that directly influenced why educators continue employment within a Title I school for more than five years. The information was taken and presented as the key findings for this study. Results: The results showed that the teachers were motivated by three major elements. These factors included: being motivated by their students and knowing that they have a great impact on their lives and are making a difference, an internal drive to continue within the profession, and being led by administration who maintained open communication and a positive work environment. The participants all agreed that ultimately, the motivation to remain in teaching was due to these major themes, and if one or more of these factors was negatively impacted or shown, it can seriously influence a teacher’s decision to exit the profession no matter what year they are within their career. Additional findings revealed the teachers…
Advisors/Committee Members: White, Cameron S. (advisor), Hutchison, Laveria F. (committee member), McAlister-Shields, Leah (committee member), Beaudry, Christine (committee member).
Subjects/Keywords: Teacher retention; Teacher attrition; Teacher job satisfaction
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APA (6th Edition):
-3458-4900. (2019). Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5590
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-3458-4900. “Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average.” 2019. Doctoral Dissertation, University of Houston. Accessed January 23, 2021.
http://hdl.handle.net/10657/5590.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-3458-4900. “Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average.” 2019. Web. 23 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-3458-4900. Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/10657/5590.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-3458-4900. Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5590
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Boston College
6.
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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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 January 23, 2021.
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. 23 Jan 2021.
Vancouver:
Cannady MA. Modeling Teacher Attrition: Teacher Characteristics and
Working Conditions. [Internet] [Doctoral dissertation]. Boston College; 2011. [cited 2021 Jan 23].
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
Victoria University of Wellington
7.
Hoang, Anna Trang Ngoc.
Novice Teachers' Thinking Development from Practicum to Early Career.
Degree: 2020, Victoria University of Wellington
URL: http://hdl.handle.net/10063/8838
► Teacher education programmes have focused on training student teachers with knowledge of teaching methodologies and good teaching performance. What is going on inside student teachers’…
(more)
▼ Teacher education programmes have focused on training student teachers with knowledge of teaching methodologies and good teaching performance. What is going on inside student teachers’ minds in their processes of learning to teach is more difficult to observe and sometimes overshadowed by this primary focus. This study sets out to gain a deeper understanding of student teachers’ developing cognition while learning to teach.
The existing literature on teachers’ critical thinking, reflection, and cognition provides various frameworks each of which presents different levels or stages of teachers’ development in the respective domains. Each level or stage is characterised by certain concerns, beliefs, skills, discourse, or teaching behaviours. However, underlying processes of change – i.e. how teachers move from lower levels to higher levels of such development, what triggers such movement – and how such movement enhances their teaching effectiveness are under-researched. In addition, those existing frameworks describe major stages of teachers’ development during the whole of their professional journeys. Little research zooms in novice teachers’ thinking development.
This research takes an exploratory approach, without relying on any existing frameworks, to investigating and theorising the unseen thinking development processes of novice teachers during the important transition from teaching practicum to early career teaching. The research included three stages of inquiry in which one stage was developed from the previous stage and its results were constantly compared to those of the previous one. The first stage involved in-depth individual interviews with nine early career teachers. The second stage involved working closely with a cohort of five student teachers during four months of their teaching practicum in the same
teacher training program. The third stage involved my following one of the cohort members into the first two years of his teaching through online communication about their experiences and thinking about language teaching in real-life contexts.
The close interaction with the novice teachers incrementally constructed a clearer picture of the complexity and dynamics of their thinking. The stories of the three groups revealed and confirmed a hierarchy of attention to core aspects of effective teaching. However, the movement across the hierarchy was not linear but fluctuating and causing dissonance between their cognition and practice. Moreover, the novice teachers’ thinking development also involved the development of generic thinking skills – from “either-or” thinking to “both-and” thinking, from single-perspective to multi-perspective thinking, and from a focus on the detail to 'big picture' thinking. Thinking development was found to go hand in hand with the development of teaching effectiveness, understanding of teaching methodologies, and awareness of professional identity.
This research proposes a tentative framework of novice teachers’ thinking development from teaching practicum to early…
Advisors/Committee Members: Crabbe, David, Newton, Jonathan.
Subjects/Keywords: Teacher thinking development; Teacher education; Teacher identity
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APA ·
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Manager
APA (6th Edition):
Hoang, A. T. N. (2020). Novice Teachers' Thinking Development from Practicum to Early Career. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8838
Chicago Manual of Style (16th Edition):
Hoang, Anna Trang Ngoc. “Novice Teachers' Thinking Development from Practicum to Early Career.” 2020. Doctoral Dissertation, Victoria University of Wellington. Accessed January 23, 2021.
http://hdl.handle.net/10063/8838.
MLA Handbook (7th Edition):
Hoang, Anna Trang Ngoc. “Novice Teachers' Thinking Development from Practicum to Early Career.” 2020. Web. 23 Jan 2021.
Vancouver:
Hoang ATN. Novice Teachers' Thinking Development from Practicum to Early Career. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2020. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/10063/8838.
Council of Science Editors:
Hoang ATN. Novice Teachers' Thinking Development from Practicum to Early Career. [Doctoral Dissertation]. Victoria University of Wellington; 2020. Available from: http://hdl.handle.net/10063/8838
Virginia Tech
8.
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 January 23, 2021.
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. 23 Jan 2021.
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 2021 Jan 23].
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
Virginia Tech
9.
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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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 January 23, 2021.
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. 23 Jan 2021.
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 2021 Jan 23].
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
University of Oklahoma
10.
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 (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 January 23, 2021.
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. 23 Jan 2021.
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 2021 Jan 23].
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
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 January 23, 2021.
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. 23 Jan 2021.
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 2021 Jan 23].
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 Toronto
12.
Lyander, Mary Judith.
Orientation to Teaching as a Lifelong Career in Sub Saharan Africa – A Tanzanian Case Study.
Degree: 2018, University of Toronto
URL: http://hdl.handle.net/1807/92108
► Many developing countries in Sub Saharan Africa are facing mounting pressure to seek effective and efficient approaches to recruiting, preparing, supporting, and retaining committed teachers…
(more)
▼ Many developing countries in Sub Saharan Africa are facing mounting pressure to seek effective and efficient approaches to recruiting, preparing, supporting, and retaining committed teachers in the education sector. This research project explores recruitment, and retention factors that may influence a commitment to teaching of secondary school teachers in rural Tanzania. This study draws on a framework developed by Sher (1993) of three factors that affect the commitment and retention of teachers working in rural schools: teachers’ characteristics, conditions and compensation.
Data included semi-structured interviews with 16 secondary school teachers from four secondary schools and a focus group interview with retired teachers from the Geita district in Tanzania. The interviews and focus group explored teachers’ commitment to teaching, and their perceptions of recruitment and retention factors that influence commitment to the teaching career.
The findings show that participants believe highly committed teachers identify with educational goals and values, demonstrate positive job performance behavior and a desire to maintain membership within the education sector. The findings also confirm the influence teachers’ characteristics, working and living conditions, and compensation on teacher commitment, recruitment and retention. In addition, the societal status and image of teachers emerges as an important factor. This study discusses implications for education practices and policies that develop and support teachers’ commitment in the rural context.
Ed.D.
Advisors/Committee Members: Anderson, Stephen E, Leadership, Higher and Adult Education.
Subjects/Keywords: Teacher characteristics; Teacher commitment; Teacher compensation; Teacher condition; Teacher recruitment; Teacher retention; 0449
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APA (6th Edition):
Lyander, M. J. (2018). Orientation to Teaching as a Lifelong Career in Sub Saharan Africa – A Tanzanian Case Study. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/92108
Chicago Manual of Style (16th Edition):
Lyander, Mary Judith. “Orientation to Teaching as a Lifelong Career in Sub Saharan Africa – A Tanzanian Case Study.” 2018. Doctoral Dissertation, University of Toronto. Accessed January 23, 2021.
http://hdl.handle.net/1807/92108.
MLA Handbook (7th Edition):
Lyander, Mary Judith. “Orientation to Teaching as a Lifelong Career in Sub Saharan Africa – A Tanzanian Case Study.” 2018. Web. 23 Jan 2021.
Vancouver:
Lyander MJ. Orientation to Teaching as a Lifelong Career in Sub Saharan Africa – A Tanzanian Case Study. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/1807/92108.
Council of Science Editors:
Lyander MJ. Orientation to Teaching as a Lifelong Career in Sub Saharan Africa – A Tanzanian Case Study. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/92108
University of Otago
13.
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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Export
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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 January 23, 2021.
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. 23 Jan 2021.
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 2021 Jan 23].
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
University of Helsinki
14.
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 (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 January 23, 2021.
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. 23 Jan 2021.
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 2021 Jan 23].
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
Vanderbilt University
15.
Nguyen, Tuan Dinh.
The Theories and Determinants of Teacher Attrition and Retention.
Degree: PhD, Leadership and Policy Studies, 2018, Vanderbilt University
URL: http://hdl.handle.net/1803/12250
► 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 field’s 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: Joseph Murphy (committee member), Emily Tanner-Smith (committee member), Matthew Springer (Committee Chair), Christopher Candelaria (Committee Chair).
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://hdl.handle.net/1803/12250
Chicago Manual of Style (16th Edition):
Nguyen, Tuan Dinh. “The Theories and Determinants of Teacher Attrition and Retention.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed January 23, 2021.
http://hdl.handle.net/1803/12250.
MLA Handbook (7th Edition):
Nguyen, Tuan Dinh. “The Theories and Determinants of Teacher Attrition and Retention.” 2018. Web. 23 Jan 2021.
Vancouver:
Nguyen TD. The Theories and Determinants of Teacher Attrition and Retention. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/1803/12250.
Council of Science Editors:
Nguyen TD. The Theories and Determinants of Teacher Attrition and Retention. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/12250
Texas A&M University
16.
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 January 23, 2021.
http://hdl.handle.net/1969.1/157809.
MLA Handbook (7th Edition):
Deuermeyer, Elizabeth Ellen. “Teacher Regenesis: Supporting Teacher Resiliency Through Wellness.” 2016. Web. 23 Jan 2021.
Vancouver:
Deuermeyer EE. Teacher Regenesis: Supporting Teacher Resiliency Through Wellness. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Jan 23].
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
Texas A&M University
17.
Washburn, Erin Kuhl.
Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.
Degree: PhD, Curriculum and Instruction, 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?. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360
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. Doctoral Dissertation, Texas A&M University. Accessed January 23, 2021.
http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.
MLA Handbook (7th Edition):
Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Web. 23 Jan 2021.
Vancouver:
Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.
Council of Science Editors:
Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360
Penn State University
18.
Khan, Gulab.
Examining the relationships between student achievement and teacher monitoring and evaluation in lower secondary and secondary schools: A multinational study.
Degree: 2013, Penn State University
URL: https://submit-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.
Advisors/Committee Members: Mindy L Kornhaber And Liang Zhang, Dissertation Advisor/Co-Advisor, Mindy L Kornhaber And Liang Zhang, Committee Chair/Co-Chair, Soo Yong Byun, Committee Member, Hoi Kin Suen, Committee Member.
Subjects/Keywords: Teacher evaluation; Teacher appraisal; Accountability
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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. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/19770
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):
Khan, Gulab. “Examining the relationships between student achievement and teacher monitoring and evaluation in lower secondary and secondary schools: A multinational study.” 2013. Thesis, Penn State University. Accessed January 23, 2021.
https://submit-etda.libraries.psu.edu/catalog/19770.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
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. 23 Jan 2021.
Vancouver:
Khan G. Examining the relationships between student achievement and teacher monitoring and evaluation in lower secondary and secondary schools: A multinational study. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Jan 23].
Available from: https://submit-etda.libraries.psu.edu/catalog/19770.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
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. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/19770
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
19.
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: EdD, Professional Leadership, 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 ·
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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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1844
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. Doctoral Dissertation, University of Houston. Accessed January 23, 2021.
http://hdl.handle.net/10657/1844.
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. 23 Jan 2021.
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] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/10657/1844.
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. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1844
University of Houston
20.
Taylor, Ariel J.
Examining the Relationship between Teacher Turnover and Teacher Engagement.
Degree: EdD, Professional Leadership, 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: Rangel, Virginia Snodgrass (advisor), Butcher, Keith (committee member), Carpenter, Bradley W. (committee member), Allen, Alma (committee member).
Subjects/Keywords: Teacher Turnover; Teacher engagment
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APA ·
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APA (6th Edition):
Taylor, A. J. (2017). Examining the Relationship between Teacher Turnover and Teacher Engagement. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1860
Chicago Manual of Style (16th Edition):
Taylor, Ariel J. “Examining the Relationship between Teacher Turnover and Teacher Engagement.” 2017. Doctoral Dissertation, University of Houston. Accessed January 23, 2021.
http://hdl.handle.net/10657/1860.
MLA Handbook (7th Edition):
Taylor, Ariel J. “Examining the Relationship between Teacher Turnover and Teacher Engagement.” 2017. Web. 23 Jan 2021.
Vancouver:
Taylor AJ. Examining the Relationship between Teacher Turnover and Teacher Engagement. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/10657/1860.
Council of Science Editors:
Taylor AJ. Examining the Relationship between Teacher Turnover and Teacher Engagement. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1860
University of Minnesota
21.
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 January 23, 2021.
http://hdl.handle.net/11299/163758.
MLA Handbook (7th Edition):
Hoyt, Daniel Dexter Jr. “Becoming a teacher educator: a journey.” 2014. Web. 23 Jan 2021.
Vancouver:
Hoyt DDJ. Becoming a teacher educator: a journey. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2021 Jan 23].
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 Minnesota
22.
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 January 23, 2021.
http://hdl.handle.net/11299/190497.
MLA Handbook (7th Edition):
Sippel, Christopher. “Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education.” 2017. Web. 23 Jan 2021.
Vancouver:
Sippel C. Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2021 Jan 23].
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 Georgia
23.
Pendergrass, Emily.
Navigating a rocky terrain.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/27561
► 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.
Subjects/Keywords: teacher practices; teacher decision processes
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APA (6th Edition):
Pendergrass, E. (2014). Navigating a rocky terrain. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27561
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):
Pendergrass, Emily. “Navigating a rocky terrain.” 2014. Thesis, University of Georgia. Accessed January 23, 2021.
http://hdl.handle.net/10724/27561.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Pendergrass, Emily. “Navigating a rocky terrain.” 2014. Web. 23 Jan 2021.
Vancouver:
Pendergrass E. Navigating a rocky terrain. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/10724/27561.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Pendergrass E. Navigating a rocky terrain. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27561
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
24.
Koch, Meg.
University supervisors and culturally responsive teaching.
Degree: 2015, Lewis and Clark College
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3734708
► Culturally responsive teaching is seen as a promising practice that will enhance teachers’ ability to meet the needs of today’s diverse student population. The…
(more)
▼ Culturally responsive teaching is seen as a promising practice that will enhance teachers’ ability to meet the needs of today’s diverse student population. The purpose of this study was to understand how White supervisors talk about race and culture in the classroom, and in regard to their role of preparing pre-service teachers. Because supervisors’ work is grounded in student teachers’ classrooms, they are uniquely positioned to respond to specific incidents in the student teacher’s experience and thereby have a primary role in shaping teachers’ instructional practices. This dissertation research examined 12 White university supervisors. Prior to this study, supervisors participated in professional development offered by the college aimed at raising awareness of culturally responsive teaching. The professional development was part of Griffin, Watson, and Liggett’s (2014) initial study, and offered opportunities for supervisors to discuss topics of race, culture, ethnicity, class, and gender, and to engage in reading Gay’s (2010) text: <i>Culturally Responsive Teaching: Theory, Research, and Practice.</i> Griffin et al. collected data, including a pre- and post-survey, a November interview, and artifacts from the professional development. Their study established the starting point for this research. All 12 supervisors were interviewed following participation in the professional development. Findings indicated supervisors defined and described culturally responsive teaching by relying on elements congruent with the literature. Even when supervisors used language similar to Gay (2010), they held misconceptions and formed incomplete definitions about culturally responsive teaching. Other findings indicated supervisors lacked a clear vision in their role in supporting culturally responsive teaching. Lastly, supervisors used hegemonic understandings when talking about race and culture. The results of this study suggest supervisors need more opportunities to talk about race and culture, and their role in preparing culturally responsive teachers.
Subjects/Keywords: Teacher education
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APA ·
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APA (6th Edition):
Koch, M. (2015). University supervisors and culturally responsive teaching. (Thesis). Lewis and Clark College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3734708
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):
Koch, Meg. “University supervisors and culturally responsive teaching.” 2015. Thesis, Lewis and Clark College. Accessed January 23, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=3734708.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Koch, Meg. “University supervisors and culturally responsive teaching.” 2015. Web. 23 Jan 2021.
Vancouver:
Koch M. University supervisors and culturally responsive teaching. [Internet] [Thesis]. Lewis and Clark College; 2015. [cited 2021 Jan 23].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734708.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Koch M. University supervisors and culturally responsive teaching. [Thesis]. Lewis and Clark College; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734708
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Namibia
25.
Namundunga, Mennas.
Factors that influence teacher attrition in secondary schools in the Omusati education region, Namibia
.
Degree: 2016, University of Namibia
URL: http://hdl.handle.net/11070/1996
► High teacher turnover is a common problem in the Ministry of Education in all schools around Namibia, specifically in the Omusati Education Region. This research…
(more)
▼ High teacher turnover is a common problem in the Ministry of Education in all schools around Namibia, specifically in the Omusati Education Region. This research sought to highlight factors that influence teacher attrition in secondary schools in the Omusati Education Region. The research revealed that though hundreds of teachers were graduating from universities and colleges around the country each year, schools have never had enough qualified teachers. A high teacher turnover is also very costly to the government in terms of recruitment and selection costs, which have to be met in continuously filling vacant posts. A high turnover of teachers creates instability in the school system and thereby affecting the performance of learners.
The study revealed different factors, which influenced the level of teacher attrition, such as the lack of administrative support for teachers, poor remuneration, death and illness-induced attrition. The review of literature also revealed different strategies that have been used elsewhere in dealing with the problem of high turnover in schools. The strategies included strengthening administrative structures in schools, reviewing the remuneration of teachers, improving the recruitment of teachers and improving the general working conditions of teachers. The study used the triangulated research methodology in the data-gathering process, which involved questionnaires that were given out to teachers and interviews held with Circuit Inspectors. Sixty-four questionnaires were recovered and four interviews were held with Circuit Inspectors. The field and theoretical research findings revealed that interpersonal relations had a limited influence on teacher attrition. Advancement factors were found to have significant influence on the rate of attrition, as teachers left the profession because of limited career advancement opportunities within the teaching profession. One of the major causes of teacher attrition was also found to be unfavourable working conditions such as heavy teaching loads, inadequate resources, and inadequate preparation time. Teachers’ salaries and benefits were also found to be lower than salaries and benefits of other qualified professionals in the private sector leading to a very high rate of attrition, as teachers left the teaching profession for other well-paying jobs in the private sector. The study recommended that the government increase the remuneration of teachers to the level of other qualified professionals in the private sector. The study also recommended the improvement of teachers’ working and living conditions, the strengthening of administrative support for the teachers and the introduction of strong mentoring programmes for new graduate teachers. The research also provided direction for further research on the subject
Subjects/Keywords: Teacher attrition
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APA (6th Edition):
Namundunga, M. (2016). Factors that influence teacher attrition in secondary schools in the Omusati education region, Namibia
. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/1996
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):
Namundunga, Mennas. “Factors that influence teacher attrition in secondary schools in the Omusati education region, Namibia
.” 2016. Thesis, University of Namibia. Accessed January 23, 2021.
http://hdl.handle.net/11070/1996.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Namundunga, Mennas. “Factors that influence teacher attrition in secondary schools in the Omusati education region, Namibia
.” 2016. Web. 23 Jan 2021.
Vancouver:
Namundunga M. Factors that influence teacher attrition in secondary schools in the Omusati education region, Namibia
. [Internet] [Thesis]. University of Namibia; 2016. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/11070/1996.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Namundunga M. Factors that influence teacher attrition in secondary schools in the Omusati education region, Namibia
. [Thesis]. University of Namibia; 2016. Available from: http://hdl.handle.net/11070/1996
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
26.
Benuzzi, Stacey.
Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching.
Degree: 2015, California State University, Long Beach
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3708290
► By 2018, STEM occupations are projected to grow twice as fast as all other occupations combined (Olson & Riordan, 2012; Craig Thomas, Hou, &…
(more)
▼ By 2018, STEM occupations are projected to grow twice as fast as all other occupations combined (Olson & Riordan, 2012; Craig Thomas, Hou, & Mathur, 2012). The need to educate and produce more STEM graduates is eminent, and research shows that the pipeline to prepare students for STEM fields begins in elementary school. Research also shows that many elementary teachers lack the pedagogical content knowledge (PCK) and confidence to teach STEM subjects (Dorph, Shields, Tiffany-Morales, Hartry, & McCaffrey, 2011). Meanwhile, opportunities for elementary teachers to develop their STEM PCK and confidence in teacher preparation programs or professional development are limited. To address this problem, programs like Raising the Bar for STEM Education in California are emerging. A yearlong case study utilizing both qualitative and quantitative methods was employed to examine the program’s effectiveness in preparing future elementary teachers to effectively teach STEM subjects through a STEM-rich, clinical, co-teaching model of student teaching. Data collection methods included qualitative interviews, observations through videotaped lessons, documents, and quantitative pre- and post-surveys. The key findings from this study include that the STEM-rich, clinical, co-teaching model of student teaching was successful in increasing pre-service teachers’ confidence and expanding their pedagogical knowledge of teaching inquiry-based lessons. Pre-service teachers were willing and excited to teach STEM subjects in their future elementary classrooms at the conclusion of the program. However, the growth in content knowledge and confidence was uneven among the four STEM content areas and there was a lack of integration. Based on the findings of this study, it is recommended that future STEM professional development programs emphasize the vital importance of STEM fields as the rationale for teaching STEM subjects; build pedagogical content knowledge; integrate STEM subjects through a focus on engineering; explicitly link STEM to Common Core State Standards and Next Generation Science Standards; design the STEM professional development around the characteristics of Adult Learning Theory; and foster reflective, collaborative communities of practice. Further recommendations for policy and research are presented and discussed.
Subjects/Keywords: Teacher education
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APA (6th Edition):
Benuzzi, S. (2015). Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3708290
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):
Benuzzi, Stacey. “Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching.” 2015. Thesis, California State University, Long Beach. Accessed January 23, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=3708290.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Benuzzi, Stacey. “Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching.” 2015. Web. 23 Jan 2021.
Vancouver:
Benuzzi S. Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching. [Internet] [Thesis]. California State University, Long Beach; 2015. [cited 2021 Jan 23].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3708290.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Benuzzi S. Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching. [Thesis]. California State University, Long Beach; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3708290
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alberta
27.
Durante, Justin A.
"My Teacher Doesn't Like Me"-A Qualitative
Exploration into Teacher Bullying.
Degree: MEd, Department of Educational Psychology, 2015, University of Alberta
URL: https://era.library.ualberta.ca/files/crf55z774f
► Bullying has been a topic of educational research within schools for many years (Olweus, 1978; Mah, Stewin & Mah, 2001). Yet, despite its focus within…
(more)
▼ Bullying has been a topic of educational research
within schools for many years (Olweus, 1978; Mah, Stewin &
Mah, 2001). Yet, despite its focus within schools, little is known
about this social problem as it relates to teacher bullying
behaviors. The current study investigates the occurrence of
teacher-to-student bullying from the perspective of the student.
Three participants were recruited to examine their experiences as
it relates to teacher bullying. Interview transcripts were analyzed
pursuant to the tenets of Consensual Qualitative Research (CQR) and
were coded to account for participant perceptions and their
subsequent experiences of teacher bullying. Nine categories emerged
encompassing 31 domains. Results are interpreted through several
theoretical frameworks and implications for future teaching
practice are briefly discussed.
Subjects/Keywords: Teacher bullying
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APA ·
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MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Durante, J. A. (2015). "My Teacher Doesn't Like Me"-A Qualitative
Exploration into Teacher Bullying. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/crf55z774f
Chicago Manual of Style (16th Edition):
Durante, Justin A. “"My Teacher Doesn't Like Me"-A Qualitative
Exploration into Teacher Bullying.” 2015. Masters Thesis, University of Alberta. Accessed January 23, 2021.
https://era.library.ualberta.ca/files/crf55z774f.
MLA Handbook (7th Edition):
Durante, Justin A. “"My Teacher Doesn't Like Me"-A Qualitative
Exploration into Teacher Bullying.” 2015. Web. 23 Jan 2021.
Vancouver:
Durante JA. "My Teacher Doesn't Like Me"-A Qualitative
Exploration into Teacher Bullying. [Internet] [Masters thesis]. University of Alberta; 2015. [cited 2021 Jan 23].
Available from: https://era.library.ualberta.ca/files/crf55z774f.
Council of Science Editors:
Durante JA. "My Teacher Doesn't Like Me"-A Qualitative
Exploration into Teacher Bullying. [Masters Thesis]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/crf55z774f
University of Georgia
28.
Leathers, Joyce Carol.
Female high school teachers’ perceptions of reasons for leaving the profession.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/22160
► The purpose of this study was to describe perceptions of female high school teachers who after teaching five or less years in a southeastern Georgia…
(more)
▼ The purpose of this study was to describe perceptions of female high school teachers who after teaching five or less years in a southeastern Georgia school system, chose to leave the profession. This study was guided by a symbolic
interactionist framework and grounded theory research design. Face-to-face interviews were conducted; audio tapes were transcribed and coded. Constant comparative analysis was utilized to generate a theory, grounded in the data, explaining teachers’
perspectives on their experiences and how those experiences influenced their decision to leave the profession. Findings from this study indicate that the training novice teachers receive in their college courses and in their schools is inadequate. More
practical and less theoretical training is essential. Novice teachers continue to express their need for more time to plan lessons, observe teachers, and build collegiality. Yet the current pressures placed on them (i.e., teaching two or three different
preparations, teaching lower-level students, dealing with large class loads, having to sponsor extracurricular activities, and receiving little or no support from their administration) influence their decision to leave the profession. Additionally, their
spouses’ lack of understanding undermines their ability to balance their professional and personal demands. Based on the findings, three theoretical ideas are discussed. First, when teachers are inducted into the profession, a potential negative source
of influence is the principal. Second, teachers’ personal and professional lives are strongly affected by the demands placed upon them. Third, when teachers are placed in difficult overload assignments, they are more likely to fail. Implications for
future research are discussed. Novice teachers are uninformed about their legal rights when dealing with students, parents, and administrators. This study cited reasons why Boards of Education should examine and address the reasons for teachers’ high
attrition rates in local high schools. In order for teachers to respect their administrators, the leaders must be trained to respond to teachers’ concerns in a sensitive manner.
Subjects/Keywords: Teacher attrition
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APA ·
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MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Leathers, J. C. (2014). Female high school teachers’ perceptions of reasons for leaving the profession. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22160
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):
Leathers, Joyce Carol. “Female high school teachers’ perceptions of reasons for leaving the profession.” 2014. Thesis, University of Georgia. Accessed January 23, 2021.
http://hdl.handle.net/10724/22160.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Leathers, Joyce Carol. “Female high school teachers’ perceptions of reasons for leaving the profession.” 2014. Web. 23 Jan 2021.
Vancouver:
Leathers JC. Female high school teachers’ perceptions of reasons for leaving the profession. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/10724/22160.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Leathers JC. Female high school teachers’ perceptions of reasons for leaving the profession. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22160
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Georgia
29.
Jackson, Brent.
The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/24937
► Teacher efficacy is the focus of research at a time when teachers are held accountable for their students’ performance on state standardized tests, while competing…
(more)
▼ Teacher efficacy is the focus of research at a time when teachers are held accountable for their students’ performance on state standardized tests, while competing with technology and entertainment. The Science Teaching Efficacy Belief
Instrument (STEBI) was developed by Riggs and Enochs (1990) to quantitatively measure elementary teachers’ science teaching efficacy. It was modified for utilization with pre-service agriscience teachers participating in an Agriscience for Teachers
course at the University of Georgia. Students in two sections of this class were asked to complete the modified STEBI, and some participants were invited to join in an eight-question semi-structured interview of about one hour each. Participants signed
consent forms and interviews were recorded. Insight into better preparing individuals for teaching agriscience was desired. Results revealed that many pre-service teachers feared the word science and, due to inexperience, did not see the connection
between agriscience and standard science curriculums.
Subjects/Keywords: Science teacher efficacy; science teacher self-efficacy; teacher beliefs; teacher efficacy
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Jackson, B. (2014). The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/24937
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):
Jackson, Brent. “The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy.” 2014. Thesis, University of Georgia. Accessed January 23, 2021.
http://hdl.handle.net/10724/24937.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Jackson, Brent. “The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy.” 2014. Web. 23 Jan 2021.
Vancouver:
Jackson B. The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/10724/24937.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Jackson B. The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/24937
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Vanderbilt University
30.
Hart, Christina C.
How K-12 Public School District Fiscal Incentives Are Impacting Teacher Recruitment: What Do The Data Tell Us?.
Degree: PhD, Leadership and Policy Studies, 2014, Vanderbilt University
URL: http://hdl.handle.net/1803/13744
► Federal, state and local policymakers have expanded the use of fiscal recruitment initiatives to recruit high quality teachers to districts with hard-to-staff subjects and locations.…
(more)
▼ Federal, state and local policymakers have expanded the use of fiscal recruitment initiatives to recruit high quality teachers to districts with hard-to-staff subjects and locations. Yet, sparse empirical research has investigated the effects of fiscal recruitment incentives on the
teacher labor market. This study uses data from four consecutive cycles of the Nation Center for Education Statistics’ Schools and Staffing Survey to analyze how district fiscal incentives are impacting
teacher recruitment. Results from regression analysis suggest districts recruit more nontraditional teachers when they offer fiscal recruitment incentives for
subject shortage areas. Findings also predict when a district switches from not having a fiscal recruitment policy for shortage fields to having such a policy, the same district attracts more high quality teachers, with high quality teachers defined as having a major in the shortage field they instruct. Estimated teachers’ salary equations indicate no evidence of fiscal recruitment incentives in the salaries of shortage field teachers working in districts offering financial rewards to recruit teachers of
subject shortage areas.
Advisors/Committee Members: Dr. Michael Podgursky (committee member), Dr. James Guthrie (committee member), Dr. Robert Crowson (committee member), Dr. Dale Ballou (Committee Chair).
Subjects/Keywords: teacher recruitment
Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hart, C. C. (2014). How K-12 Public School District Fiscal Incentives Are Impacting Teacher Recruitment: What Do The Data Tell Us?. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13744
Chicago Manual of Style (16th Edition):
Hart, Christina C. “How K-12 Public School District Fiscal Incentives Are Impacting Teacher Recruitment: What Do The Data Tell Us?.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed January 23, 2021.
http://hdl.handle.net/1803/13744.
MLA Handbook (7th Edition):
Hart, Christina C. “How K-12 Public School District Fiscal Incentives Are Impacting Teacher Recruitment: What Do The Data Tell Us?.” 2014. Web. 23 Jan 2021.
Vancouver:
Hart CC. How K-12 Public School District Fiscal Incentives Are Impacting Teacher Recruitment: What Do The Data Tell Us?. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/1803/13744.
Council of Science Editors:
Hart CC. How K-12 Public School District Fiscal Incentives Are Impacting Teacher Recruitment: What Do The Data Tell Us?. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/13744
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Open Access Theses and Dissertations