You limited your search to:

  Partner: UNT Libraries
 Decade: 2010-2019
 Degree Discipline: Curriculum and Instruction
The Beliefs and Expectations of Effective Secondary Choral Teachers in Culturally Diverse Schools

The Beliefs and Expectations of Effective Secondary Choral Teachers in Culturally Diverse Schools

Date: May 2013
Creator: Spradley, Mackie V.
Description: Through the years, educational theorists and researchers have been interested in a possible relationship between teachers' effectiveness and their beliefs and expectations. Three concepts underpinned this work: teacher effectiveness, cultural diversity, and teachers' beliefs and expectations. The premise of the study was that the beliefs and expectations of effective secondary choral teachers are related to the social-cultural contexts in which they teach. The study implemented critical discourse analysis as the theoretical framework and the in-depth phenomenological long interview for data collection. Three secondary choral teachers were selected to participate in the study based on the researcher's criteria. The study revealed how each teacher conceptualized student cultural diversity during the teaching experience. Teacher beliefs about effective teaching in culturally diverse settings were described as developing over time in phases along a continuum. The study also confirmed that teachers' beliefs about students can be changed through experiences and reflection. The study revealed effective teachers focused on three different types of expectations in the teaching and learning context and affirmed diverse cultural identities and backgrounds. Recommendations included the development of stronger mentorship programs to increase effective teaching strategies for the secondary choral classroom. The findings of this study support my previous work, which ...
Contributing Partner: UNT Libraries
Beliefs of Mathematics Pre-service Teachers About Project-based Learning

Beliefs of Mathematics Pre-service Teachers About Project-based Learning

Date: August 2014
Creator: Watson, Cindy Gay
Description: This study explored the beliefs of pre-service secondary mathematics teachers about project-based learning (PBL), as they encountered a project-based learning high school where they implemented a project-based unit of instruction. A qualitative study was conducted with one undergraduate cohort in a higher education science, technology, engineering, and mathematics (STEM) national initiative that has 40 U.S. replication sites. Using teaching philosophy statements and focus group discussions, the beliefs of STEM pre-service secondary teachers are made visible. The findings from this study reveal a recurring theme: the process of how these pre-service teachers seemed to evolve and mature as teachers, from novice toward becoming an expert, as they asked themselves internal questions that are common to developing teachers. These pre-service STEM teachers experienced 1) internal questions about their own growth as a potential teacher, as evidenced through their verbal and written statements; 2) tension between PBL content and pedagogy; and 3) tension between practice and theory. The findings also infer that there are potential critical variables that may contribute to pre-service teachers’ beliefs. Those variables identified were the following: 1) the sequence of when the project-based instruction (PBI) course was taken; 2) time, as related to when the participant took the PBI ...
Contributing Partner: UNT Libraries
A Case Study of the Impact of the Middle School Data Coach on Teacher Use of Educational Test Data to Change Instruction

A Case Study of the Impact of the Middle School Data Coach on Teacher Use of Educational Test Data to Change Instruction

Date: December 2010
Creator: Hill, Rachelle Phelps
Description: With the advent of No Child Left Behind (NCLB) legislation in 2002 and its attendant increases in accountability pressure, many districts and schools currently embrace data analysis as an essential part of the instructional decision making process. In their attempts to overcome low achievement on state-mandated tests, some districts have begun employing data coaches. The study reported here, which was set in three middle schools in a northeast Texas school district, assessed the influence of the campus data coach on a middle school mathematics teachers' use of analyzed data to make instructional decisions. It also examined the extent to which the Data Coach/teacher relationship resolved teacher concerns about data-driven decision making. Phenomenological interviews with data coaches were guided by Seidman's (2006) three-series interview. Measurement of teacher use of data to make decisions was based on the concerns-based adoption model's levels of use interview protocol, stages of concern questionnaire, and innovation configuration map. By the end of one school year, two out of the three teachers never used data to make instructional decisions, although the non-users both had moved closer toward employing the innovation in their classroom. Data indicated all teachers were aware of the innovation, but all three ended the ...
Contributing Partner: UNT Libraries
Central Office Administrators' Perceptions of the Professional Learning Community Process

Central Office Administrators' Perceptions of the Professional Learning Community Process

Date: August 2013
Creator: Pruitt, Mary E.
Description: This study provides a qualitative interpretation of the work done by central office administrators in a school district in Texas as they supported and built capacity for the professional learning community (PLC) process over a five year time period. Literature by PLC scholars, especially R. DuFour, R.B. DuFour, Eaker, Hord, Hipp, Huffman, and Olivier, informed development of the study. In a school district of 19,000 students and 2,000 staff members, ten central office administrators were interviewed to gain their perceptions of their roles in the PLC process. Interviews were analyzed through the processes of initial, focused, and theoretical coding. Documents were examined and used as supplemental sources of data to corroborate the perspectives provided. Findings revealed the story of central office administrators who worked interdependently to support and build capacity in the implementation and sustainment of the PLC process. A thick description of the work based on their perceptions offers actions and behaviors of administrators specific to their roles and practices and protocols developed to hold the work together. A grounded theory was developed with regard to central office administrators' support and capacity-building for the PLC process. From the administrators' perceptions, six theoretical categories relating to central office support and ...
Contributing Partner: UNT Libraries
A Descriptive Analysis of the Critical Thinking Model in Texas Elementary Education

A Descriptive Analysis of the Critical Thinking Model in Texas Elementary Education

Date: December 2013
Creator: Quijano, Oswaldo Jorge
Description: Contributions from elementary education to the practice and reality of critical thinking are rare, largely because attempts in basic education to elucidate a concept of critical thinking have a hard time breaking through the elusiveness and indeterminacy that characterize the history and reality of the concept. This situation is due to, and a consequence of, the difficulty of delimiting critical thinking from related fields, such as metacognition, higher-order-thinking, problem solving, informal logic, reasoning skills, and decision making, to name a few. Texas school authorities designed and put into practice a battery of tools to evaluate critical thinking through the assessment programs TAKS and STAAR, without taking a position regarding the indeterminacy problems of the content of critical thinking. The purpose of this study was to reconstruct the pieces of the critical thinking model imparted to Texas elementary school children since 1999 and continues today. The findings indicate that the critical thinking model implemented in Texas elementary schools is a particular version of a skills-only approach of critical thinking that follows the classical logical paradigm, consisting of two sets of complementary skills. This model acquaints students with the components and structure of five types of arguments while it fails to substantiate ...
Contributing Partner: UNT Libraries
The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers

The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers

Date: December 2012
Creator: Hayata, Carole Anne
Description: Although studies of teacher preparation programs have documented positive changes in mathematical knowledge for teaching with preservice teachers in mathematics content courses, this study focused on the impact of a mathematics methods course and follow-up student teaching assignment. The presumption was that preservice teachers would show growth in their mathematical knowledge during methods since the course was structured around active participation in mathematics, research-based pedagogy, and was concurrent with a two-day-per-week field experience in a local elementary school. Survey instruments utilized the computer adaptive test version of the Mathematical Knowledge for Teaching (MKT) measures from the Learning Mathematics for Teaching Project, and the Attitudes and Beliefs (towards mathematics) survey from the Mathematical Education of Elementary Teachers Project. A piecewise growth model analysis was conducted on data collected from 176 participants at 5 time-points (methods, 3 time-points; student teaching, 2 time-points) over a 9 month period. Although the participants' demographics were typical of U.S. undergraduate preservice teachers, findings suggest that initial low-level of mathematical knowledge, and a deep-rooted belief that there is only one way to solve mathematics problems, limited the impact of the methods and student teaching courses. The results from this study indicate that in (a) number sense, there ...
Contributing Partner: UNT Libraries
Do Minutes Matter? Connecting Tardiness to Academic Achievement

Do Minutes Matter? Connecting Tardiness to Academic Achievement

Date: August 2014
Creator: Taylor, Tresa S.
Description: Within the scope of all that is expected to be accomplished in education, what difference does a tardy make? This study was designed to examine the significance of tardiness, as it relates to student achievement, as measured by the results of the state math test. It also investigated the generation of change by the campus administrator to improve punctuality, with a new method of enforcing the tardy policy with the use of an electronic data system. This study used archived data from the one high school in a suburban school district in Texas. From a student population of 2,631, two subject groups of 919 and 1,310 were determined. Spearman rho results confirmed a moderate inverse relationship between student tardiness and results on the state math test. Descriptive discriminant analysis indicated that tardiness contributed to 25% of the variance in the results on the state math test, when considered alone, and had a smaller contribution when considered with other variables. A visual review of the data portrayed an inverse relationship between the occurrences of tardiness and the pass/fail results on the state math test; as tardiness increased, passing rates decreased. Wilcoxon signed rank test results revealed a reduction in the magnitude ...
Contributing Partner: UNT Libraries
Does an Online Post-baccalaureate Secondary Teacher Certification Program Produce Certified Teachers Who Remain in the Field?

Does an Online Post-baccalaureate Secondary Teacher Certification Program Produce Certified Teachers Who Remain in the Field?

Date: August 2015
Creator: Brooks, Kanini Wanjira Ward
Description: Given issues in education concerning teacher shortages, the omnipresence of alternative certification programs and the growth of online programs in higher education, this study investigated teacher retention for 77 secondary education teachers who completed an online teacher preparation program in Texas. Teacher retention was examined from 2003-2013 and investigated the influence of factors such personal characteristics, working conditions and school setting characteristics on teacher retention. Data was collected electronically utilizing a survey instrument designed by two teacher education experts and I. A total of 21 variables and two open-ended questions were investigated using the survey instrument. Exploratory factor and hierarchical multiple regression analyses were conducted to identify a multi-factor model for teacher retention utilizing the participants' survey responses. These analyses yielded evidence of the program's effectiveness in preparing teachers for long careers. Specifically, the areas of program support, field experience, and classroom management were statistically significant factors that contributed positively to teacher retention. Additionally, variables outside the program, were examined. These factors included personal characteristics, working conditions, and school setting factors. The predictor model accounted for 56% of the variance; F (17, 54) = 3.015; p = < 0.001. In particular, working conditions contributed to 41% of the variance associated ...
Contributing Partner: UNT Libraries
Eighth Grade Science Teacher Quality Variables and Student Achievement

Eighth Grade Science Teacher Quality Variables and Student Achievement

Date: December 2010
Creator: Harp, Amy
Description: While No Child Left Behind ushered in the age of the "highly qualified" teacher, accountability focus has been shifted to the "highly effective" teacher, defined as teacher impact on student achievement. The Science Texas Assessment of Knowledge and Skills (TAKS) is used to judge the adequate yearly progress of students in Texas public schools. Therefore, the purpose of this study was to examine the relationship of teacher factors (i.e., ethnicity, gender, teaching experience, university selectivity, certification route, National Center for Education Statistics Locale/Code, number of science content and pedagogical course semester credit hours, grade point average for science content and pedagogical coursework) on student achievement using the eighth grade Science TAKS. The primary dependent variables were students' five objective scores and their overall scores on the eighth grade Science TAKS examination. The sample was 44 eighth grade science teachers and 4,119 students in Texas public schools. Multiple linear regression models enabled examinations of the relationships between teacher quality variables and student achievement. No significant relationships between the variables were found. Small effect sizes for the beta weights and structure coefficients occurred between teachers' science credit hours and TAKS objectives to explain 20% of the variance for TAKS Living Systems and ...
Contributing Partner: UNT Libraries
Elementary Pre-service Teachers’ Perceptions and Experiences of Mathematics Intervention and Response to Intervention Practices

Elementary Pre-service Teachers’ Perceptions and Experiences of Mathematics Intervention and Response to Intervention Practices

Date: August 2015
Creator: Hurlbut, Amanda Renee
Description: Response to intervention has become a widely implemented early intervention and pre-referral program in many schools due to the reauthorization of the 2004 Individuals with Disabilities Education Act. Limited studies exist that validate how teacher preparation programs are preparing the next generation of teachers to assess students, apply early academic interventions, monitor progress, and make educational decisions for students with learning difficulties as part of an RTI program. The purpose of this study was to examine elementary pre-service teachers’ perceptions and experiences in a mathematics intervention project (MIP), as part of a university mathematics methods course as related to RTI practices. Data were collected from multiple sources, including: Seidman’s three-step interview series with pre-service participants and course instructors, document analysis of the Mathematics Interactions Project (MIP) students’ responses, mathematics methods course syllabi, and observations of the mathematics methods course instruction. Haskell’s transfer theory was used as the framework from which to analyze the data. It was assumed that if a majority of the 11 principles of meaningful transfer were addressed, higher levels of transfer from university instruction to intervention instruction would be observed during the MIP. Findings indicate differences in RTI understanding according to elementary education degree plan. Candidates in ...
Contributing Partner: UNT Libraries
FIRST PREV 1 2 3 4 5 NEXT LAST