subject:(School AND Staffing Survey Teacher Questionnaire SASS TQ )

Virginia Tech

1. Li, Songze. K-12 STEM Educators and the Inclusive Classroom.

Degree: PhD, Curriculum and Instruction, 2016, Virginia Tech

► The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited… (more)

▼ The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited English Proficiency (LEP) are enrolled in regular classrooms. The systemic barriers in learning that they have could impact teacher perceptions and decisions about teaching practices as well as the teaching profession. These students have challenged K-12 science, technology, engineering, and mathematics (STEM) teachers to provide high-quality, accommodative service and equitable educational opportunities in an increasingly STEM-infused society. Professional development associated with teaching students with disabilities and LEP is critical to inform in-service STEM teachers with these students' learning needs and promote student success. Effective preparation and support help maintain teacher satisfaction and retention within the teaching profession. However, the levels and perceptions of STEM teacher participation in such professional development, and whether the service load and professional development regarding the concerned groups of students associated with teacher satisfaction and retention remain unclear. This dissertation addresses these issues through two research studies using secondary analysis of the 2011-2012 School and Staffing Survey Teacher Questionnaire (SASS TQ) national dataset. The first study focused on K-12 STEM educator participation and perceived utility regarding their professional development experience concerning students with disabilities and LEP. Quantitative analysis revealed an overall lower level of participation and perceived utility of such professional development for STEM educators compared to all other educators. The second study examined teacher satisfaction and intent to remain in teaching, as well as their relationships to teacher service load and professional development specific to students with disabilities and LEP. Results indicated that K-12 STEM educators were less likely to feel satisfied or intent on remaining in teaching, compared to the remainder of the teaching population. Logistic regressions showed that service load of students with LEP predicted teacher satisfaction and participation in professional development concerning students with disabilities associated with teacher intent to remain in STEM education, especially for science educators. These findings collectively suggested the necessity and demands of sufficient and useful professional development offerings regarding the two concerned groups of students in inclusive STEM education settings. Advisors/Committee Members: Ernst, Jeremy V. (committeechair), Singh, Kusum (committee member), Williams, Thomas O. (committee member), Driscoll, Anne R. (committee member).

Subjects/Keywords: STEM education; students with disabilities (SWD); Limited English Proficiency (LEP); teacher professional development; teacher satisfaction and retention; School and Staffing Survey Teacher Questionnaire (SASS TQ); Logistic regression

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APA (6^th Edition):

Li, S. (2016). K-12 STEM Educators and the Inclusive Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81252

Chicago Manual of Style (16^th Edition):

Li, Songze. “K-12 STEM Educators and the Inclusive Classroom.” 2016. Doctoral Dissertation, Virginia Tech. Accessed March 08, 2021. http://hdl.handle.net/10919/81252.

MLA Handbook (7^th Edition):

Li, Songze. “K-12 STEM Educators and the Inclusive Classroom.” 2016. Web. 08 Mar 2021.

Vancouver:

Li S. K-12 STEM Educators and the Inclusive Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10919/81252.

Council of Science Editors:

Li S. K-12 STEM Educators and the Inclusive Classroom. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/81252

Virginia Tech

2. Besterman, Keith Richard. STEM Educators' Preparedness for English Language Learners in the United States.

Degree: PhD, Curriculum and Instruction, 2017, Virginia Tech

URL: http://hdl.handle.net/10919/88032

► In the United States STEM (Science, Technology, Engineering, and Mathematics) education is increasingly being promoted as a key component of preparing students for the reality… (more)

▼ In the United States STEM (Science, Technology, Engineering, and Mathematics) education is increasingly being promoted as a key component of preparing students for the reality of an increasingly technology infused society and workforce. As the population of students classified as English Language Learners (ELLs) continues to grow across the United States the need for STEM educators to be prepared to effectively educate these students is of increasing concern. The task of preparing this group of learners to succeed in a STEM-infused society is a joint effort between specialized linguistic courses in the K-12 education system as well as the STEM educators outside of these specialized courses. As such, focus on creating policy and preparation models for STEM teachers to acquire the necessary skills to effectively serve the ELL population needs to be rooted in targeted analysis of the connections between STEM educators and ELLs. This dissertation is comprised of two exploratory research studies that examine STEM teachers' preparedness to educate ELLs using secondary analysis of the 2007-2008 and 2011-2012 School and Staffing Survey Teacher Questionnaire (SASS TQ) datasets. The first study focuses on national and regional analysis of how STEM teachers' degrees, state-level certification areas, and professional development participation reflect potential indicators of preparedness to educate ELLs. Concurrently, this study examines ELL participation in STEM courses nationally and regionally through the percentage of STEM teachers who had ELLs in their overall service loads of students as well as the average number of ELLs in those service loads. Quantitative analysis showed drastic differences between regions as well as differences in ELL participation and teacher credentialing between the STEM disciplines. The second study utilizes both the 2007-2008 and 2011-2012 SASS TQ datasets to make comparisons in STEM educators credentialing and ELL participation in STEM courses over the four year time span between the datasets. National analysis of ELL participation in STEM courses showed that in all of the STEM disciplines the percentage of teachers who had ELLs in their total service loads of students increased. The growth of ELL participation differed across disciplines and across regions, however, nationally by 2012 over half of all STEM educators reported having ELLs in their service loads of students. Despite the growing participation of ELLs in STEM courses, the rates of STEM teachers' participation in ELL specific professional development activities largely stagnated over the four year span. The findings of these studies provide valuable information to frame discussions of STEM teachers'preparedness to meet the needs of a growing population of ELLs. Advisors/Committee Members: Ernst, Jeremy V. (committeechair), Williams, Thomas O. (committee member), Hassouna, Khaled M. (committee member), Bondy, Jennifer M. (committee member).

Subjects/Keywords: STEM Education; School and Staffing Survey Teacher Questionnaire; English Language Learners

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APA (6^th Edition):

Besterman, K. R. (2017). STEM Educators' Preparedness for English Language Learners in the United States. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/88032

Chicago Manual of Style (16^th Edition):

Besterman, Keith Richard. “STEM Educators' Preparedness for English Language Learners in the United States.” 2017. Doctoral Dissertation, Virginia Tech. Accessed March 08, 2021. http://hdl.handle.net/10919/88032.

MLA Handbook (7^th Edition):

Besterman, Keith Richard. “STEM Educators' Preparedness for English Language Learners in the United States.” 2017. Web. 08 Mar 2021.

Vancouver:

Besterman KR. STEM Educators' Preparedness for English Language Learners in the United States. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10919/88032.

Council of Science Editors:

Besterman KR. STEM Educators' Preparedness for English Language Learners in the United States. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/88032

Virginia Tech

3. Rossi, Louis Alfonso III. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.

Degree: PhD, Curriculum and Instruction, 2018, Virginia Tech

URL: http://hdl.handle.net/10919/83868

► In an effort to meet the demands of industry within society, STEM (Science, Technology, Engineering, and Mathematics) education has been a major push for the… (more)

▼ In an effort to meet the demands of industry within society, STEM (Science, Technology, Engineering, and Mathematics) education has been a major push for the United States Government resulting in public school system reform. As STEM education begins to become integrated across disciplines and special areas of public schools, and the population of inclusive classrooms containing Students with Disabilities continues to rise, a very important question must be fully investigated and answered. We must ask: Do first year Secondary STEM Education and Special Education teachers have the instructional preparedness to effectively teach all populations of students within their classrooms? And do STEM education and Special Education teachers have the appropriate content credentials to effectively support the diverse needs of students and curriculum in an inclusive STEM education class? This dissertation consists of two research studies that examine Special Education and STEM Education teachers preparedness (coursework and professional development) and content credentials to educate Students with Disabilities within an inclusive STEM Education classroom. This study will be utilizing a secondary analysis of the 2011- 2012 School and Staffing Survey Teacher Questionnaire (SASS TQ) datasets to conduct national analysis of how Special Education and STEM Education teachers degrees, state-level certification areas, and professional development participation reflect potential indicators of preparedness to educate in an inclusive STEM education classroom. The first study focuses on well-known approaches for the instruction of STEM Education and Special Education. This study will utilize differentiated instruction, behavior management, and data to drive instruction as best classroom approaches to instruction to determine their identifiable differences in instructional preparedness among first year STEM educators and first year Special Education teachers. The second study utilizes the 2011-2012 SASS TQ datasets to analyze Special Educators credentials to teach STEM compared to STEM educators credentials to teach Special Education. This study will analyze and compare credentials and backgrounds of STEM educators and Special Educators in search of indicators for preparedness for Inclusive STEM education. Advisors/Committee Members: Ernst, Jeremy V. (committeechair), Baum Walker, Liesl M. (committee member), Hicks, David (committee member), Williams, Thomas O. (committee member).

Subjects/Keywords: Special education; STEM education; School and Staffing Survey Teacher Questionnaire; Inclusive STEM education; Teacher preparedness

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

APA (6^th Edition):

Rossi, L. A. I. (2018). Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83868

Chicago Manual of Style (16^th Edition):

Rossi, Louis Alfonso III. “Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.” 2018. Doctoral Dissertation, Virginia Tech. Accessed March 08, 2021. http://hdl.handle.net/10919/83868.

MLA Handbook (7^th Edition):

Rossi, Louis Alfonso III. “Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.” 2018. Web. 08 Mar 2021.

Vancouver:

Rossi LAI. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10919/83868.

Council of Science Editors:

Rossi LAI. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83868

4. -0200-8623. Social capital experiences of solo middle school librarians at a public school district in south Texas: A phenomenological study.

Degree: 2016, Sam Houston State University

URL: http://hdl.handle.net/20.500.11875/37

► Purpose The results of a pilot study (Lilly Hughes, 2013) I completed in 2013 sparked my interest in investigating the social capital activities of the… (more)

▼ Purpose The results of a pilot study (Lilly Hughes, 2013) I completed in 2013 sparked my interest in investigating the social capital activities of the solo middle school librarian. I investigated a sample of middle school solo librarians in a large Texas school district as they shared their participation and experiences with librarian-to-librarian social capital. First, the social capital activities in which solo middle school librarians and other librarians participate were identified. Second, the social capital activities in which solo middle school librarians participate with other solo librarians within their school district were identified. Third, the factors that influenced the solo middle school librarian’s ability to participate in social capital activities were examined. Method A qualitative approach was used to determine solo middle school librarians’ opinions about social capital experiences at a public school district in south Texas. A phenomenological approach was used because this study involves real-life, contemporary settings. Five solo middle school librarians were interviewed in this study. Recorded, semi-structured interviews were conducted with the solo middle school librarians at each school or home allowing the participants to describe their feelings about and perceptions of these experiences. Using the participants’ responses in the interviews, I interpreted the data to understand the phenomenon. Results A high degree of consensus across the 5 solo middle school librarians led to the themes of collegiality, professional organizations, principal support, librarians are teachers, and isolation. Implications for practice included librarian advocacy for principal support of additional support staff. Findings relevant for policy included the need for updated state library standards. The need for increased library staffing and opportunities for solo middle school librarian to experience social capital opportunities was confirmed. Not all participants in this study value all social capital experiences. The same was discovered true for each participant regarding the benefit of social capital experiences provided by professional organizations and social media on their professional practice. All participants agreed some form of self-imposed restrictions have been made regarding involvement in social capital experiences because each is alone on the job, which restricts their time and stamina to engage with other school librarians. Advisors/Committee Members: Moore, George W. (advisor), Perry, Karin (committee member), Edmonson, Stacey L. (committee member).

Subjects/Keywords: Social capital; School librarian; Teacher isolation; Library staffing; Collegiality; Phenomenology

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APA (6^th Edition):

-0200-8623. (2016). Social capital experiences of solo middle school librarians at a public school district in south Texas: A phenomenological study. (Thesis). Sam Houston State University. Retrieved from http://hdl.handle.net/20.500.11875/37

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

Chicago Manual of Style (16^th Edition):

-0200-8623. “Social capital experiences of solo middle school librarians at a public school district in south Texas: A phenomenological study.” 2016. Thesis, Sam Houston State University. Accessed March 08, 2021. http://hdl.handle.net/20.500.11875/37.

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

MLA Handbook (7^th Edition):

-0200-8623. “Social capital experiences of solo middle school librarians at a public school district in south Texas: A phenomenological study.” 2016. Web. 08 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0200-8623. Social capital experiences of solo middle school librarians at a public school district in south Texas: A phenomenological study. [Internet] [Thesis]. Sam Houston State University; 2016. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/20.500.11875/37.

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

Council of Science Editors:

-0200-8623. Social capital experiences of solo middle school librarians at a public school district in south Texas: A phenomenological study. [Thesis]. Sam Houston State University; 2016. Available from: http://hdl.handle.net/20.500.11875/37

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

University of Kansas

5. Kolarik, Anne Catherine. The Percentage of Highly Qualified Math/Science Teachers and Variables that Affect the Likelihood of Being Highly Qualified, by State, Before and After NCLB.

Degree: EdD, Educational Leadership and Policy Studies, 2010, University of Kansas

URL: http://hdl.handle.net/1808/6478

► A major concern of educators today is to ensure that our nation's elementary and secondary schools are staffed with qualified teachers. The quality of teachers… (more)

▼ A major concern of educators today is to ensure that our nation's elementary and secondary schools are staffed with qualified teachers. The quality of teachers and teaching undoubtedly becomes one of the most important factors in shaping the learning and growth of students. The assignment of teachers to teach out-of-field is believed by some to be a contributor to low quality teaching. The No Child Left Behind (NCLB) Act of 2001 established a nationwide goal of reducing and eliminating gaps between groups of students, and recognized the key to improving student learning and closing achievement gaps depends upon access to highly qualified teachers for all students. The purpose of this study was to see how state teacher certification requirements changed after No Child Left Behind Act and whether NCLB affected the percentage of highly qualified teachers in each state. The practical purpose of this study was to ascertain whether NCLB and middle school licensure requirement reform have had an effect on the number of highly qualified and non-highly qualified middle-school teachers in hard to staff areas like math and science. Using Schools and Staffing Survey data from school years 1999-2000 and 2003-2004, this study found that on the average there was a slight increase in percent middle-school science teachers with science majors from 1999-2000 to 2003-2004 but a decrease in percent of fully certified math and science teachers and a decrease in middle-school math teachers with math majors. Certain states, Nebraska, Alabama, District of Columbia, New York and New Jersey were consistently high in percent majors while certain other states, Kentucky, Georgia, Tennessee, Arizona and North Carolina were consistently low with Kentucky low in both categories (percent fully certified middle-school math teachers with math majors, percent fully certified middle-school science teachers with science majors) during both school years. Some states increased in both percent fully certified and majors in both math and science: Minnesota, North Dakota, and New Hampshire. Vermont, DC, Michigan and Ohio decreased in both of these categories. To show statistical significance, a logistic regression and odds ratio was done to compare states' likelihood of having matched teachers (which means fully certified with a major in the field taught) to Kansas's teachers' likelihood of being matched. This revealed that teachers who taught in DC were 615% more likely to be matched than those who taught in Kansas during 1999-2000. Only teachers who taught in Minnesota have greater odds of being matched than Kansas teachers during both 1999-2000 and 2003-2004. A regression analysis showed that certain teacher factors affected the likelihood of a teacher being matched. These variables were middle-school teacher who teaches in high school vs. middle-school teacher who teaches in middle school or elementary school, fully certified vs. not fully certified, and, male vs. female. The individual state certification requirements were compiled from before and after… Advisors/Committee Members: Ginsberg, Rick (advisor), Ebmeier, Howard (cmtemember), Twombly, Susan (cmtemember), Saatcioglu, Argun (cmtemember), Lichtenberg, Jim (cmtemember).

Subjects/Keywords: Educational leadership; Highly qualified teaching; Middle school teacher licensure; No child left behind; Out-of-field teaching; Quality teaching; Schools and staffing survey

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APA (6^th Edition):

Kolarik, A. C. (2010). The Percentage of Highly Qualified Math/Science Teachers and Variables that Affect the Likelihood of Being Highly Qualified, by State, Before and After NCLB. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6478

Chicago Manual of Style (16^th Edition):

Kolarik, Anne Catherine. “The Percentage of Highly Qualified Math/Science Teachers and Variables that Affect the Likelihood of Being Highly Qualified, by State, Before and After NCLB.” 2010. Doctoral Dissertation, University of Kansas. Accessed March 08, 2021. http://hdl.handle.net/1808/6478.

MLA Handbook (7^th Edition):

Kolarik, Anne Catherine. “The Percentage of Highly Qualified Math/Science Teachers and Variables that Affect the Likelihood of Being Highly Qualified, by State, Before and After NCLB.” 2010. Web. 08 Mar 2021.

Vancouver:

Kolarik AC. The Percentage of Highly Qualified Math/Science Teachers and Variables that Affect the Likelihood of Being Highly Qualified, by State, Before and After NCLB. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/1808/6478.

Council of Science Editors:

Kolarik AC. The Percentage of Highly Qualified Math/Science Teachers and Variables that Affect the Likelihood of Being Highly Qualified, by State, Before and After NCLB. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6478

University of Florida

6. Martin, Helen Davis. Our Children Deserve This Understanding Highly Effective Teacher Retention in Hard to Staff Schools.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2016, University of Florida

URL: https://ufdc.ufl.edu/UFE0049900

► Previous research indicates that teacher turnover adversely impacts schools enrolling predominantly low-income and minority students. This turnover makes it likely that low-income and minority students… (more)

Subjects/Keywords: High school students; Learning; Love; Minority group students; Preservice teachers; School principals; Schools; Staffing; Students; Teachers; armed – love – retention – school – teacher – urban

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APA (6^th Edition):

Martin, H. D. (2016). Our Children Deserve This Understanding Highly Effective Teacher Retention in Hard to Staff Schools. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0049900

Chicago Manual of Style (16^th Edition):

Martin, Helen Davis. “Our Children Deserve This Understanding Highly Effective Teacher Retention in Hard to Staff Schools.” 2016. Doctoral Dissertation, University of Florida. Accessed March 08, 2021. https://ufdc.ufl.edu/UFE0049900.

MLA Handbook (7^th Edition):

Martin, Helen Davis. “Our Children Deserve This Understanding Highly Effective Teacher Retention in Hard to Staff Schools.” 2016. Web. 08 Mar 2021.

Vancouver:

Martin HD. Our Children Deserve This Understanding Highly Effective Teacher Retention in Hard to Staff Schools. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2021 Mar 08]. Available from: https://ufdc.ufl.edu/UFE0049900.

Council of Science Editors:

Martin HD. Our Children Deserve This Understanding Highly Effective Teacher Retention in Hard to Staff Schools. [Doctoral Dissertation]. University of Florida; 2016. Available from: https://ufdc.ufl.edu/UFE0049900

Duquesne University

7. Reeder, David. A Case Study of the Impact of Zero-Based Staffing and the Teacher Selection Process in the Improvement of Academic Success Indicators in an Underachieving Elementary School in Maryland.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2005, Duquesne University

URL: https://dsc.duq.edu/etd/1090

► This case study examined the process of zero-based staffing as a reform model for improving academic achievement at an underachieving elementary school in a county… (more)

Subjects/Keywords: improving academic achievement; school reform; teacher selection process; zero based staffing

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

APA (6^th Edition):

Reeder, D. (2005). A Case Study of the Impact of Zero-Based Staffing and the Teacher Selection Process in the Improvement of Academic Success Indicators in an Underachieving Elementary School in Maryland. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1090

Chicago Manual of Style (16^th Edition):

Reeder, David. “A Case Study of the Impact of Zero-Based Staffing and the Teacher Selection Process in the Improvement of Academic Success Indicators in an Underachieving Elementary School in Maryland.” 2005. Doctoral Dissertation, Duquesne University. Accessed March 08, 2021. https://dsc.duq.edu/etd/1090.

MLA Handbook (7^th Edition):

Reeder, David. “A Case Study of the Impact of Zero-Based Staffing and the Teacher Selection Process in the Improvement of Academic Success Indicators in an Underachieving Elementary School in Maryland.” 2005. Web. 08 Mar 2021.

Vancouver:

Reeder D. A Case Study of the Impact of Zero-Based Staffing and the Teacher Selection Process in the Improvement of Academic Success Indicators in an Underachieving Elementary School in Maryland. [Internet] [Doctoral dissertation]. Duquesne University; 2005. [cited 2021 Mar 08]. Available from: https://dsc.duq.edu/etd/1090.

Council of Science Editors:

Reeder D. A Case Study of the Impact of Zero-Based Staffing and the Teacher Selection Process in the Improvement of Academic Success Indicators in an Underachieving Elementary School in Maryland. [Doctoral Dissertation]. Duquesne University; 2005. Available from: https://dsc.duq.edu/etd/1090

SUNY College at Brockport

8. Collins, Carol M. Teacher Recruitment.

Degree: MSEd, Education and Human Development, 1958, SUNY College at Brockport

URL: https://digitalcommons.brockport.edu/ehd_theses/864

► This study investigates the historical and contemporary factors contributing to a teacher shortage. The researcher surveyed 150 administrators from city, village, and supervisory district… (more)

Subjects/Keywords: Education history; teacher shortage; teacher motivation; education staffing; school administrators; Education; Elementary and Middle and Secondary Education Administration; Teacher Education and Professional Development

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APA (6^th Edition):

Collins, C. M. (1958). Teacher Recruitment. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/864

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

Chicago Manual of Style (16^th Edition):

Collins, Carol M. “Teacher Recruitment.” 1958. Thesis, SUNY College at Brockport. Accessed March 08, 2021. https://digitalcommons.brockport.edu/ehd_theses/864.

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

MLA Handbook (7^th Edition):

Collins, Carol M. “Teacher Recruitment.” 1958. Web. 08 Mar 2021.

Vancouver:

Collins CM. Teacher Recruitment. [Internet] [Thesis]. SUNY College at Brockport; 1958. [cited 2021 Mar 08]. Available from: https://digitalcommons.brockport.edu/ehd_theses/864.

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

Council of Science Editors:

Collins CM. Teacher Recruitment. [Thesis]. SUNY College at Brockport; 1958. Available from: https://digitalcommons.brockport.edu/ehd_theses/864

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

University of Canberra

9. McKinnon, Gregory Colin. Supply of faculty teachers to individual high schools within the A.C.T. Schools' Authority, over the period 1983-1984 : an analysis of needs satisfaction.

Degree: 1985, University of Canberra

URL: http://erl.canberra.edu.au./public/adt-AUC20061003.122421

► This dissertation investigates the supply of and demand for High School teachers, working in prescribed faculty areas in Government schools in the A.C.T., over the period from January… (more)

▼ This dissertation investigates the supply of and demand for High School teachers, working in prescribed faculty areas in Government schools in the A.C.T., over the period from January 1983 to July 1984, for all new temporary teachers appointed to the Service. Statistical details of vacancies for assistant teachers, in the 12 defined faculties of this study, were obtained from the Assistant Principals (Staffing) of the 17 A.C.T. High Schools, as well as from records maintained by the Staffing Officers of the A.C.T. Schools Office. The levels of High School teacher demand, for the period under investigation, are compared with similar statistics obtained for previous years in the A.C.T., as well with other Australian and international figures on teacher supply and demand. Through these comparisons, suggestions are made regarding emerging trends of teacher shortage, in particular faculty areas. Historical parallels are presented to supplement these arguments and to give underlying reasons for the projections that are made. The potential supply of faculty teachers over the period is investigated through an analysis of teacher faculty waiting lists. Numbers from these lists are compared with the actual demand statistics previously collected and a potential supply to vacancy ratio collected for each faculty area. A major part of the study is the construction of supply satisfaction indices, under the headings of: "Overall Satisfaction, Teaching Skills, Academic Qualifications, Other Requirements and Recruitment". These indices were derived from Likert type rating scales completed by the Assistant Principals, in respect of each of the 397 temporary teachers employed. After obtaining an average rating in each faculty, for the five measures of satisfaction, as determined by the Assistant Principals, observations are made as to how closely these indices match the corresponding potential supply indices. Particular emphasis is placed on the comparisons between the recruitment satisfaction index (i.e. - how quickly recruitment was expedited) and the potential supply ratio for each faculty. Reasons are advanced for any significant differences detected, and the overall findings interpreted in terms of possible future trends. The study concludes with an analysis of factors affecting the market for teachers. Recommendations are made for future planning that may offset problems which were detected in the A.C.T. market for High School teachers.

Subjects/Keywords: Australain Capital Territory; ACT Schools' Authority; high school teachers; Staffing Officers; teacher shortages; recruitment

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APA (6^th Edition):

McKinnon, G. C. (1985). Supply of faculty teachers to individual high schools within the A.C.T. Schools' Authority, over the period 1983-1984 : an analysis of needs satisfaction. (Thesis). University of Canberra. Retrieved from http://erl.canberra.edu.au./public/adt-AUC20061003.122421

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

Chicago Manual of Style (16^th Edition):

McKinnon, Gregory Colin. “Supply of faculty teachers to individual high schools within the A.C.T. Schools' Authority, over the period 1983-1984 : an analysis of needs satisfaction.” 1985. Thesis, University of Canberra. Accessed March 08, 2021. http://erl.canberra.edu.au./public/adt-AUC20061003.122421.

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

MLA Handbook (7^th Edition):

McKinnon, Gregory Colin. “Supply of faculty teachers to individual high schools within the A.C.T. Schools' Authority, over the period 1983-1984 : an analysis of needs satisfaction.” 1985. Web. 08 Mar 2021.

Vancouver:

McKinnon GC. Supply of faculty teachers to individual high schools within the A.C.T. Schools' Authority, over the period 1983-1984 : an analysis of needs satisfaction. [Internet] [Thesis]. University of Canberra; 1985. [cited 2021 Mar 08]. Available from: http://erl.canberra.edu.au./public/adt-AUC20061003.122421.

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

Council of Science Editors:

McKinnon GC. Supply of faculty teachers to individual high schools within the A.C.T. Schools' Authority, over the period 1983-1984 : an analysis of needs satisfaction. [Thesis]. University of Canberra; 1985. Available from: http://erl.canberra.edu.au./public/adt-AUC20061003.122421

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

Eastern Michigan University

10. Harwood, Thomas R. Examination of factors contributing to the achievement gap of Native American students in select school districts in Michigan.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2011, Eastern Michigan University

URL: https://commons.emich.edu/theses/362

► Most of the studies on student achievement gaps involve the Black-White achievement gap due to the availability of significant sample populations in order to… (more)

▼ Most of the studies on student achievement gaps involve the Black-White achievement gap due to the availability of significant sample populations in order to draw scientific conclusions from the analysis of the student achievement data. However, there are few empirical quantitative studies that analyze a similar gap in achievement between the Native American student and their White cohort. Such studies have been limited due to a small and isolated Native American population in regions across the nation. In Michigan, less than 1% of the student population in the schools is Native American. This study identified 20 select school districts (both urban and rural) in the state of Michigan where the total student population was 26,659 and 4,388 (16.5%) were Native American. School districts in the study were selected based on a total Native American population greater than 50. A large scale quantitative study analyzed the financial status, student assessment, socioeconomic status, and special education rates of the selected districts to determine the presence of a significant achievement gap over a period from 2008 to 2011. The sample population in the study involved disaggregation of data by school district, school buildings, grade, subgroup population, core subject areas assessed by the state (Michigan Educational Assessment Program and Michigan Merit Exam), and socioeconomic status. An analysis of the variance that existed between the Native American cohort and White cohort was performed using a t-test measure with significance at p < .05. The key findings from this study indicate the presence of an achievement gap between Native American student assessments on state measures and those of their White peer group. Statistical significance between the two subgroups was commonly represented when comparing students scoring in the top level category of proficiency on the assessment measures. There is a strong correlation with student performance and socioeconomic factors as demonstrated through correlation analysis of free and reduced lunch eligibility and state performance ranking of the school building. An inconsistent lower identification of Native American students who are receiving special education services was also demonstrated when compared to their White peer group. Advisors/Committee Members: William Price, PhD, Chair, James Berry, EdD, Jaclynn Tracy, PhD.

Subjects/Keywords: Achievement gap; Native American students; rural schools; state assessment data; minority staffing; school funding; Education

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APA (6^th Edition):

Harwood, T. R. (2011). Examination of factors contributing to the achievement gap of Native American students in select school districts in Michigan. (Doctoral Dissertation). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/362

Chicago Manual of Style (16^th Edition):

Harwood, Thomas R. “Examination of factors contributing to the achievement gap of Native American students in select school districts in Michigan.” 2011. Doctoral Dissertation, Eastern Michigan University. Accessed March 08, 2021. https://commons.emich.edu/theses/362.

MLA Handbook (7^th Edition):

Harwood, Thomas R. “Examination of factors contributing to the achievement gap of Native American students in select school districts in Michigan.” 2011. Web. 08 Mar 2021.

Vancouver:

Harwood TR. Examination of factors contributing to the achievement gap of Native American students in select school districts in Michigan. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2011. [cited 2021 Mar 08]. Available from: https://commons.emich.edu/theses/362.

Council of Science Editors:

Harwood TR. Examination of factors contributing to the achievement gap of Native American students in select school districts in Michigan. [Doctoral Dissertation]. Eastern Michigan University; 2011. Available from: https://commons.emich.edu/theses/362

University of Georgia

11. Bryant, Karen Caldwell. The principal's role in opening new elementary schools.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/21441

► This dissertation was conducted to describe the leadership experiences of elementary school principals who led the opening of new elementary schools in a large, metropolitan… (more)

Subjects/Keywords: New schools; Opening new schools; Learning communities; New school design; New school construction; Communication; Collaboration; School staffing; Educational facilities; Educational technology

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APA (6^th Edition):

Bryant, K. C. (2014). The principal's role in opening new elementary schools. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21441

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

Chicago Manual of Style (16^th Edition):

Bryant, Karen Caldwell. “The principal's role in opening new elementary schools.” 2014. Thesis, University of Georgia. Accessed March 08, 2021. http://hdl.handle.net/10724/21441.

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

MLA Handbook (7^th Edition):

Bryant, Karen Caldwell. “The principal's role in opening new elementary schools.” 2014. Web. 08 Mar 2021.

Vancouver:

Bryant KC. The principal's role in opening new elementary schools. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10724/21441.

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

Council of Science Editors:

Bryant KC. The principal's role in opening new elementary schools. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21441

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

University of South Africa

12. Prins, Karel. A transformative framework for staffing former South African Model C schools .

Degree: 2019, University of South Africa

URL: http://hdl.handle.net/10500/26002

► This research study investigates the current staffing processes at the former South African Model C schools in the Eastern Cape Department of Education and aims… (more)

▼ This research study investigates the current staffing processes at the former South African Model C schools in the Eastern Cape Department of Education and aims to identify critical issues regarding staffing processes employed by SGBs of former South African Model C schools. It suggests guidelines in support of a more transformative staffing process to address the gap between the staffing needs of SGBs and departmental policy for transformative staffing, and recommends strategies that can be applied by SGBs to address challenges concerning transformative staffing. An in-depth investigation of the literature revealed that much of governance depends on partnerships among different institutions and the great need to teach SGBs and other stakeholders how to collaborate—not just how to monitor or adhere to contracts. The literature revealed that school governance, although complex, is an important part of the education systems around the world (especially in South Africa). A qualitative research design and methodology were employed to investigate the phenomenon of staff transformation at former Model C schools in the Eastern Cape Department of Education by means of interviews with participants. A complete and strict process for ethical clearance was followed to validate the study. The empirical investigation revealed that there are no clear transformational guidelines from the Department of Education (DoE), which creates the notion that former Model C schools are not compelled to transform their staff to be representative of the demographics of their learners. In addition, the data revealed that some SGBs are particularly resistant to staff transformation at their schools because (as some have put it) their schools are for white people in the same way as township schools are for black and coloured people. They do not see the need for the transformation of staff at their schools, because even black parents choose to send their children to former Model C schools for the quality of education offered by these schools. The study further revealed that most of the principals are concerned about the lack of role models for the overwhelming number of learners of colour at their schools; they acknowledge the need for urgent staff transformation at their schools. Based on the findings of the study, a transformative framework for staffing former Model C schools was developed. This framework requires the collaborative cooperation of all the stakeholders to transform the staff of the former Model C schools in the Eastern Cape Department of Education successfully and efficiently.; Hierdie navorsingstudie ondersoek die huidige personeelvoorsieningsprosesse by die eertydse Suid-Afrikaanse Model C-skole in die Oos-Kaapse Departement van Onderwys en stel ten doel om kritieke vraagstukke ten opsigte van personeelvoorsieningsprosesse te identifiseer wat deur skoolbeheerliggame (SBLe) van eertydse Suid-Afrikaanse Model C-skole gebruik word. Dit stel riglyne voor ter ondersteuning van ’n meer transfomatiewe personeelvoorsieningsproses om die… Advisors/Committee Members: Steyn, G. M (advisor).

Subjects/Keywords: School Governing Body (SGB); Staffing; Former Model C school; School principal; District official; Departmental legislation; Transformation

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

APA (6^th Edition):

Prins, K. (2019). A transformative framework for staffing former South African Model C schools . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/26002

Chicago Manual of Style (16^th Edition):

Prins, Karel. “A transformative framework for staffing former South African Model C schools .” 2019. Doctoral Dissertation, University of South Africa. Accessed March 08, 2021. http://hdl.handle.net/10500/26002.

MLA Handbook (7^th Edition):

Prins, Karel. “A transformative framework for staffing former South African Model C schools .” 2019. Web. 08 Mar 2021.

Vancouver:

Prins K. A transformative framework for staffing former South African Model C schools . [Internet] [Doctoral dissertation]. University of South Africa; 2019. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10500/26002.

Council of Science Editors:

Prins K. A transformative framework for staffing former South African Model C schools . [Doctoral Dissertation]. University of South Africa; 2019. Available from: http://hdl.handle.net/10500/26002

University of South Africa

13. Moswela, Bernard. A school development plan : the role of the school head in Botswana .

Degree: 2001, University of South Africa

URL: http://hdl.handle.net/10500/17516

► The study was carried out to investigate the role of the secondary school head in Botswana in respect to four themes, namely: staff development; classroom… (more)

▼ The study was carried out to investigate the role of the secondary school head in Botswana in respect to four themes, namely: staff development; classroom supervision; school culture building; and conflict management. Basically, school development planning was defined as a strategy that can be employed to improve the teaching and learning processes. This could be achieved by on-going staff development programmes that equip staff with new knowledge and new classroom teaching techniques. Details of strategies that could be used to achieve this were examined and discussed in this thesis. Two chapters of the literature review were made in this thesis. Chapter II (Part I) made a direct link between the literature review and the research questions on the main topic of this thesis. Chapter III (Part II) on the other hand provided, a comparative analysis of school development planning between Botswana (as the focal point) and the United Kingdom and Australia (as examples). The analysis was concerned with three issues of: human capacity; budget allocation and its control; and accountability. The inclusion of this second chapter on the literature analysis was to add weight and to raise the analytical standard of the thesis. Closed responses and open-ended questionnaires were used to gather data. A total of 60 respondents comprising heads and teachers from 10 junior and five senior secondary schools participated in the investigation. Summaries of the findings from both the empirical and theoretical components for each of the themes are that: • There cannot be development without developing the developer. • Classroom supervision is essential because it provides the basis for staff development and subsequently improved teaching. • School development planning must be a staff co-operative effort leading to the formation of a sustainable school culture of working teams. • Conflict is always there in organizations, what is important , however, is for the administrator to manage it such that it benefits the organization. Basically, the empirical and theoretical components, supported each other on the majority of issues. The United Kingdom and Australia, being developed countries, do not experience the problems of funding, staffing, and other supportive resources to effectively implement school development planning to the extent of Botswana. Advisors/Committee Members: Botha, R. J. (Nico) (advisor).

Subjects/Keywords: Staff development; Supervision; Culture; Conflict; School development planning; School effectiveness; School improvement; Budget; Staffing; Accountability; Principal/Headteacher/School Head

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

APA (6^th Edition):

Moswela, B. (2001). A school development plan : the role of the school head in Botswana . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/17516

Chicago Manual of Style (16^th Edition):

Moswela, Bernard. “A school development plan : the role of the school head in Botswana .” 2001. Doctoral Dissertation, University of South Africa. Accessed March 08, 2021. http://hdl.handle.net/10500/17516.

MLA Handbook (7^th Edition):

Moswela, Bernard. “A school development plan : the role of the school head in Botswana .” 2001. Web. 08 Mar 2021.

Vancouver:

Moswela B. A school development plan : the role of the school head in Botswana . [Internet] [Doctoral dissertation]. University of South Africa; 2001. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10500/17516.

Council of Science Editors:

Moswela B. A school development plan : the role of the school head in Botswana . [Doctoral Dissertation]. University of South Africa; 2001. Available from: http://hdl.handle.net/10500/17516

University of Florida

14. Linn, Reid Jeffrey, 1954- ( Dissertant ). An analysis of declassification practices in special education.

Degree: PhD, Special Education, 1986, University of Florida

URL: https://ufdc.ufl.edu/UF00102850

Concern for the effectiveness of the educational system is manifest

Subjects/Keywords: Educational evaluation; Educational research; Learning; Questionnaires; School districts; Schools; Special education; Special needs students; Staffing; Students; Educational accountability; Non formal education; Resource programs (Education); Special Education

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

APA (6^th Edition):

Linn, Reid Jeffrey, 1. (. D. ). (1986). An analysis of declassification practices in special education. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UF00102850

Chicago Manual of Style (16^th Edition):

Linn, Reid Jeffrey, 1954- ( Dissertant ). “An analysis of declassification practices in special education.” 1986. Doctoral Dissertation, University of Florida. Accessed March 08, 2021. https://ufdc.ufl.edu/UF00102850.

MLA Handbook (7^th Edition):

Linn, Reid Jeffrey, 1954- ( Dissertant ). “An analysis of declassification practices in special education.” 1986. Web. 08 Mar 2021.

Vancouver:

Linn, Reid Jeffrey 1(D). An analysis of declassification practices in special education. [Internet] [Doctoral dissertation]. University of Florida; 1986. [cited 2021 Mar 08]. Available from: https://ufdc.ufl.edu/UF00102850.

Council of Science Editors:

Linn, Reid Jeffrey 1(D). An analysis of declassification practices in special education. [Doctoral Dissertation]. University of Florida; 1986. Available from: https://ufdc.ufl.edu/UF00102850

Open Access Theses and Dissertations