subject:(Teacher Perceptions)

University of Oklahoma

1. 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)

Subjects/Keywords: Teacher Motivation; Teacher Self Efficacy; Teacher Perceptions

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APA (6^th 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 (16^th 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 February 17, 2019. http://hdl.handle.net/11244/14635.

MLA Handbook (7^th 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. 17 Feb 2019.

Vancouver:

Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2019 Feb 17]. 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

Virginia Tech

2. 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 (6^th 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 (16^th 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 February 17, 2019. http://hdl.handle.net/10919/73330.

MLA Handbook (7^th 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. 17 Feb 2019.

Vancouver:

Nabors AN. Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Feb 17]. 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

3. Brevik, Loren Harriet. Effectiveness of Teacher Preparation Programs as Perceived by First Year Teachers.

Degree: PhD, Educational Administration and Policy Studies, 2009, U of Denver

URL: https://digitalcommons.du.edu/etd/769

► High rates of teacher attrition, particularly among those within their first years of teaching, have prompted studies aimed at identifying issues and recommendations for… (more)

▼ High rates of teacher attrition, particularly among those within their first years of teaching, have prompted studies aimed at identifying issues and recommendations for analyzing and improving teacher preparation programs. This study used a mixed methodology to investigate effectiveness of teacher preparation programs as perceived by first year teachers. Preliminary focus groups were formed to promote conversation and identify perceived strengths and weaknesses of preparation programs. Feedback from the focus groups combined with topics from extant literature resulted in a survey instrument that was administered to novice teachers as they completed their preparation/certification programs and began their first year of teaching. Likert scale questions and open-ended responses were included in the study instrument. The participants in the study consisted of 147 novice teachers who responded to the survey questionnaire. Participants represented graduates from traditional and non-traditional teacher preparation programs; including public university-based, private university-based, teacher-in-residence, and alternative licensure programs. Results indicate that gender constituted a significant variable in all tests conducted. Ethnicity and the level of participants' education did not have significant relationships to survey results in correlational analyses, but did have statistically significant levels in ANOVA tests. Integral to the ethnicity analyses, however, are the comparative numbers of respondents. Correlational analysis testing the number of hours of classroom experience novice teachers had compiled relative to survey item analyses showed a significant relationship between these variables, indicating that the more time respondents had worked in classrooms, the higher their perceived levels of program effectiveness. In all tests, level of household income did not show a statistically significant relationship to survey response analyses. Further analyses from this study indicate that, although there are components or foci of teacher preparation programs that are perceived by many study participants as being strong, there are also areas needing alignment and emphasis. Some of these areas include the ability to deal with work-related stress; differentiation of instruction based on students' ability, economic, linguistic or cultural diversity; classroom management effectiveness; and ability to teach required content with confidence and effectiveness. Advisors/Committee Members: Kent Seidel.

Subjects/Keywords: Effectiveness; Perceptions; Preperation; Program; Teacher

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

APA (6^th Edition):

Brevik, L. H. (2009). Effectiveness of Teacher Preparation Programs as Perceived by First Year Teachers. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/769

Chicago Manual of Style (16^th Edition):

Brevik, Loren Harriet. “Effectiveness of Teacher Preparation Programs as Perceived by First Year Teachers.” 2009. Doctoral Dissertation, U of Denver. Accessed February 17, 2019. https://digitalcommons.du.edu/etd/769.

MLA Handbook (7^th Edition):

Brevik, Loren Harriet. “Effectiveness of Teacher Preparation Programs as Perceived by First Year Teachers.” 2009. Web. 17 Feb 2019.

Vancouver:

Brevik LH. Effectiveness of Teacher Preparation Programs as Perceived by First Year Teachers. [Internet] [Doctoral dissertation]. U of Denver; 2009. [cited 2019 Feb 17]. Available from: https://digitalcommons.du.edu/etd/769.

Council of Science Editors:

Brevik LH. Effectiveness of Teacher Preparation Programs as Perceived by First Year Teachers. [Doctoral Dissertation]. U of Denver; 2009. Available from: https://digitalcommons.du.edu/etd/769

4. Lopez, Danielle. How do Newly Credentialed Teachers Conceptualize English Learners? .

Degree: 2013, California State University – San Marcos

URL: http://hdl.handle.net/10211.8/390

► Our population and education system is continuing to grow and change. Over a quarter of the students enrolled in California???s public schools are English learners.… (more)

Subjects/Keywords: English Learners; Teacher Perceptions; ELs

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APA (6^th Edition):

Lopez, D. (2013). How do Newly Credentialed Teachers Conceptualize English Learners? . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/390

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):

Lopez, Danielle. “How do Newly Credentialed Teachers Conceptualize English Learners? .” 2013. Thesis, California State University – San Marcos. Accessed February 17, 2019. http://hdl.handle.net/10211.8/390.

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

MLA Handbook (7^th Edition):

Lopez, Danielle. “How do Newly Credentialed Teachers Conceptualize English Learners? .” 2013. Web. 17 Feb 2019.

Vancouver:

Lopez D. How do Newly Credentialed Teachers Conceptualize English Learners? . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10211.8/390.

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

Council of Science Editors:

Lopez D. How do Newly Credentialed Teachers Conceptualize English Learners? . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/390

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

University of Louisville

5. Stauble, Karla R. Teacher attitudes toward inclusion and the impact of teacher and school variables.

Degree: PhD, Department of Teaching and Learning, 2009, University of Louisville

URL: 10.18297/etd/1375 ; https://ir.library.louisville.edu/etd/1375

► This dissertation is an examination of general education teacher's attitudes toward the inclusion of students with special needs in their classroom and the variables that… (more)

▼ This dissertation is an examination of general education teacher's attitudes toward the inclusion of students with special needs in their classroom and the variables that influence these attitudes. A theoretical framework for the examination of teacher attitudes includes the impact of efficacy, experience, training, grade level and subject area taught, and school variables. The relationship among these factors, teacher's instructional practices and student achievement are examined. For this study, participants were recruited from three public school districts in a midwestern state. An electronic survey developed by the researcher, along with a demographic questionnaire and study preamble were sent to middle and high school general education teachers in three participating districts. A total of 233 teachers responded. Descriptive statistics were calculated. A correlational analysis between teacher attitudes and teacher and school variables along with an analysis of variance (ANOVA) was conducted. The mean score for teacher attitudes toward inclusion was 3.79 with scores ranging from a low score of 2.96 and a high of 4.94 out of a possible score of 6.00. An analysis of the data revealed a negative correlation between teacher attitude and grade level taught meaning that the higher the grade level, the more negative the teacher attitude toward inclusion. A significant difference in teacher attitude toward inclusion by subject area taught was found. Participants who teach mathematics reported significantly lower attitudes toward inclusion than those who taught language arts and social studies. A further analysis revealed that almost 25% of the participants had no training what-so-ever in special education strategies, 48.5% of the teachers surveyed strongly agreed or moderately agreed that inclusion is a desirable practice and 44.7% of the teachers strongly or moderately agreed that everyone benefits from inclusive practices. When examining the findings of this study in light of the literature, teacher training has been identified as a primary contributor to teacher attitudes. Suggestions for providing general education teachers with the needed training are made as well as directions for future research. Advisors/Committee Members: Lingo, Amy Shearer.

Subjects/Keywords: Teacher attitudes; Inclusion; General education; Teacher perceptions

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APA (6^th Edition):

Stauble, K. R. (2009). Teacher attitudes toward inclusion and the impact of teacher and school variables. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1375 ; https://ir.library.louisville.edu/etd/1375

Chicago Manual of Style (16^th Edition):

Stauble, Karla R. “Teacher attitudes toward inclusion and the impact of teacher and school variables.” 2009. Doctoral Dissertation, University of Louisville. Accessed February 17, 2019. 10.18297/etd/1375 ; https://ir.library.louisville.edu/etd/1375.

MLA Handbook (7^th Edition):

Stauble, Karla R. “Teacher attitudes toward inclusion and the impact of teacher and school variables.” 2009. Web. 17 Feb 2019.

Vancouver:

Stauble KR. Teacher attitudes toward inclusion and the impact of teacher and school variables. [Internet] [Doctoral dissertation]. University of Louisville; 2009. [cited 2019 Feb 17]. Available from: 10.18297/etd/1375 ; https://ir.library.louisville.edu/etd/1375.

Council of Science Editors:

Stauble KR. Teacher attitudes toward inclusion and the impact of teacher and school variables. [Doctoral Dissertation]. University of Louisville; 2009. Available from: 10.18297/etd/1375 ; https://ir.library.louisville.edu/etd/1375

University of Houston

6. Gomez, Christina. AN EXAMINATION OF TEACHERSâ€™ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.

Degree: Curriculum and Instruction, Department of, 2014, University of Houston

URL: http://hdl.handle.net/10657/1677

► This study focused on teacher effectiveness. This research investigation attempted to determine if a teacher’s perceived ability to teach the Texas Essential Knowledge and Skills… (more)

▼ This study focused on teacher effectiveness. This research investigation attempted to determine if a teacher’s perceived ability to teach the Texas Essential Knowledge and Skills (TEKS) affected student achievement as measured on the State of Texas Assessments of Academic Readiness (STAAR) for third and fourth grade reading and math. By examining teachers’ perceptions regarding their perceived preparedness to teach the TEKS and achievement of their students as measured on STAAR, school leaders can design a script for academic interventions. Significant numbers of economically disadvantaged students have low academic achievement in reading and math performance as measured by state assessments, such as the STAAR. Research participants in this study were limited to one elementary school located in a large urban school district in Southeast Texas. Descriptive statistics were used to analyze archival data of the 2012-2013 third and fourth grade STAAR math and reading results by investigating whether teacher perceptions affected student achievement. A quantitative method was utilized to see if patterns existed between teacher perceptions of their perceived preparedness to teach the TEKS with the achievement of their students on STAAR. A qualitative method was used to document the responses to interview questions that third and fourth grade teachers reported regarding their perceptions of the TEKS and its affect on their students’ achievement. By gaining a better understanding of teacher perceptions, school leaders may support student learning by first supporting teacher learning. In addition to supporting teacher and student growth through data-driven professional development activities, this research may also have implications for measuring the effectiveness of school leaders, teacher education programs, and mentor programs. In this study, the professional development, ongoing teacher support and the many other continuous interventions affected the overall results of the study, and therefore this study was inconclusive and the researcher is unable to determine if teacher perceptions of the Student Expectations impact student achievement. Advisors/Committee Members: Busch, Steven D. (advisor), MacNeil, Angus J. (advisor), Borneman, Robert C. (committee member), Emerson, Michael W. (committee member), McGlohn, Robin (committee member).

Subjects/Keywords: Student achievement; Teacher effectiveness; Teacher perceptions

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APA (6^th Edition):

Gomez, C. (2014). AN EXAMINATION OF TEACHERSâ€™ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1677

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):

Gomez, Christina. “AN EXAMINATION OF TEACHERSâ€™ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.” 2014. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/1677.

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

MLA Handbook (7^th Edition):

Gomez, Christina. “AN EXAMINATION OF TEACHERSâ€™ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.” 2014. Web. 17 Feb 2019.

Vancouver:

Gomez C. AN EXAMINATION OF TEACHERSâ€™ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/1677.

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

Council of Science Editors:

Gomez C. AN EXAMINATION OF TEACHERSâ€™ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1677

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

Virginia Tech

7. Covington, Robert Matthew. Integrating Technology in the Classroom: Teacher Perspectives.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

URL: http://hdl.handle.net/10919/77316

► The purpose of this study was, given the elimination of a Type I barrier, to investigate how teachers utilized the International Society for Technology in… (more)

Subjects/Keywords: technology; teacher beliefs; teacher perceptions; classroom integration

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APA (6^th Edition):

Covington, R. M. (2012). Integrating Technology in the Classroom: Teacher Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77316

Chicago Manual of Style (16^th Edition):

Covington, Robert Matthew. “Integrating Technology in the Classroom: Teacher Perspectives.” 2012. Doctoral Dissertation, Virginia Tech. Accessed February 17, 2019. http://hdl.handle.net/10919/77316.

MLA Handbook (7^th Edition):

Covington, Robert Matthew. “Integrating Technology in the Classroom: Teacher Perspectives.” 2012. Web. 17 Feb 2019.

Vancouver:

Covington RM. Integrating Technology in the Classroom: Teacher Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10919/77316.

Council of Science Editors:

Covington RM. Integrating Technology in the Classroom: Teacher Perspectives. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77316

Boise State University

8. Askin, Carol Annabel. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.

Degree: 2017, Boise State University

URL: http://scholarworks.boisestate.edu/td/1240

► Although the modern world is one of technology, technology is still minimally integrated and frequently used at lower levels in many schools. Despite the recent… (more)

Subjects/Keywords: Classroom Technology Integration; Teacher Perceptions; Teacher Beliefs; Teacher Attitudes; Educational Methods

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APA (6^th Edition):

Askin, C. A. (2017). Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. (Thesis). Boise State University. Retrieved from http://scholarworks.boisestate.edu/td/1240

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):

Askin, Carol Annabel. “Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.” 2017. Thesis, Boise State University. Accessed February 17, 2019. http://scholarworks.boisestate.edu/td/1240.

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

MLA Handbook (7^th Edition):

Askin, Carol Annabel. “Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.” 2017. Web. 17 Feb 2019.

Vancouver:

Askin CA. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. [Internet] [Thesis]. Boise State University; 2017. [cited 2019 Feb 17]. Available from: http://scholarworks.boisestate.edu/td/1240.

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

Council of Science Editors:

Askin CA. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. [Thesis]. Boise State University; 2017. Available from: http://scholarworks.boisestate.edu/td/1240

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

Virginia Commonwealth University

9. Hall, William, Jr. Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction.

Degree: PhD, Educational Studies, 2009, Virginia Commonwealth University

URL: https://scholarscompass.vcu.edu/etd/1956

► This study investigates the perceptions surrounding the role Virginia elementary school principals play in supporting the induction of new teachers. Attention is given to the… (more)

▼ This study investigates the perceptions surrounding the role Virginia elementary school principals play in supporting the induction of new teachers. Attention is given to the type of the principal’s support, the frequency of support, and the perceived importance assigned that support. Because the Virginia Department of Education has encouraged the use of one of three specific models of induction (the ETS Pathwise model, Fairfax Virginia’s Great Beginnings model, or the New Teacher Center “Santa Cruz” model) or a locally, research-based model, additional attention is placed on the impact training and experience in one of these models has and the degree to which varying levels of that training influences those perceptions. In this non-experimental, comparative study, a census of new teachers and principals throughout the Commonwealth of Virginia was conducted, using an adaptation of an instrument developed by Gurule-Gonzales (1995). Follow-up telephone interviews were conducted to confirm findings from the survey. Results indicate there are statistically significant differences in some principal and new teacher perceptions of the Virginia elementary principals’ role in supporting programs of induction. These are found more often in the perceptions regarding frequency than regarding importance. Statistically significant differences were found among principals’ perceptions of certain categories of support when considering the amount of training and the type of induction program utilized. While statistically significant differences in teachers’ perceptions could not be determined because of the small n, there appear to be practical differences based upon the type of induction program and the amount of new teacher program training. There are a number of implications resulting from this study. New teachers need to be integrated into the life of the school, and programs of induction should be certain to include the careful pairing of mentors with new teachers. Frequent observation and feedback by the principal are necessary to support new teachers. Principals must maintain a frequent presence throughout the work with the new teachers and must be more transparent regarding support efforts. The type of program and the amount of training provided principals and new teachers alike are also critical aspects of induction. Advisors/Committee Members: Michael Davis.

Subjects/Keywords: new teacher; principal; induction; perceptions; support; Education

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APA (6^th Edition):

Hall, William, J. (2009). Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/1956

Chicago Manual of Style (16^th Edition):

Hall, William, Jr. “Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction.” 2009. Doctoral Dissertation, Virginia Commonwealth University. Accessed February 17, 2019. https://scholarscompass.vcu.edu/etd/1956.

MLA Handbook (7^th Edition):

Hall, William, Jr. “Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction.” 2009. Web. 17 Feb 2019.

Vancouver:

Hall, William J. Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2009. [cited 2019 Feb 17]. Available from: https://scholarscompass.vcu.edu/etd/1956.

Council of Science Editors:

Hall, William J. Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction. [Doctoral Dissertation]. Virginia Commonwealth University; 2009. Available from: https://scholarscompass.vcu.edu/etd/1956

Leiden University

10. Noort, Roxanne van. Matching teacher feedback and student perceptions in a collaborative learning environment.

Degree: 2012, Leiden University

URL: http://hdl.handle.net/1887/18630

► Teacher feedback is an important aspect of social learning. However, the match between teacher feedback and students’ perceptions of this teacher feedback is scarcely studied.… (more)

Subjects/Keywords: teacher feedback; student perceptions; collaborative learning

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

APA (6^th Edition):

Noort, R. v. (2012). Matching teacher feedback and student perceptions in a collaborative learning environment. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/18630

Chicago Manual of Style (16^th Edition):

Noort, Roxanne van. “Matching teacher feedback and student perceptions in a collaborative learning environment.” 2012. Masters Thesis, Leiden University. Accessed February 17, 2019. http://hdl.handle.net/1887/18630.

MLA Handbook (7^th Edition):

Noort, Roxanne van. “Matching teacher feedback and student perceptions in a collaborative learning environment.” 2012. Web. 17 Feb 2019.

Vancouver:

Noort Rv. Matching teacher feedback and student perceptions in a collaborative learning environment. [Internet] [Masters thesis]. Leiden University; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1887/18630.

Council of Science Editors:

Noort Rv. Matching teacher feedback and student perceptions in a collaborative learning environment. [Masters Thesis]. Leiden University; 2012. Available from: http://hdl.handle.net/1887/18630

Georgia State University

11. Stone, Lisa. Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom.

Degree: Doctor of Education (EdD), Early Childhood Education, 2017, Georgia State University

URL: https://scholarworks.gsu.edu/ece_diss/36

► In order to prepare students to be globally competitive, teachers must equip them with the knowledge and skills to be successful in the 21^st… (more)

Subjects/Keywords: Electronic books; Teacher perceptions; Collaborative inquiry

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APA (6^th Edition):

Stone, L. (2017). Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/36

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):

Stone, Lisa. “Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom.” 2017. Thesis, Georgia State University. Accessed February 17, 2019. https://scholarworks.gsu.edu/ece_diss/36.

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

MLA Handbook (7^th Edition):

Stone, Lisa. “Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom.” 2017. Web. 17 Feb 2019.

Vancouver:

Stone L. Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom. [Internet] [Thesis]. Georgia State University; 2017. [cited 2019 Feb 17]. Available from: https://scholarworks.gsu.edu/ece_diss/36.

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

Council of Science Editors:

Stone L. Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom. [Thesis]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/ece_diss/36

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

University of Tasmania

12. Yorke, AJ. Teachers : hands up for CCTV in schools.

Degree: 2010, University of Tasmania

URL: https://eprints.utas.edu.au/23421/1/Yorke_whole_Hons_thesis.pdf

► Closed Circuit Television (CCTV) in public places has become a widely accepted method of surveillance for the purpose of public safety and crime management (Moran,… (more)

▼ Closed Circuit Television (CCTV) in public places has become a widely accepted method of surveillance for the purpose of public safety and crime management (Moran, 1998). Over recent years, increased public concern, media attention and political pressure over high levels of disruptive behaviour and violence in schools have prompted educators to search for new and more effective methods of combating the problem (Christie, Petrie and Christie, 1998). One of the methods explored has been the introduction of CCTV into the educational environment. The practice has since become increasingly widespread in many countries, including The United States of America and The United Kingdom (The United States Department of Education, National Center for Education Statistics, 2002: Association of Teachers and Lecturers, 2008). This increase is reflected in Australia where the number of schools implementing CCTV surveillance has continued to rise (Australian Education Union, 2003). It would appear that this trend is set to continue as an increasing number of Australian schools implement CCTV. This raises questions regarding the purpose of the increase and the effectiveness of CCTV for the purpose. As there is currently no research available to address those questions, the purpose of this project was to identify the perceptions of key stakeholders in education on the use of CCTV in schools. To determine the perceptions of key stakeholders, a sample of six participants were purposefully selected to include principals, early childhood and primary teachers. The participants shared their perceptions during individual, semi-structured interviews. It was established through this research that a perception exists that CCTV in schools has the potential to contribute to significant improvements to school safety and performance. In addition to the identification of the perceived benefits of CCTV, the research also established several serious concerns over the process of management and control of CCTV within the school environment. As a result of the findings of the study it was recommended that there is a significant need for further consultation with key stakeholders in education prior to the discussion of future decisions regarding the implementation of CCTV surveillance in schools.

Subjects/Keywords: Education; surveillance; technology; CCTV; teacher perceptions

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

APA (6^th Edition):

Yorke, A. (2010). Teachers : hands up for CCTV in schools. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23421/1/Yorke_whole_Hons_thesis.pdf

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):

Yorke, AJ. “Teachers : hands up for CCTV in schools.” 2010. Thesis, University of Tasmania. Accessed February 17, 2019. https://eprints.utas.edu.au/23421/1/Yorke_whole_Hons_thesis.pdf.

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

MLA Handbook (7^th Edition):

Yorke, AJ. “Teachers : hands up for CCTV in schools.” 2010. Web. 17 Feb 2019.

Vancouver:

Yorke A. Teachers : hands up for CCTV in schools. [Internet] [Thesis]. University of Tasmania; 2010. [cited 2019 Feb 17]. Available from: https://eprints.utas.edu.au/23421/1/Yorke_whole_Hons_thesis.pdf.

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

Council of Science Editors:

Yorke A. Teachers : hands up for CCTV in schools. [Thesis]. University of Tasmania; 2010. Available from: https://eprints.utas.edu.au/23421/1/Yorke_whole_Hons_thesis.pdf

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

University of Southern California

13. Evans, Elizabeth Danielle. Teacher perceptions of instructional practices for long-term English learners.

Degree: EdD, Education (Leadership), 2013, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6344

► This dissertation is a case study, which allowed the researcher to explore a program in-depth in order to understand teacher perceptions of instructional practices for… (more)

Subjects/Keywords: English learners; teacher perceptions; instructional practices

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APA (6^th Edition):

Evans, E. D. (2013). Teacher perceptions of instructional practices for long-term English learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6344

Chicago Manual of Style (16^th Edition):

Evans, Elizabeth Danielle. “Teacher perceptions of instructional practices for long-term English learners.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6344.

MLA Handbook (7^th Edition):

Evans, Elizabeth Danielle. “Teacher perceptions of instructional practices for long-term English learners.” 2013. Web. 17 Feb 2019.

Vancouver:

Evans ED. Teacher perceptions of instructional practices for long-term English learners. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Feb 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6344.

Council of Science Editors:

Evans ED. Teacher perceptions of instructional practices for long-term English learners. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6344

University of North Texas

14. Owens Luper, Willene DeeAndra. High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc103367/

► This study examined Texas high school teachers’ perceptions of their principals as culturally proficient leaders, focusing specifically on how teacher-, school-, and principal-related factors impacted… (more)

▼ This study examined Texas high school teachers’ perceptions of their principals as culturally proficient leaders, focusing specifically on how teacher-, school-, and principal-related factors impacted these perceptions. A sample of 104 teachers in culturally diverse secondary schools from a large urban district in Texas participated. An electronic survey was utilized to collect data. Results yielded an average total cultural proficiency score of 111 out of a possible 175, indicating that teachers perceived their principals “sometimes use” culturally proficient practices. Teachers’ perceptions of their principal’s use of culturally proficient leadership practices varied significantly by years of teachers’ experience and school accountability rating (exemplary, academically acceptable, and academically unacceptable). Perceptions of teachers at an Exemplary school were significantly different (higher than the perceptions of teachers at other schools from the same district). Teachers with 11 to 20 years of teaching experience gave significantly lower ratings (22.45 points) than teachers with 1 to 5 years of experience (125.53) and teachers with over 20 years of experience (118.94). While differences were not statistically significant, black and Hispanic teachers rated their principals’ culturally proficient practices higher than white teachers. Age, subject area taught and teacher’s gender, or race being the same as the principal’s gender or race had no significant effect on total proficiency scores. This study supports prior findings that leadership policy and development programs must be refined to help leaders develop and utilize more culturally proficient skills that will lead to greater academic success for all students. Results indicate that principals need assistance in adapting to and managing the dynamics of difference as well as providing teachers with conflict resolution training. It is recommended that professional development departments conduct similar district-wide proficiency assessments as a first step in helping educators to understand the cultural proficiency conceptual framework. It is also recommended that school districts develop a rating system using the tenets of cultural proficiency to assist principals in improving their cultural proficiency scores. Advisors/Committee Members: Hudson, Johnetta, Young, Jon I., Stromberg, Linda, Adkison, Judith A..

Subjects/Keywords: Cultural proficiency; teacher perceptions; principals; administrators

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APA (6^th Edition):

Owens Luper, W. D. (2011). High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103367/

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):

Owens Luper, Willene DeeAndra. “High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders.” 2011. Thesis, University of North Texas. Accessed February 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc103367/.

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

MLA Handbook (7^th Edition):

Owens Luper, Willene DeeAndra. “High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders.” 2011. Web. 17 Feb 2019.

Vancouver:

Owens Luper WD. High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Feb 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103367/.

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

Council of Science Editors:

Owens Luper WD. High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103367/

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

Louisiana State University

15. Downs, Jon Oliver. Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship.

Degree: PhD, Educational Leadership, 2018, Louisiana State University

URL: https://digitalcommons.lsu.edu/gradschool_dissertations/4716

► This research explored teacher and principal perceptions of trust and communication in the teacher-principal relationship. Through in-depth interviews, research participants provided perceived characteristics needed… (more)

Subjects/Keywords: Principal; Teacher; perceptions; relationship; trust; communication

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APA (6^th Edition):

Downs, J. O. (2018). Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship. (Doctoral Dissertation). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_dissertations/4716

Chicago Manual of Style (16^th Edition):

Downs, Jon Oliver. “Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship.” 2018. Doctoral Dissertation, Louisiana State University. Accessed February 17, 2019. https://digitalcommons.lsu.edu/gradschool_dissertations/4716.

MLA Handbook (7^th Edition):

Downs, Jon Oliver. “Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship.” 2018. Web. 17 Feb 2019.

Vancouver:

Downs JO. Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship. [Internet] [Doctoral dissertation]. Louisiana State University; 2018. [cited 2019 Feb 17]. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4716.

Council of Science Editors:

Downs JO. Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship. [Doctoral Dissertation]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4716

Duquesne University

16. McGuirk, Lindsay Ann. Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities.

Degree: PhD, School Psychology, 2016, Duquesne University

URL: https://dsc.duq.edu/etd/53

► While growing, the current research field of transition planning and outcomes for students with intellectual disabilities is still lacking, particularly regarding employment. One possible… (more)

Subjects/Keywords: intellectual disability; parent and teacher perceptions; transition

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APA (6^th Edition):

McGuirk, L. A. (2016). Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/53

Chicago Manual of Style (16^th Edition):

McGuirk, Lindsay Ann. “Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities.” 2016. Doctoral Dissertation, Duquesne University. Accessed February 17, 2019. https://dsc.duq.edu/etd/53.

MLA Handbook (7^th Edition):

McGuirk, Lindsay Ann. “Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities.” 2016. Web. 17 Feb 2019.

Vancouver:

McGuirk LA. Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities. [Internet] [Doctoral dissertation]. Duquesne University; 2016. [cited 2019 Feb 17]. Available from: https://dsc.duq.edu/etd/53.

Council of Science Editors:

McGuirk LA. Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities. [Doctoral Dissertation]. Duquesne University; 2016. Available from: https://dsc.duq.edu/etd/53

Temple University

17. Garbisch, Amelia Ellen. PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS.

Degree: PhD, 2014, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,262001

►

Music Education

The purpose of this study is to compare the ways high school instrumental teachers and high school vocal teachers teach musicianship skills. The… (more)

Subjects/Keywords: Music education; Music;

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APA (6^th Edition):

Garbisch, A. E. (2014). PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,262001

Chicago Manual of Style (16^th Edition):

Garbisch, Amelia Ellen. “PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS.” 2014. Doctoral Dissertation, Temple University. Accessed February 17, 2019. http://digital.library.temple.edu/u?/p245801coll10,262001.

MLA Handbook (7^th Edition):

Garbisch, Amelia Ellen. “PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS.” 2014. Web. 17 Feb 2019.

Vancouver:

Garbisch AE. PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2019 Feb 17]. Available from: http://digital.library.temple.edu/u?/p245801coll10,262001.

Council of Science Editors:

Garbisch AE. PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,262001

George Mason University

18. Guckert, Mary. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .

Degree: 2013, George Mason University

URL: http://hdl.handle.net/1920/8208

► Cyberbullying is a pervasive problem that puts students at risk of successful academic outcomes and the ability to feel safe in school. As most students… (more)

Subjects/Keywords: Special education; Education; Teacher education; bystander; cyberbullying; inclusive classroom; special education; student perceptions; teacher perceptions

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APA (6^th Edition):

Guckert, M. (2013). Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8208

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):

Guckert, Mary. “Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .” 2013. Thesis, George Mason University. Accessed February 17, 2019. http://hdl.handle.net/1920/8208.

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

MLA Handbook (7^th Edition):

Guckert, Mary. “Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .” 2013. Web. 17 Feb 2019.

Vancouver:

Guckert M. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . [Internet] [Thesis]. George Mason University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1920/8208.

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

Council of Science Editors:

Guckert M. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8208

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

University of Texas – Austin

19. -4251-4117. Novice teachers’ perspectives of what leadership can do to retain teachers.

Degree: Educational Leadership and Policy, 2018, University of Texas – Austin

URL: http://hdl.handle.net/2152/65652

► Addressing teacher turnover is costly regarding recruitment, training, and student learning loss to schools and taxpayers. Given such high costs and importance in the growth… (more)

▼ Addressing teacher turnover is costly regarding recruitment, training, and student learning loss to schools and taxpayers. Given such high costs and importance in the growth and stability in society, understanding novice teachers’ perceptions about teacher attrition needs further investigation. The purpose of this qualitative study was to investigate what leadership methods and administrative supports are needed to retain novice teachers. There were three research questions: (a) What can principals/school leaders provide to support and retain teachers? (b) Do the leadership principles outlined by Marzano, Waters, and McNulty (2005) align with novice teacher job satisfaction enough to retain teachers? (c) What are the most important pillars of the leadership responsibility matrix as they pertain to perceptions of novice teachers about retention? The study was conducted through multiple focus groups and interviews with 13 novice teachers who had 0 to 3 years of experience working in a school district serving a high poverty, high minority student population of 12,000 students. Each research question was satisfied based on data collected and coded into themes that afforded a clear understanding of what novice teachers need to feel and be successful in teaching. The collective findings from the participants found the following themes as those most important to support and keep teachers: Coaching, Communication, Relationships, Cooperative Team Building, Resources, Professional Learning Communities (PLCs) of teachers, and Culture. The qualitative data suggest a loosely coupled relationship exists between needs of the novice teachers and the 21 responsibilities of school leaders. The predominant theme of coaching surfaced among the novice teacher participants. Findings from the study may be used by school districts to obtain a better understanding of modern leadership principles from the viewpoint of novice teachers. The findings suggest there are growth opportunities for school leaders to encourage, grow, and sustain teachers. The study concludes with recommendations for future research. Advisors/Committee Members: Olivárez, Rubén (advisor), Sharpe, Jr. , Edwin R. (committee member), Cantu, Norma (committee member), Pringle, Pat (committee member).

Subjects/Keywords: Teacher perspectives; School leaders; Teacher retention; Novice teachers; Teacher turnover; Teacher attrition; Novice teacher perspectives; Teachers’ perceptions; Novice teacher job satisfaction

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APA (6^th Edition):

-4251-4117. (2018). Novice teachers’ perspectives of what leadership can do to retain teachers. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65652

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):

-4251-4117. “Novice teachers’ perspectives of what leadership can do to retain teachers.” 2018. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/65652.

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):

-4251-4117. “Novice teachers’ perspectives of what leadership can do to retain teachers.” 2018. Web. 17 Feb 2019.

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

Vancouver:

-4251-4117. Novice teachers’ perspectives of what leadership can do to retain teachers. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/65652.

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:

-4251-4117. Novice teachers’ perspectives of what leadership can do to retain teachers. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65652

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 Toronto

20. Carnegie, Antoinette Andrea. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.

Degree: 2014, University of Toronto

URL: http://hdl.handle.net/1807/67881

►

Teachers' beliefs and perceptions play a significant role in how teachers experience learning and strongly influence what they will, or will not do in their… (more)

Subjects/Keywords: learning; professional development; reflective practice; teacher beliefs; teacher perceptions; 0515

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APA (6^th Edition):

Carnegie, A. A. (2014). Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67881

Chicago Manual of Style (16^th Edition):

Carnegie, Antoinette Andrea. “Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.” 2014. Masters Thesis, University of Toronto. Accessed February 17, 2019. http://hdl.handle.net/1807/67881.

MLA Handbook (7^th Edition):

Carnegie, Antoinette Andrea. “Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.” 2014. Web. 17 Feb 2019.

Vancouver:

Carnegie AA. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1807/67881.

Council of Science Editors:

Carnegie AA. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67881

Arizona State University

21. Gishey, Rhiannon Lee. A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice.

Degree: EdD, Educational Administration and Supervision, 2013, Arizona State University

URL: http://repository.asu.edu/items/21031

► ABSTRACT Current federal and state education mandates were developed to make schools accountable for student performance with the rationale that schools, teachers, and students will… (more)

Subjects/Keywords: Educational leadership; Teacher education; Teacher Accountability; Teachers'; Perceptions; Urban Schools

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APA (6^th Edition):

Gishey, R. L. (2013). A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/21031

Chicago Manual of Style (16^th Edition):

Gishey, Rhiannon Lee. “A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice.” 2013. Doctoral Dissertation, Arizona State University. Accessed February 17, 2019. http://repository.asu.edu/items/21031.

MLA Handbook (7^th Edition):

Gishey, Rhiannon Lee. “A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice.” 2013. Web. 17 Feb 2019.

Vancouver:

Gishey RL. A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice. [Internet] [Doctoral dissertation]. Arizona State University; 2013. [cited 2019 Feb 17]. Available from: http://repository.asu.edu/items/21031.

Council of Science Editors:

Gishey RL. A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice. [Doctoral Dissertation]. Arizona State University; 2013. Available from: http://repository.asu.edu/items/21031

22. Bass, Bryan. The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/33

► Abstract The authorization of federal legislation including the 2001 No Child Left Behind (NCLB) Act (Public Law 107-110) and the United States Department of… (more)

▼ Abstract The authorization of federal legislation including the 2001 No Child Left Behind (NCLB) Act (Public Law 107-110) and the United States Department of Education, 2009 Race to The Top (RTTT) (Pubic Law 111-5) federal grant stimulus spurred an increase in state accountability systems that focused on reform and innovation. Specifically, these federal statutes focused on a “renewed emphasis on state-level teacher evaluation policy” (Maslow & Kelley, 2012, p. 601). This enhanced focus on accountability for student achievement among teachers and principals has contributed to school districts attempting to design effective teacher evaluation systems that promote and encourage a culture of continuous improvement and growth for all teachers. Further, there is a strong need to identify for principals the most essential elements of teacher evaluation that impact teacher effectiveness. In the Minnesota State Teacher Development, Evaluation and Peer Support Model Evaluation Report (2015), teachers are “decidedly split” on the usefulness of teaching standards to accurately assess and inform professional growth conversations. The teachers who reported negatively identified that the tool was limiting and encouraged “canned ways of reflecting” on their instructional practices. However, evaluators found that the teaching standards are useful and that they need more time and/or training to support professional growth conversations with teachers. Callahan and Sadeghi (2015) identify that a teacher evaluation system should provide “timely and useful feedback” through an “accurate and consistent process” that “measures a teacher’s strength and weaknesses”. Consequently, the purpose of this study is to understand the extent to which teachers perceive standards-based teacher evaluation to be useful and accurate in measuring teacher effectiveness. Additionally, the study seeks to identify how teacher conferencing and written feedback within standards-based teacher evaluation influences teacher’s professional growth (development). The frequency results provided several important findings. Thirty-four or 100.0% of respondents strongly agreed or agreed that conferencing (face-to-face) was an important component of teacher evaluation. Thirty-three or 97.1% of respondents strongly agreed or agreed that written feedback was an important component of teacher evaluation. Nineteen or 57.6% of respondents strongly disagreed or disagreed with the statement that the process of teacher evaluation leads to improved student achievement at their school. Thirty or 90.9% of respondents strongly agreed or agreed that when completed, conferencing (face-to-face) was helpful in improving teaching and learning. Advisors/Committee Members: Roger Worner, Kay Worner, Janine Dahms-Walker.

Subjects/Keywords: standards-based teacher evaluation; teacher perceptions; Educational Leadership

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APA (6^th Edition):

Bass, B. (2017). The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/33

Chicago Manual of Style (16^th Edition):

Bass, Bryan. “The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed February 17, 2019. https://repository.stcloudstate.edu/edad_etds/33.

MLA Handbook (7^th Edition):

Bass, Bryan. “The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District.” 2017. Web. 17 Feb 2019.

Vancouver:

Bass B. The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2019 Feb 17]. Available from: https://repository.stcloudstate.edu/edad_etds/33.

Council of Science Editors:

Bass B. The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/edad_etds/33

Texas Tech University

23. -7671-1779. Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting.

Degree: PhD, Curriculum and Instruction, 2016, Texas Tech University

URL: http://hdl.handle.net/2346/72341

► Gifted education remains a controversial topic across the United States, and, as school districts struggle to meet mandated sanctions, funding for gifted education is not… (more)

▼ Gifted education remains a controversial topic across the United States, and, as school districts struggle to meet mandated sanctions, funding for gifted education is not a priority. This sequential explanatory mixed method study examined the perceptions of the general education teacher, supported by quantitative findings. Forty-seven K-12th grade teacher participants completed an online survey and four of those participants agreed to be interviewed to gain insight into teachers’ perceptions of giftedness and gifted education. The perceptions of experienced teachers were explored to find out if they believed they were prepared to address the needs of the gifted learner in the traditional classroom. This study was framed by two research questions: “What are teacher’s perceptions of giftedness and gifted education?” and “How might teacher’s perceptions of gifted education correlate with their own training and professional development?” The answers to these two questions were obtained first through an anonymous online survey using a snowball sample to obtain the quantitative portion of the study. Secondly, they were obtained by interviewing four of those participants who, by providing their contact information, asked to be included in the group of participants to be considered for the qualitative portion of the study. The four interview participants assisted in providing perceptions of a current classroom teacher. Three themes emerged pertaining to the first research question, “What are teacher’s perceptions of giftedness and gifted education?” The three themes that came to the forefront are that every teacher has an impact on the students they teach, there is still no consensus on what defines giftedness, and that gifted students are not being challenged in traditional classrooms. There were two themes which answered the second research question, “How might teacher’s perceptions of gifted education correlate with their own training and professional development?” These two themes were that the gifted are not always easily identifiable and there is a lack of teacher preparation in gifted educational needs. Synthesizing the qualitative and quantitative data provided some anomalies. According to the correlations there was almost a perfect correlation between those participants who had received training to differentiate and those participants who were supportive of a pull-out program as a delivery method for gifted instruction provided beyond the classroom. In the interview portion the participants shared that they did not differentiate their instruction or teach gifted students in a different manner than the other students within the classroom learning community. Another strong correlation occurred between the impact that experience had on teachers’ perceptions and of being prepared to teach the gifted. The interview participants believed that even though they had the experience and felt prepared to teach the gifted student, a pull-out program was still in the student’s best interest. The constantly… Advisors/Committee Members: Price, Margaret (committee member), Anderson, Connie (committee member), Greenhalgh-Spencer, Heather (Committee Chair).

Subjects/Keywords: gifted education; giftedness; teacher perceptions; teacher preparation; traditional classroom; identification; characterization

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APA (6^th Edition):

-7671-1779. (2016). Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/72341

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

Chicago Manual of Style (16^th Edition):

-7671-1779. “Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting.” 2016. Doctoral Dissertation, Texas Tech University. Accessed February 17, 2019. http://hdl.handle.net/2346/72341.

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

MLA Handbook (7^th Edition):

-7671-1779. “Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting.” 2016. Web. 17 Feb 2019.

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

Vancouver:

-7671-1779. Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting. [Internet] [Doctoral dissertation]. Texas Tech University; 2016. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2346/72341.

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

Council of Science Editors:

-7671-1779. Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting. [Doctoral Dissertation]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/72341

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

Kennesaw State University

24. King, Patricia C. A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

URL: https://digitalcommons.kennesaw.edu/etd/584

► The teacher-student relationship, which sociologists believe to be the driving force of change in student learning experiences, has largely been overlooked and underdeveloped. As… (more)

Subjects/Keywords: teacher-student relationships; high school; student perceptions; teacher perceptions; caring-teacher behaviors; mixed method; Special Education and Teaching

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APA (6^th Edition):

King, P. C. (2013). A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/584

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):

King, Patricia C. “A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors.” 2013. Thesis, Kennesaw State University. Accessed February 17, 2019. https://digitalcommons.kennesaw.edu/etd/584.

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

MLA Handbook (7^th Edition):

King, Patricia C. “A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors.” 2013. Web. 17 Feb 2019.

Vancouver:

King PC. A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Feb 17]. Available from: https://digitalcommons.kennesaw.edu/etd/584.

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

Council of Science Editors:

King PC. A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/584

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

Georgia State University

25. Kelley, Jerry D. Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership.

Degree: PhD, Educational Policy Studies, 2011, Georgia State University

URL: https://scholarworks.gsu.edu/eps_diss/70

► ABSTRACT TEACHERS’ AND TEACHER LEADERS’ PERCEPTIONS OF THE FORMAL ROLE OF TEACHER LEADERSHIP by Jerry Kelley The accountability and responsibilities of schools have intensified greatly… (more)

Subjects/Keywords: Teacher Leadership; Formal Teacher Leadership; Perceptions of Teacher Leadership; Education; Education Policy

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APA (6^th Edition):

Kelley, J. D. (2011). Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/70

Chicago Manual of Style (16^th Edition):

Kelley, Jerry D. “Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership.” 2011. Doctoral Dissertation, Georgia State University. Accessed February 17, 2019. https://scholarworks.gsu.edu/eps_diss/70.

MLA Handbook (7^th Edition):

Kelley, Jerry D. “Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership.” 2011. Web. 17 Feb 2019.

Vancouver:

Kelley JD. Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Feb 17]. Available from: https://scholarworks.gsu.edu/eps_diss/70.

Council of Science Editors:

Kelley JD. Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/eps_diss/70

Louisiana State University

26. Abernathy-Dyer, Joy Rene'. Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools.

Degree: PhD, Education, 2010, Louisiana State University

URL: etd-11052010-115744 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1298

► Each teacher has a set of beliefs and knowledge as it relates to teaching and learning. In this study, we examine “How do the ways… (more)

▼ Each teacher has a set of beliefs and knowledge as it relates to teaching and learning. In this study, we examine “How do the ways in which teachers perceive mandated literacy implementation impact their classroom instruction?” Therefore, the purpose of this study is to explore some of the issues that attempts to change teachers’ instructional practices in the classroom and seeks to reveal some of the issues that influence as well as hinder instructional reform within that setting. This qualitative case study uses observations, interviews and questionnaires to highlight teacher efficacy from four first grade teachers and classrooms through the use of Spradley’s Developmental Research Sequence - DRS (1990). Additionally, teachers and Literacy administrators’ responses are analyzed using information according to Ashton’s Eight Dimensions of Teacher Efficacy (1984). These categories are revealed and connected to specific beliefs as tasks are revealed throughout the study to analyze what literacy administrators believe are important characteristics for teachers to exhibit, the role that teachers play in determining what occurs in their classroom as well as what teachers believe are essential in the instructional phases of teaching reading. Each teacher possess varying degrees of efficacy and perceptions that impacts literacy instruction within their classroom. Consequently, teachers ultimately teach what is mandated to achieve desirable student outcomes even when they do not agree with the methods or processes wholeheartedly. Additionally, teachers’ value information gained from colleagues and peers in determining what they think of themselves as teachers, choices made and actions they take with their students. Teachers play an important role in fostering and implementing change in literacy reform, more specifically in the classroom. Hence, teachers benefit from participating with the planning in all stages of implementation and take pride in the performance of their students. The information gained from this study could assist in setting up professional development, serve as a guide for providing warranted support for student learning and teacher knowledge, and fostering considerations for including teachers in the important stages regarding the planning and implementation of classroom literacy instruction.

Subjects/Keywords: teacher perceptions; teacher beliefs; literacy implementation; reading instruction; instructional practices; teacher practice; elementary reading programs

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APA (6^th Edition):

Abernathy-Dyer, J. R. (2010). Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11052010-115744 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1298

Chicago Manual of Style (16^th Edition):

Abernathy-Dyer, Joy Rene'. “Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools.” 2010. Doctoral Dissertation, Louisiana State University. Accessed February 17, 2019. etd-11052010-115744 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1298.

MLA Handbook (7^th Edition):

Abernathy-Dyer, Joy Rene'. “Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools.” 2010. Web. 17 Feb 2019.

Vancouver:

Abernathy-Dyer JR. Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2019 Feb 17]. Available from: etd-11052010-115744 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1298.

Council of Science Editors:

Abernathy-Dyer JR. Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-11052010-115744 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1298

George Mason University

27. Salim, Zainab. Teachers’ Roles in Shared Decision-Making in a Pakistani Community School .

Degree: 2016, George Mason University

URL: http://hdl.handle.net/1920/10434

► Over the past two decades, teacher participation in school decision-making has emerged as a significant theme in education reforms, gaining the attention of researchers and… (more)

▼ Over the past two decades, teacher participation in school decision-making has emerged as a significant theme in education reforms, gaining the attention of researchers and practitioners across different education contexts both in developed and developing countries (Lee & Nie, 2014). A supportive and participatory culture typically does not exist in Pakistani schools catering to the underprivileged. Instead, the existing hierarchical public education system promotes multi-layered power structures in which authority flows from the top to the bottom (Khalid, 1996; Tajik, 2008). Inadequate attention has been paid to the participatory activities of informal teacher leaders in developing countries such as Pakistan, and existing research predominantly examines the perceptions of formal teacher leaders such as principals and head teachers about their involvement in shared decision-making. Yet, research indicates that against all odds, a few private, low-cost community schools in Pakistan have adopted the idea of involving teachers in decision-making within and beyond the classroom. The purpose of this qualitative single case study is to explore the perceptions of Pakistani teachers about their roles in shared decision-making in a reputationally, effective, low-cost community school in Pakistan. Multiple data sources were used to ensure triangulation. These included a survey on shared decision-making for all 34 community school teachers; informal observations, field notes and semi-structured interviews of 22 purposefully selected community school teachers. Standard survey analysis, emic coding, and constant comparative analysis were used to identify common themes across survey and interview responses. Findings suggest that a majority of the Pakistani community school teachers were positively inclined toward the process of shared decision-making, preferring it over the traditional decision-making model. While they believed that the decision-making process in their school was collaborative, more than half the teachers did not feel empowered to make decisions because their input, though sought out by the management, was not incorporated into final decisions. Findings also identified intrinsic and extrinsic factors within and outside the school that impacted Pakistani community school teachers’ willingness and agency to participate in the shared decision-making process. It is concluded that Pakistani community teachers feel ready to assume shared decision-making responsibilities, but they need relevant knowledge and skills to meaningfully participate in the process and take charge of their professional landscape. The study findings have implications for practitioners, policy makers and teacher educators. Advisors/Committee Members: Fox, Rebecca (advisor).

Subjects/Keywords: Education; Teacher education; Shared decision-making; Teacher education; Teacher leaders; Teachers' perceptions

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APA (6^th Edition):

Salim, Z. (2016). Teachers’ Roles in Shared Decision-Making in a Pakistani Community School . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10434

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):

Salim, Zainab. “Teachers’ Roles in Shared Decision-Making in a Pakistani Community School .” 2016. Thesis, George Mason University. Accessed February 17, 2019. http://hdl.handle.net/1920/10434.

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

MLA Handbook (7^th Edition):

Salim, Zainab. “Teachers’ Roles in Shared Decision-Making in a Pakistani Community School .” 2016. Web. 17 Feb 2019.

Vancouver:

Salim Z. Teachers’ Roles in Shared Decision-Making in a Pakistani Community School . [Internet] [Thesis]. George Mason University; 2016. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1920/10434.

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

Council of Science Editors:

Salim Z. Teachers’ Roles in Shared Decision-Making in a Pakistani Community School . [Thesis]. George Mason University; 2016. Available from: http://hdl.handle.net/1920/10434

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

Boston College

28. Pizzi, Jonathan David. Urban Secondary Teachers' Perceptions of a Standards-Based Teacher Evaluation System.

Degree: PhD, Educational Administration, 2009, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:101691

► This study was conducted within a large urban high school in the northeastern United States. This school resides in a district that utilizes a standards-based… (more)

▼ This study was conducted within a large urban high school in the northeastern United States. This school resides in a district that utilizes a standards-based system of teacher evaluation. The purpose of the study was to determine teachers' perspectives on the effectiveness of standards-based teacher evaluation systems as a means of improving instruction and student achievement. The question for research, <&ldquo>What are teacher perceptions of evaluation in an urban high school that uses a standards<&ndash>based evaluation system?<&rdquo> served as the framework for development and implementation of this study and for interpretation of the study findings. The body of related literature provided the theoretical rationale for the data collection, analysis, and interpretation. Major sections of the literature review included: a historical perspective on performance standards and of teacher evaluation from the mid-nineteenth through the early twenty-first centuries; an examination of contemporary teacher evaluation systems; a review of recent theoretical and empirical research concerning best evaluation practices; and a review of the research regarding teachers' perceptions of supervision and evaluation. Data were gathered from thirty participants through a thirty-one question Likert<&ndash>based attitude scale. Key findings included teachers' perceptions that: they were not familiar with the teaching performance standards used in their district; they did not believe that their evaluations were rooted solely in the these standards; they believed their evaluation conferences with supervisors helped then to improve their practice; their evaluations were not tied to annual goals or individual and school professional development plans; supervisors did not use multiple sources of data as a part of teacher evaluation; supervisors do not spend enough time in classrooms to carry out expectations for effective evaluation; and that peer observation aided teachers in improving their practice. While current research asserts that standards-based teacher evaluation systems coupled with an array of activities that foster teacher ownership for the process can be used as a powerful vehicle for improving student achievement, study findings were inconclusive regarding any perceived association between standards<&ndash>based performance evaluation structures and practices and the improvement of student achievement. Advisors/Committee Members: Irwin Blumer (Thesis advisor).

Subjects/Keywords: secondary education; standards-based teacher evaluation; supervision and evaluation; teacher evaluation; teacher perceptions; urban education

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APA (6^th Edition):

Pizzi, J. D. (2009). Urban Secondary Teachers' Perceptions of a Standards-Based Teacher Evaluation System. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101691

Chicago Manual of Style (16^th Edition):

Pizzi, Jonathan David. “Urban Secondary Teachers' Perceptions of a Standards-Based Teacher Evaluation System.” 2009. Doctoral Dissertation, Boston College. Accessed February 17, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101691.

MLA Handbook (7^th Edition):

Pizzi, Jonathan David. “Urban Secondary Teachers' Perceptions of a Standards-Based Teacher Evaluation System.” 2009. Web. 17 Feb 2019.

Vancouver:

Pizzi JD. Urban Secondary Teachers' Perceptions of a Standards-Based Teacher Evaluation System. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Feb 17]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101691.

Council of Science Editors:

Pizzi JD. Urban Secondary Teachers' Perceptions of a Standards-Based Teacher Evaluation System. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101691

University of Pretoria

29. White, Jenna-Lee Kim. The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school.

Degree: Music, 2012, University of Pretoria

URL: http://hdl.handle.net/2263/25460

► The aims of this study were to explore parents’ and teachers’ perceptions of what music therapy entails and what value it has for children with… (more)

▼ The aims of this study were to explore parents’ and teachers’ perceptions of what music therapy entails and what value it has for children with autism. In so doing, limitations in providing information about music therapy were identified. The context for this study involved Unica School for Autism in Menlo Park, Pretoria. Unica is a Public Benefit Organisation (PBO) that provides specialised education for learners with autism between the ages of 3 and 18 years. Music therapy has been offered at Unica by both qualified music therapists and supervised music therapy students since 1995. This study was conducted within the qualitative research paradigm and, as such, sought to understand perceptions of, rather than ‘prove’, the value music therapy has for children with autism. Data collection took the form of 6 semi-structured interviews. The interviews were transcribed and data were coded, categorised and organised into themes. These themes then formed the basis for addressing the research questions. The findings of this study show, firstly, that direct contact with the music therapist, music therapy public presentations, and witnessing musical end products such as performances are the primary influences on parents’ and teachers’ perceptions of music therapy. Parents and teachers have some understanding of the objectives of music therapy. The findings show, secondly, that the parents and teachers have limited understanding of how music therapy works. This includes a lack of knowledge about clinical musical intention, intervention and the music therapy process. Finally, the findings show that parents and teachers at Unica hold music therapy in exceptionally high esteem. They are able to identify its value for children with autism in a number of areas, particularly in terms of social development and development of self, which relate directly and peripherally to the diagnosis of autism. The participants also recognise the lack of awareness about music therapy outside of the Unica environment, and express a wish for all children with autism to receive music therapy. Copyright Advisors/Committee Members: Prof M Pavlicevic (advisor), Miss K Swart (advisor).

Subjects/Keywords: Music therapy; Value of music therapy; Teacher perceptions; Parent perceptions; Autism; UCTD

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

APA (6^th Edition):

White, J. K. (2012). The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25460

Chicago Manual of Style (16^th Edition):

White, Jenna-Lee Kim. “The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school.” 2012. Masters Thesis, University of Pretoria. Accessed February 17, 2019. http://hdl.handle.net/2263/25460.

MLA Handbook (7^th Edition):

White, Jenna-Lee Kim. “The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school.” 2012. Web. 17 Feb 2019.

Vancouver:

White JK. The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2263/25460.

Council of Science Editors:

White JK. The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/25460

University of Pretoria

30. [No author]. The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school .

Degree: 2012, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-06112012-190111/

► The aims of this study were to explore parents’ and teachers’ perceptions of what music therapy entails and what value it has for children with… (more)

▼ The aims of this study were to explore parents’ and teachers’ perceptions of what music therapy entails and what value it has for children with autism. In so doing, limitations in providing information about music therapy were identified. The context for this study involved Unica School for Autism in Menlo Park, Pretoria. Unica is a Public Benefit Organisation (PBO) that provides specialised education for learners with autism between the ages of 3 and 18 years. Music therapy has been offered at Unica by both qualified music therapists and supervised music therapy students since 1995. This study was conducted within the qualitative research paradigm and, as such, sought to understand perceptions of, rather than ‘prove’, the value music therapy has for children with autism. Data collection took the form of 6 semi-structured interviews. The interviews were transcribed and data were coded, categorised and organised into themes. These themes then formed the basis for addressing the research questions. The findings of this study show, firstly, that direct contact with the music therapist, music therapy public presentations, and witnessing musical end products such as performances are the primary influences on parents’ and teachers’ perceptions of music therapy. Parents and teachers have some understanding of the objectives of music therapy. The findings show, secondly, that the parents and teachers have limited understanding of how music therapy works. This includes a lack of knowledge about clinical musical intention, intervention and the music therapy process. Finally, the findings show that parents and teachers at Unica hold music therapy in exceptionally high esteem. They are able to identify its value for children with autism in a number of areas, particularly in terms of social development and development of self, which relate directly and peripherally to the diagnosis of autism. The participants also recognise the lack of awareness about music therapy outside of the Unica environment, and express a wish for all children with autism to receive music therapy. Copyright Advisors/Committee Members: Prof M Pavlicevic (advisor), Miss K Swart (advisor).

Subjects/Keywords: Music therapy; Value of music therapy; Teacher perceptions; Parent perceptions; Autism; UCTD

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APA (6^th Edition):

author], [. (2012). The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06112012-190111/

Chicago Manual of Style (16^th Edition):

author], [No. “The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school .” 2012. Masters Thesis, University of Pretoria. Accessed February 17, 2019. http://upetd.up.ac.za/thesis/available/etd-06112012-190111/.

MLA Handbook (7^th Edition):

author], [No. “The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school .” 2012. Web. 17 Feb 2019.

Vancouver:

author] [. The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school . [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Feb 17]. Available from: http://upetd.up.ac.za/thesis/available/etd-06112012-190111/.

Council of Science Editors:

author] [. The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school . [Masters Thesis]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-06112012-190111/

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Open Access Theses and Dissertations