Characteristics of preservice teachers learning parent involvement practices.

Characteristics of preservice teachers learning parent involvement practices.

Date: August 2008
Creator: Trotti, Judy
Description: Numerous models of IS success and technology acceptance their extensions have been proposed and applied in empirical. This study continues this tradition and extends the body of knowledge on the topic of IS success by developing a more comprehensive model for measuring IS success and technology acceptance within a government organization. The proposed model builds upon three established IS success and technology acceptance frameworks namely the DeLone and McLean (2003), Venkatesh et al.'s (2003) unified theory of acceptance and use of technology (UTAUT), and Wixom and Todd (2005). The findings from this study provide not only a comprehensive IS success assessment model but also insights into whether and how IS success models are influenced by application variables as applied within a government organization. Exploratory factor analysis and confirmatory factor analysis were performed for instrument refinement and validity test of the existing and proposed models. Using data from employees of a local government municipal, the comprehensive model explained 32 percent variance. Four of the hypothesis were fully supported five were not supported, and four were partially supported. In addition, the results suggest that behavioral intention may not be the best predictor of technology acceptance in a mandatory environment.
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Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008

Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008

Date: December 2011
Creator: Hays, James M.
Description: With the advent of No Child Left Behind legislation in 2002 and its mandates for annual yearly progress for all students, many districts and schools in Texas have had difficulty elevating African American and Hispanic students’ scores. The current study examined these students’ achievement on the annual Texas high-stakes measure as a function of a numerical construct that aligns the race/ethnicity of students when the teacher race is White. Earlier studies have shown that racial/ethnic compatibility between students and teachers improves student achievement in the primary grades. The study, which was set in 10 north Texas school districts and 30 high schools, middle schools, and elementary schools, examined African American and Hispanic students’ achievement on the Texas state assessments in reading and mathematics over a 10-year period. District performance data came from 4,664,192 African American, Hispanic, and White students and 222, 834 White teachers. Campus level data encompassed 188,839 10th graders, 93,573 eighth graders, and 40,083 fourth graders, and 20,471 White teachers. Analysis revealed that, as the ratios of African American and Hispanic students to White teachers increased, the percentages of these two student groups passing the Texas assessments decreased. These patterns differed for White students whose passing percentages increased ...
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Differences in Experiences and Outcomes of Transfer and Native Students in an Elementary Education Program: an Exploratory Study

Differences in Experiences and Outcomes of Transfer and Native Students in an Elementary Education Program: an Exploratory Study

Date: August 2012
Creator: Tucker, Tami L.
Description: This research targeted elementary education graduates of a large Southwestern university who were transfer students, and compared them to native students on selected variables. These variables included retention in teaching, and perception of supports and obstacles at the university. The sample consisted of 143 respondents: 73 native and 70 transfer students. Data were collected through submission of online surveys and through postal mail. Quantitative and qualitative analyses were used to answer the research questions. Astin’s input-environment-outcome model provided the conceptual and theoretical framework for this study. Native and transfer students considered student teaching to be the “most helpful” course or service during their time at the university, yet both felt they lacked elements of preparation for teaching in the real world. Transfer students reported the following as supports during their transition from community college to university: academic advising, finances, support network, and the university. They reported these obstacles: university bureaucracy, credit transfer, expenses, and adapting to campus. There was no significant difference between the two groups’ intentions to remain in teaching (p = .249), and a statistically non-significant higher percentage of transfer students than native students reported to be teaching at the time of survey completion (p = .614). The ...
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Constructing transformative experiences through problem posing in a high school English research project.

Constructing transformative experiences through problem posing in a high school English research project.

Date: May 2009
Creator: Revelle, Carol L.
Description: This dissertation chronicles my search to engage high school English students in inquiry as part of a formal research process. The perspective of critical literacy theory is used to describe the four phases of the problem posing process in shaping student research and action. Grounded in Freire's approach and consistent with Dewey and others who advocate inquiry, action and relevance, Wink's process is built into the instructional plan described in this study. Because of the real-life context of the classroom and the complex social phenomena being considered, a case study methodology was utilized in which multiple sources of data converged to develop the themes. Data sources included the work and artifacts of ten students in a tenth grade English class during the spring semester of 2008. The analysis focuses on the supports, the constraints and the impact of problem posing on the high school research assignment. The analysis, findings, and conclusions contribute to the literature in three areas: audience, reflection and grading.
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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 ...
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Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model

Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model

Date: May 2013
Creator: Isbell, Laura J.
Description: This case study addressed the problem of implementing response to intervention (RTI) in general secondary education. To investigate this problem, one north Texas school's RTI implementation was examined using the theoretical framework of the concerns-based adoption model (CBAM) and defining RTI as the innovation. RTI-related practices were studied for 10 secondary teachers, two from each core subject (i.e., mathematics, English language arts, science, and social studies) and the fine arts who had been implementing RTI for several years. Data regarding participants' stages of concern about and levels of use of RTI were collected across three time intervals using the three diagnostic instruments of CBAM (i.e., Stages of Concern Questionnaire, Levels of Use interviews, and Innovation Configuration Checklist matrix), behavioral observations during instruction and RTI meetings, and structured exit interviews of participants. Overall, findings indicated that the secondary teachers were at similar stages of concern and levels of use of RTI. Teachers' RTI concerns scores remained highest in the Self phase and lowest in the Impact phase of concern at all three intervals of data collection. As levels of RTI use increased, observed RTI use increased; however, teachers' RTI levels of use scores remained in the early levels of RTI implementation ...
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Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy

Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy

Date: August 2011
Creator: Hooten, Dorleen Billman
Description: New teachers begin the school year with optimism and enthusiasm, but their excitement quickly wanes as they encounter the realities of the everyday life of a teacher. When they do not experience the successes they predicted, many begin to doubt their capabilities, which results in a lowered sense of teaching efficacy. This descriptive study was designed to identify the contextual factors novice teachers perceive as influences on personal teaching efficacy and to examine the relationships between the factors. Two groups of novice teachers who were concurrently enrolled in a post-baccalaureate accelerated educator preparation program and working as first-year teachers were the participants in the study. Data were gathered for the study through focus group activities, twice weekly journal entries completed during the teaching year, and a culminating “lessons learned” paper written during the last month of the first year of teaching. Each of the two focus groups identified nine contextual factors they perceived to affect personal teaching efficacy. Six factors were identified by both groups: parental involvement, support from administrators and colleagues, classroom discipline, testing results, teaching strategies and outcomes, and relationships with administrators and colleagues. The groups, however, perceived the relationships between the contextual factors differently. The generalists perceived ...
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