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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)
▼ This study examined teachers’ autonomy, teachers’ motivation, teachers’ self-efficacy, and teachers’
perceptions of state mandated testing, in the context of NCLB. The research design included an online survey that combined Likert-type questions of each construct, followed by six one-on-one interviews that provided a greater depth to support the survey results. Participants included 561 Oklahoma Middle School teachers. The scales that measured each construct were correlated to identify whether any significant relationships were present. An independent t-test and ANOVA was also used to identify whether demographic variables affected teachers’
perceptions of state mandated testing. Results indicated that significant correlations exist between
teacher autonomy,
teacher motivation,
teacher self-efficacy, and teachers’
perceptions of state mandated testing. Results also showed that participants who administered end of instruction exams reported significantly higher (more positive)
perceptions of state mandated testing than those who did not. Additionally, the analysis indicated that among the constructs, the strongest correlation was found between
teacher general autonomy and
teacher perception of state mandated testing. Further research is necessary to learn more about the complex relationships between the constructs.
Advisors/Committee Members: Bradshaw, Amy (advisor), Garn, Gregg (committee member), Houser, Neil (committee member), Greene, Barbara (committee member), Crowson, Howard (committee member).
Subjects/Keywords: Teacher Motivation; Teacher Self Efficacy; Teacher Perceptions
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APA ·
Chicago ·
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APA (6th Edition):
Mickel, N. (2015). EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14635
Chicago Manual of Style (16th Edition):
Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed February 17, 2019.
http://hdl.handle.net/11244/14635.
MLA Handbook (7th Edition):
Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Web. 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 (6th Edition):
Nabors, A. N. (2015). Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73330
Chicago Manual of Style (16th Edition):
Nabors, Autumn Nicole. “Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia.” 2015. Doctoral Dissertation, Virginia Tech. Accessed February 17, 2019.
http://hdl.handle.net/10919/73330.
MLA Handbook (7th Edition):
Nabors, Autumn Nicole. “Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia.” 2015. Web. 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
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APA (6th 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 (16th 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 (7th 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)
▼ 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. These students enter the school system from a variety of backgrounds, cultures, languages, academic and English language ability levels that can impact their learning. The new generations of teachers entering the workforce are expected to be trained to teach in the general education classroom and properly educate their students, including English learners. This research explored the how newly credentialed teachers conceptualize English learners and the factors that influence those
perceptions.
Perceptions are formed based on a person???s attitudes, beliefs, previous education, preparation to work with English learners, and their ideals of how English learner education should be handled in the school system. A
teacher???s perception can impact how they educate their students and in turn affect the students??? academic success. This study investigated the perception of newly credentialed teachers to gain an understanding of how it could affect the education of English learners today.???
Advisors/Committee Members: Daniels, Erika (advisor).
Subjects/Keywords: English Learners;
Teacher Perceptions;
ELs
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APA ·
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MLA ·
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CSE |
Export
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Manager
APA (6th 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 (16th 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 (7th 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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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 TEACHERS’ 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 ·
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MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gomez, C. (2014). AN EXAMINATION OF TEACHERS’ 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 (16th Edition):
Gomez, Christina. “AN EXAMINATION OF TEACHERS’ 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 (7th Edition):
Gomez, Christina. “AN EXAMINATION OF TEACHERS’ 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 TEACHERS’ 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 TEACHERS’ 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)
▼ 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 Education (ISTE) National Educational Technology Standards (NETS) and what barriers teachers perceive to be present that may inhibit technology are barriers technology integration in the classroom. This qualitative study was designed based on the naturalistic inquiry approach (Lincoln & Guba, 1985). Through purposeful sampling, this study took place in a suburban school division within the U.S. that has eliminated a Type I barrier, technology access to secondary teachers and students. The site was chosen due to the abundance of technology available to teachers and secondary students within the school division. Ten secondary teachers that participated were in various stages of their profession and years of service within the school division and represented various secondary schools within the division. The findings suggest that teachers fail to fully implement all of the ISTE NETS when it comes to integration in the classroom. Insufficient time to plan and prepare for activities that would integrate technology into the classroom was among the external factors most of the participants listed as to why their instruction did not always utilize technology. Although the division has eliminated a major barrier through its one-to-one laptop initiative, the findings indicated further external, Type I barriers existed. Results of this study suggest the key elements to the barriers that inhibit integration continue to be Type II barriers,
teacher beliefs towards technology and
teacher-centered pedagogy.
Advisors/Committee Members: Twiford, Travis W. (committeechair), Thornton, Michael E. (committee member), Earthman, Glen I. (committee member), Cash, Carol S. (committee member).
Subjects/Keywords: technology; teacher beliefs; teacher perceptions; classroom integration
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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 focus on the 21st-century skills of communication, collaboration, creativity, and critical thinking, technology use in classrooms seems to have stalled. Through this mixed methods case study, the researcher sought to explore the impact that teachers’ perceptions, attitudes, and beliefs have on classroom technology integration practices. It is anticipated that by gaining a better understanding of this complex relationship, there may be a greater appreciation for why more teachers are not using computer technology in ways advocated in the literature. Moreover, this may enable educators to facilitate a better alignment between research, practice, and beliefs in order to provide more effective ways of supporting and documenting teacher change. Results from this study showed that there is a strong positive relationship between computer efficacy, teacher efficacy, and the integration of classroom technology. Results also showed there is evidence that student-centered classroom approaches positively influence how what, and when teachers decide to integrate technology into their classrooms and curriculum. Through this case study, the researcher provided a roadmap for larger scale investigations on this topic.
Subjects/Keywords: Classroom Technology Integration; Teacher Perceptions; Teacher Beliefs; Teacher Attitudes; Educational Methods
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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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Chicago ·
MLA ·
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APA (6th 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 (16th 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 (7th 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)
▼ 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. This study aims to fulfill this need by answering the following research question: What is the relationship between the actual oral
teacher feedback and the students’
perceptions of the actual oral
teacher feedback during collaborative learning? Participants were 77 students and 2 teachers in Dutch university preparatory secondary history education participating in collaborative learning. Self-report questionnaires and transcripts of collaborative learning sequences were analysed. No match was found between actual
teacher feedback quality and students’
perceptions of
teacher feedback quality. Students’ characteristics partly influenced the students’
perceptions of
teacher feedback quality.
Advisors/Committee Members: Saab, Dr. N (advisor).
Subjects/Keywords: teacher feedback; student perceptions; collaborative learning
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APA ·
Chicago ·
MLA ·
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APA (6th 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 (16th 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 (7th 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 21st…
(more)
▼ 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 century. To this aim, school spending on e-books and e-readers is at an all-time high, but evidence indicates teachers are not fully integrating them into the reading classroom. This qualitative study was grounded in sociocultural theory and explored veteran primary teachers’ knowledge of and persistent attitudes about using e-books in reading instruction. Within a collaborative inquiry group, five teachers explored the way to best use e-books in their primary reading classrooms. Through the cyclical process of planning, observing, acting, and reflecting, the teachers explored e-books during the meetings and then took them into the classroom to use with their students. Data sources included semi-structured interviews, participant observation notes, transcribed audio recordings, and reflective journals. Thematic and directed content analyses were used on the data, and findings of both analyses were presented in a pleated text that framed analytical texts with researcher notes. Findings demonstrated that there was an emotionality to reading books in traditional and electronic format, but by experimenting with the e-books in the supportive, dialogic context of the collaborative inquiry meeting, teachers changed both their knowledge of and persistent attitudes about electronic books. Important implications were noted for professional development coordinators, administrators, and policy-makers.
Advisors/Committee Members: Dr. Teri Holbrook, Dr. Ramona Matthews, Dr. Laura May.
Subjects/Keywords: Electronic books; Teacher perceptions; Collaborative inquiry
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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 (6th 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 (16th 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 (7th 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)
▼ 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 Long-Term
English Learners. The purpose of this qualitative study was to
identify
teacher perceptions of cross-content and grade-level
instructional practices that facilitate the ability of Long-Term
English Learners to access language, increase comprehension, and
build vocabulary. This case study measured effectiveness as the
degree to which
teacher-reported
perceptions of implementation
matched consistent use of research-based strategies. The study
focused on
teacher perceptions of instruction in fourth through
eighth grade that targeted English Learners at the intermediate
level based on CELDT scores. Teachers participated in focus groups,
a survey, and interviews. The researcher then compared perceived
grade-level practices to the design in order to measure the degree
to which implementation matches research-based practices. Findings
from this study indicated that
teacher perception is consistent
with research-based practices across grade levels. This study
begins to expose the
perceptions of teachers in regards to
instructional practices for Long-Term English Learners, and
contributes to work examining instructional practices for
language-minority students.
Advisors/Committee Members: Hentschke, Guilbert C. (Committee Chair), Rueda, Robert (Committee Member), Labrucherie, Mary Louise (Committee Member).
Subjects/Keywords: English learners; teacher perceptions; instructional practices
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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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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)
▼ 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 for effective teachers, principals, and teacher-principal relationships, and pointed out characteristics detrimental to the effectiveness of the teacher-principal relationship. The research utilized past research in organizational communication, trust, and trust and communication within the teacher-principal relationship and other important components of effective teacher-principal relationships to provide a literary foundation for the study. The research identified perceptions of teachers and principals with respect to communication and trust in the teacher-principal relationship, and identified what priorities successful first-year principals need to cultivate for effective relationships with their faculty.
Participants were comprised of teachers and principals from two elementary schools in southern Louisiana. Participants articulated their perspectives and shared experiences working with effective and ineffective principals. The experiences and perspectives of the research participants demonstrated the paralysis of functionality in the teacher-principal relationship caused by distrustful and non-communicative relationships. The research findings provide concrete evidence for the importance of establishing an effective teacher-principal relationship built on trust and communication. The eight participants shared the view that communication was a necessity for an effective teacher-principal relationship. Most of the participants also thought that trust needs to be present for successful teacher-principal relationships. The research findings revealed the participants had similar views of an effective teacher-principal relationship and the necessary characteristics of an effective principal and teacher.
Subjects/Keywords: Principal; Teacher; perceptions; relationship; trust; communication
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ While growing, the current research field of transition planning and outcomes for students with intellectual disabilities is still lacking, particularly regarding employment. One possible reason for transition discord could be a lack of consensus between transition team members, particularly family members and teachers. The present study explored parent and
teacher agreement of students with intellectual disabilities and their adaptive skills related to employment, while also investigating the effects of IQ. Results indicated strong agreement regarding parents and teachers
perceptions of students with intellectual disabilities and their abilities related to employment readiness. In addition, group differences were not found when controlling for IQ score. This study adds to the transition literature base, as well as parent and
teacher agreement regarding a student’s skills. Implications of these findings and recommendations for future research are also discussed.
Advisors/Committee Members: Ara Schmitt, Kara McGoey, Carol Parke.
Subjects/Keywords: intellectual disability; parent and teacher perceptions; transition
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Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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 study also compares secondary music teachers' perceptions of the effectiveness of their teaching of musicianship skills with college students' perceptions of how effectively they were taught these skills. I examined how instructional time, teaching methodology, and availability of small-group and private lessons factor into (1) teacher perception of student understanding of musicianship, and; (2) college students' perception of remembered musicianship education experienced while in high school. I distributed a survey designed to examine the pedagogy of specific musicianship skills. This survey was sent to 75 vocal teachers and 75 instrumental teachers who teach ensemble music classes (band, orchestra, and choir) in urban and suburban areas in Pennsylvania. A similar measure designed to examine college students' remembered perception of the effectiveness of their high school musicianship education was sent to 150 vocal college music majors and 150 instrumental college music majors in Pennsylvania and Delaware. The survey was designed for students and instructors to rate musicianship training using a five point Likert-type scale and a six point Likert-type scale. The skills assessed included: reading notation from treble and bass clefs; sight-reading and sight-singing; recognizing and interpreting music symbols; identifying key signatures and time signatures; working independently on a musical task; and recognizing and performing dynamics, articulations, and common tempo markings. Data were analyzed using a Chi-square test to determine what, if any, significant results negating the null hypothesis are present.
Temple University – Theses
Advisors/Committee Members: Dilworth, Rollo A.;, Confredo, Deborah A., Rardin, Paul, Threinen, Emily, Anderson, Christine L.;.
Subjects/Keywords: Music education; Music;
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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 with disabilities are served in inclusive classrooms, there is a growing concern that students with special needs are at an increased risk of online bullying harassment. Enhancing responsible bystander behavior can be an effective factor in combating cyberbullying. This qualitative case study examined bystander
perceptions of cyberbullying of 11 students with and without disabilities and 9 general and special educators from 14 different schools located on the Eastern seaboard. Specifically, a case study analysis including interviews, artifacts, and member checks was completed using a grounded theory and constant comparative method of analysis. Four key themes related to cyberbullying were identified: (a) conditions facilitate cyberbullying among students with and without disabilities in inclusive settings, (b) awareness of cyberbullying influences
perceptions, (c) key factors influence bystander
perceptions and reactions, and (d) adolescent bystanders react as active interveners, passive witnesses, and bystander bullies, while teachers are proactive or reactive. Implications for research, policy, schools, and teachers are discussed. Limitations and suggestions for future research are also presented.
Advisors/Committee Members: Mastropieri, Margo A (advisor).
Subjects/Keywords: Special education;
Education;
Teacher education;
bystander;
cyberbullying;
inclusive classroom;
special education;
student perceptions;
teacher perceptions
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MLA ·
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APA (6th 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 (16th 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 (7th 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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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 classrooms. This study seeks to understand how teachers learn by using reflective practice to interpret teachers' collective experiences. Interpreting teachers' perceptions will result in new ways of understanding the types of learning experiences and professional development programs that best support their needs. A phenomenological approach was utilized in order to interpret the collective experiences of nine middle school teachers. Data collection included focus group dialogues, semi-structured interviews and reflective journals. Findings revealed that teachers desire the need to be in charge of their own learning; critical reflection and inquiry are significant for learning to take place and that teachers learn while sharing and exchanging best practices with each other and within supportive environments.
M.A.
Advisors/Committee Members: Kooy, Mary, Curriculum, Teaching and Learning.
Subjects/Keywords: learning; professional development; reflective practice; teacher beliefs; teacher perceptions; 0515
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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
improve through the administration of high-stakes tests. Public
schools are mandated to adhere to three accountability systems:
national, state, and local. Additional elements include the recent
implementation of the Common Core standards and newly devised state
accountability systems that are granted through waivers as an
alternative to the accountability mandates in the No Child Left
Behind Act NCLB of 2001. Teachers' voices have been noticeably
absent from the accountability debates, but as studies show, as
primary recipients of accountability sanctions, many teachers
withdraw, "burn out," or leave the profession altogether. The
present study is based on the premise that teachers are vital to
student achievement, and that their perspectives and understandings
are therefore a resource for educational reform especially in light
of the accountability mandates under NCLB. With that premise as a
starting point, this dissertation examines practicing urban
teachers' experiences of accountability in culturally and
linguistically diverse schools. To fulfill these goals, this
qualitative study used individual and focus group interviews and
observations with veteran elementary school teachers in an urban
Southwestern public school district, to ascertain practices they
perceive to be effective. The study's significance lies in
informing stakeholders, researchers, and policymakers of practicing
teachers' input on accountability mandates in diverse urban
schools.
Subjects/Keywords: Educational leadership; Teacher education; Teacher Accountability; Teachers'; Perceptions; Urban Schools
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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 Noddings (2003) explained, in
teacher-caring behavior, the carer must take on a dual perspective and see the world not only through the lens of the carer but also through the lens of the one being cared for.
In this study, a mixed-method approach was used to investigate what high school teachers and students perceive to be caring-
teacher behaviors. The purpose was to gain a better understanding of the factors that contribute to the development of caring
teacher-student relationships. Results from the 22-item Likert-type survey and the two open-ended questions were grouped into four main themes: Classroom Management, Academic Support, Interpersonal Relationships, and Sense of Respect and Trust.
A significant difference was found between what teachers and students perceived to be caring-
teacher behaviors. Although both teachers and students rated behaviors in the Interpersonal Relationship theme as important, teachers rated them the most important over all other themes. Students, however, rated behaviors in the Academic Support theme as the most important when describing caring teachers. Although teachers went over and beyond to help students succeed because they felt that this was their call of duty, students saw them as caring behaviors.
Advisors/Committee Members: Dr. Tak Cheung Chan, Dr. Mary Chandler, Dr. Joya Carter Hicks.
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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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 over the past two decades and school improvement has become a strong focus of many schools, thus requiring a greater understanding and use of formal
teacher leadership if schools are to meet high standards. This research studied teachers’ and
teacher leaders’ beliefs concerning the formal role of
teacher leadership in three elementary schools. A qualitative study was conducted, utilizing surveys and interviews to collect data concerning teachers’ and
teacher leaders’
perceptions of the formal role of
teacher leadership. All teachers at three elementary schools were invited to complete an electronic survey and nominate teachers they believed were formal
teacher leaders. Nominated teachers meeting the study’s criteria as a formal
teacher leader were invited to complete a self-administered
teacher leader self-assessment survey. Based on the results from the surveys, nine teachers, three from each school, were invited to participate in an interview process with the researcher.
Analysis of all data collected throughout the study suggests that even though formal
teacher leadership is valued by most teachers, there exists a disconnect between teachers’ and
teacher leaders’ beliefs of what formal
teacher leadership should look like ideally in their schools versus their perceived reality of formal
teacher leadership. Areas such as collaboration, recognition, and understanding of the formal role of
teacher leadership, as well as policies that affects these areas were all found to hold discrepancies in these schools.
Advisors/Committee Members: Hayward Richardson, Sheryl Gowen, Jami Berry, Bob Michael, Toni Bellon.
Subjects/Keywords: Teacher Leadership; Formal Teacher Leadership; Perceptions of Teacher Leadership; Education; Education Policy
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
Record Details
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
Record Details
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Record Details
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
Record Details
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Share »
Record Details
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Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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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