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A Study of Relationships Between Teachers' Knowledge of and Attitude Toward Selected Teaching Strategies and Their Implementation in the Elementary Classroom
The purpose of this study was to explore the variables of content knowledge, individual attitude, and span of time from initial training with regard to implementation of selected teaching practices in the elementary classroom. The sample consisted of thirty-two elementary classroom teachers who teach reading or mathematics in a large suburban school district in the Dallas Metropolitan Area. After completion of the second day's training in an inservice program on teaching strategies, the teachers were given a test to measure content knowledge of and attitude toward the teaching strategies. The test results were used in determining four groups for follow-up classroom observations four weeks and eight weeks after the in-service sessions. Using three-way analysis of variance, the data were analyzed. Results indicated that teachers with high content knowledge of the teaching strategies implemented these strategies to a greater degree than did teachers with low content knowledge. No significant relationship with regard to implementation was found for the variables of attitude or span of time. It can be concluded that teachers who know the content of inservice training are able to and do implement the training in their classrooms. Of equal significance is the conclusion that teachers who do not know the content do not demonstrate teaching skills which duplicate the training concepts. It can also be concluded that training of this type is beneficial to teachers regardless of their attitude, and that teachers who implement training will do so with knowledge of the content not affected by the factor of time. It is suggested that additional studies be conducted using these and other variables and combinations of variables which may have a relationship to the teachers' use of inservice training in the classroom.
An Identification of Administrative Policies and Procedures in the Organization of the Doctoral Programs in Vocational Education in Selected Institutions in the United States
The purpose of this study was to investigate and report the similarities and differences in the administrative policies and procedures in graduate institutions accredited by the National Council for Teacher Education which offer doctoral degrees in vocational education. The investigation included similarities and differences in the areas of selection and admission, program planning, course requirements, preliminary examinations, dissertation requirements, and oral examinations. Data were collected through a questionnaire sent to the graduate officials at the selected 106 institutions. Usable data involved only thirty-four institutions which actually had a vocational doctoral program while seventy-nine institutions returned the questionnaire.
Technological Thinking in American Teacher Education, 1970-1979: a Hermeneutical Study of Alienated Consciousness
The research presented here is of a sort almost never seen in today's social science work. Attempted here is a hermeneutical examination of teacher education literature of the 1970's, with the goal of revealing what otherwise would and generally does go unseen by most who practice and study teacher education, the tacitly held and taken-for-granted pre-judgements or prejudices which make such teacher education the reality it is. That is to say, the aim of this research is to "go behind what is said" in this literature in order to reveal the questions to which the literature's contents are the answer. This is necessary because such prejudices, such questions, determine in the first place the sorts of answers which can be given, by excluding other questions and points of origin, and thereby structure the form and content of teacher education as it is lived. The more specific purpose of this "going behind what is said," apart from merely revealing such prejudices, is, however, to examine them after they are revealed in order to reach a judgement as to whether or not some portion or, perhaps, all of these prejudices reflect a belief in and devotion to the alienated consciousness of technological thinking. This revelation and this judgement are presented in a chapter of nine sections: Professionalism; Management, Control, and Systems; Humans as Substances; Rationalism, Empiricism, Knowledge, and Morality; Learning, Teaching, and Academics; Education as School; Selling Materialism; Meritocracy and the Perfectability of Humans; Freedom, Participation, Community, and Power. These investigations leave little doubt, it seems, that teacher education and teacher educators in the United States during the 1970's, and by inference today also, are engrossed in and committed to technological thinking as the founding source of such work, and that such belief and commitment threaten not only teacher education as a …
A Follow-Up Study of the 1974-1975 Graduates of North Texas State University Who Obtained Certification to Teach
This study investigates various factors related to North Texas State University graduates who were certified to teach and obtains those graduates’ appraisal of the extent to which the teacher education program is meeting their needs. The purposes of this study are to determine the extent to which North Texas State University teacher education graduates are carrying out the personal and professional activities for which they were prepared and to determine the effectiveness of selected aspects of the teacher education program. It is also the purpose of this study to solicit opinions of the graduates concerning the strengths and weaknesses of the program. The findings of the study support the following conclusions: 1. A majority of the graduates are well prepared by the teacher education program to enter the teaching profession. 2. Teacher education graduates have a positive self-concept concerning their success as teachers and they are highly satisfied with teaching as a profession. 3. Student teaching is considered by the graduates to be the strongest and most important course in their preparation for the teaching profession. It was also considered to be the most valuable course by those who are now teaching. 4. Earlier and more frequent classroom observations and experiences should be provided for teacher education students prior to their student teaching experience, especially those who are seeking secondary certification. 5. Graduates indicated a need for upgrading experiences associated with student teaching. Additional time spent in the actual student teaching experience, and more personal observation and feedback by the university student teaching coordinator were areas identified for consideration. 6. Graduates were satisfied with the overall professional education program. Early, basic required education courses drew the greatest amount of criticism from graduates. Only one upper-level professional course failed to meet an adequate mean value rating. Various courses offered composed the …
A Programmatic Review of Bilingual Bicultural Teacher Education at Selected Universities and Colleges in the State of Texas
The purpose of this study was to review Bilingual Bicultural teacher education in Texas and to collect opinions about present certification requirements and institutional guidelines. Narrative descriptions of the history and present status of programs at thirty-seven institutions were compiled. A questionnaire was completed with program directors and members of the Texas Association for Bilingual Education. Data from the questionnaires were reported in frequencies and percentages and cross-tabulations were completed to assess differences in opinions on general issues, TEA requirements, and nationally-set standards.
Competency Needs of Administrators in Teacher Training Colleges in Kenya As Perceived By Administrators and Faculty
The problem of this study was the needed administrative competencies of administrators in teacher training colleges in Kenya as perceived by administrators and faculty. A questionnaire (Inventory of Administrative Competencies) was mailed to principals, vice-principals, and four faculty members selected at random from sixteen teacher training colleges in Kenya. Ninety-six questionnaires were returned, yielding a return rate of 100 percent. Responses were analyzed using t-tests and one-way analyses of variance utilizing the F-test of the statistical test. A series of post hoc comparisons was made using Duncan's New Multiple Range Test to locate significant differences. Based on the analysis of data, it was concluded that both administrators and faculty considered the desired status of the competency very high. The administrators were performing below the desired status. Size of college was the major factor for the differences in perceptions of the respondents. Years of experience and educational background had little or no effect on the respondents' responses to the questionnaire. The following recommendations were made: A future study should investigate the perceived desired status and present performance ratings assigned to a validated set of competency statements of those levels of administrative activities not included in this study. Such a study would involve school inspectors, provincial education officers, deans of students, and heads of departments. A study should be made to investigate the current methods of evaluating administrative competence in teacher training colleges in Kenya. The results of this study should be analyzed by the Ministry of Education teacher college program developers responsible for conducting administrative workshops or in—service training in Kenya. This study could provide developers with additional information for improving the adequacy and relevance of both pre—service and in-service programs for practicing administrators.
A Study of the Utilization of Educational Media Programs in the Teachers' Colleges in Bangkok
The purpose of this study was to determine the current status of the educational media programs in six teachers' colleges in Bangkok by analyzing the educational media programs as they are perceived by teachers, educational media teachers, and administrators with regard to utilization, administration, and personnel. The survey instrument was distributed to the 120 teachers, thirty-seven educational media teachers, and sixty administrators in the six major teachers* colleges in Bangkok. The total number of responses was 185, or 85.25 per cent of the population of teachers, educational media teachers, and administrators. The data were tabulated, and categories of availability and usage of educational media were established. The t test was applied to the data obtained from teachers and administrators to determine if significant differences existed at the 0.05 level with regard to the ranking of qualifications needed by educational media teachers. The findings from this study indicate that the teachers, educational media teachers, and administrators surveyed are basically in agreement regarding the utilization of educational media. Teachers and administrators agree on the qualifications of educational media teachers who serve in the teachers" colleges and in the majority of teachers' colleges the educational media center is a separate entity. Recommendations with regard to the training of educational media teachers and classroom teachers and suggestions for further study of the us. of educational media in other types of institutions of higher learning in Thailand are made.
Teacher Education Programs in Member Institutions of the Association of Christian Schools International (ACSI): a Comparison With NCATE Standards
The problem of this study concerns the structure and content of teacher education programs in colleges and universities which are members of the Association of Christian Schools International (ACSI). A questionnaire was developed and consisted of four sections: (1) general background information of the respondent; (2) questions relating to the live NCATE standards using a Likert scale of 1 to 3, regarding respondent's teacher education program; (3) general information concerning Bible credit hours required, critical problems and factors considered in job placement of graduates; and (4) an opinionnaire concerning current issues in teacher education, significant changes in respondents' programs and cooperative and unusual program arrangements. One hundred questionnaires were mailed to the 100 collegiate members of ACSI in 1987. Of the 75 returned, 57 were usable. This represents a 57 percent response rate. Based on the information provided by the chairpersons participating in the study, the following conclusions are drawn relative to ACSI teacher education programs: 1. The influence of an outside agency, such as the National Council for the Accreditation of Teacher Education (NCATE), seems to benefit teacher education programs. 2. State accreditation of teacher education programs appears to be important to both NCATE and non-NCATE accredited programs. 3. Of the five NCATE standards, knowledge base for professional education was the standard that seemed to be the strongest to ACSI collegiate members. 4. ACSI schools emphasize biblical and theological education concurrent with teacher education. 5. Institutions with NCATE accredited programs seem to be satisfied with NCATE accreditation, although institutions with non-NCATE accredited programs seem to favor additional accreditation from an organization other than NCATE. 6. The small number of ACSI programs accredited by NCATE may be due to (1) theological conflicts, (2) fiscal requirements, (3) the amount of work involved in the accreditation process, or any combination of the …
Job Satisfaction Among Physical Education Instructors at Teachers Colleges in Thailand
The purpose of this study was to investigate job satisfaction among physical education instructors at Teachers Colleges in Thailand by using the Faculty Job Satisfaction/Dissatisfaction Scale developed by Olin R. Wood, which was translated into the Thai language by Vatthaisong. The investigation was based on the 10 facets of job satisfaction selected from Herzberg's Motivation-Hygiene theory: achievement, growth, interpersonal relations, policy and administration, recognition, responsibility, salary, supervision, the work itself, and working conditions. The questionnaire consisted of 68 items. A 6-point rating scale was used for the 10 facets of job satisfaction. A total of 169 physical education instructors from 36 Teachers Colleges in Thailand, or 86.22% of the population, participated in this study. For this investigation, frequencies, percentages, one-way ANOVA, and the Scheffe method were used for data analysis. Significance was established at the .05 level. From the findings of this study it could be concluded that physical education instructors were satisfied with their jobs. The major sources of satisfaction were ranked as follows: interpersonal relations, the work itself, achievement, recognition, responsibility, working conditions, growth, policy and administration, supervision, and salary. The gender variable did not contribute significantly to job satisfaction, while region, age, level of education, work position, years of teaching experience, and salary level did contribute significantly to job satisfaction. There were no significant differences between the overall job satisfaction (item 68) of the physical education instructors and their demographic classifications. The levels of overall job satisfaction derived from the 10 facets and item 68 were similar. Thus it could be concluded that physical education instructors at Teachers Colleges in Thailand were satisfied with their jobs.
A follow-up study of and program appraisal by selected 1971-1976 graduates of Lamar University who obtained certification to teach
The problem with which this study is concerned it that of conducting a follow-up study and program appraisal of the teacher-education program at Lamar University in order to determine the extent to which the program is meeting the needs of its graduates. The first purpose of this study is to investigate the effectiveness of the Lamar University teacher-education program in providing professional educational theories and the general knowledge that will permit graduates to function in the personal and professional roles for which they were prepared. It is also a purpose of this study to solicit the graduates' opinions concerning the program's strengths and weaknesses.
A Comparison of Present and Preferred Institutional Goals Among Board Members, Administrators, and Faculty of Teacher Colleges in Bangkok, Thailand
The problem with which this study is concerned is to compare the perceptions of board members, administrators, and faculty of six teacher colleges in Bangkok, Thailand, in regard to the present and preferred educational goals of Thai teacher colleges. From a total population sample of 345, usable returns totaled 284 (82.3 per cent); respondents include 22 board members, 43 administrators, and 219 faculty. A published goal inventory questionnaire was modified, translated into Thai, and used to collect the data; modifications include the addition of goal statements that are relevant to Thai teacher colleges. The modified survey instrument included 72 goal statements, categorized into 18 goal areas, plus 12 relevant goal statements. Statistical procedures used include mean scores and standard deviations, analysis of variance (with Scheffe post hoc comparisons for significant differences), and the t test.
The Perceptions of Thai Students in Thailand of the Study of English as a Foreign Language
The subject of the study was the perceptions of Thai students, in four different teacher education colleges in Thailand, of the study of English as a foreign language. The study had four purposes: To determine the attitudes of the students toward, and their recommendations for, instruction in the study of English? To determine students' perceptions about the importance of learning English; To determine the relationship between the above attitudes and the students' achievement; To analyze the data and conclusions reached and to make appropriate recommendations based on them.
Current and Future Trends in Computer Use in Elementary School Settings
The study examined current and future trends in computer use in elementary school settings. A survey instrument was developed and validated for distribution to a random sample of 200 technology coordinators in the public school districts in the state of Texas from whom 95 responses were received. The survey instrument was used to obtain information about five areas of computer use in elementary schools. These areas are: physical configurations, instructional uses, implementation issues, training and staff development, and Internet use. The study found that all public school districts that participated in the study have acquired computer hardware in their elementary schools. In addition, some other advanced computer technology components are starting to be found in elementary schools, such as teacher workstations, CD-ROM, interactive video, computer multimedia, LCD panels, and laser printers. Respondents reported that elementary school teachers in their districts have incorporated computers into their classrooms as an instructional tool and many changes have occurred in teachers’ teaching styles due to computers. However, there are some problems that hinder the effective use of computers. The major problem is lack of training. A high percentage of respondents, 81.3%, indicated that the majority of their elementary school teachers had completed less than 30 hours of technology related professional development. Another problem was lack of funding which prevents most school districts from acquiring computer hardware and software. Currently, elementary schools in 87% of districts that participated in the study are connected to the Internet and the plan is that by the year 2001 all elementary schools will be connected.
The North Texan, Volume 29, Number 2, February 1979
The North Texan includes articles and notes about North Texas State University students, faculty, and alumni activities.
Animated Autoethnographies: Using Stop Motion Animation As a Catalyst for Self-acceptance in the Art Classroom
As a doctoral student, I was asked to teach a course based on emerging technologies and postmodern methods of inquiry in the field of art education. The course was titled Issues and Applications of Technology in Art Education and I developed a method of inquiry called animated autoethnography for pre-service art educators while teaching this course. Through this dissertation, I describe, analyze, interrogate, value, contextualize, reflect on, and artistically react to the autoethnographic animated processes of five pre-service art educators who were enrolled in the course. I interviewed the five participants before and after the creation of their animated autoethnographies and incorporated actor-network theory within the theoretical analysis to study how the insights of my students’ autoethnographies related to my own animations and life narratives. The study also examines animated autoethnography as a method of inquiry that may develop or enhance future teaching practices and encourage empathic connections through researching the self. These selected students created animations that accessed significant life moments, personal struggles, and triumphs, and they exhibited unique representations of self. Pre-service art educators can use self-research to create narrative-based short animations and also use socio-emotional learning to encourage the development of empathy within the classroom. I show diverse student examples, compare them to my own animations, and present a new model of inquiry that encourages the development of self by finding place in chaos, loving the unknown, embracing uncertainty, and turning shame into a celebration of life.
A Compendium of Math and Science Research Funded by NCER and NCSER: 2002-2013
A compendium of math and science educational programs that are further subdivided by content area, grade level, outcomes, and emerging college- and career-readiness standards. The development of all programs is based upon research conducted by the National Center for Education Research (NCER) and the National Center for Speical Education Research (NCSER).
Teaching beyond the walls: A mixed method study of prospective elementary teacher's belief systems about science instruction
This mixed method study investigated K-6 teacher candidates' beliefs about informal science instruction prior to and after their experiences in a 15-week science methods course and in comparison to a non-intervention group. The study is predicated by the literature that supports the extent to which teachers' beliefs influence their instructional practices. The intervention integrated the six strands of learning science in informal science education (NRC, 2009) and exposed candidates to out-of-school-time environments (NRC, 2010). Participants included 17 candidates in the intervention and 75 in the comparison group. All were undergraduate K-6 teacher candidates at one university enrolled in different sections of a required science methods course. All the participants completed the Beliefs about Science Teaching (BAT) survey. Reflective journals, drawings, interviews, and microteaching protocols were collected from participants in the intervention. There was no statistically significant difference in pre or post BAT scores of the two groups; However, there was a statistically significant interaction effect for the intervention group over time. Analysis of the qualitative data revealed that the intervention candidates displayed awareness of each of the six strands of learning science in informal environments and commitment to out-of-school-time learning of science. This study supports current reform efforts favoring integration of informal science instructional strategies in science methods courses of elementary teacher education programs.
Changes in Attitudes and Anxieties toward Teaching of Interns and Traditional Student Teachers
The problem of this study was to determine the difference in attitude and anxieties toward the teaching profession of beginning teachers entering public education in Texas who have been through a semester-long intern program as opposed to those who have gone through a traditional eight-week student teaching program. Purposes of the study were to provide assessment data for planning and delivering preservice training experiences to prospective teachers, to compare similarities and differences in the attitudes of prospective teachers who have been through the intern program with those who have been in traditional student teaching, and to provide useful information to colleges and universities concerning the effectiveness of their teacher education programs. The targeted study groups were 22 fall semester interns and a comparison group of 27 fall semester traditional student teachers. All participants were seeking secondary certification. The study was conducted in the fall of 1994. The groups were matched according to gender, chronological age, race designation, grade-point-average, and level of family income. In summary, the findings of this study indicate that only two of the six research questions proved to be statistically significant. It is interesting to note, however, that individually a significant percentage of both of the groups showed a reduction in anxiety and a significant percentage of both groups showed a reduced positive attitude toward teaching as a profession. It is only for the student teachers, however, that the results were statistically significant for both tests.
A Critical Analysis of Philosophies of Education and INTASC Standards in Teacher Preparation
This article offers a critical analysis of philosophies of education and the Interstate New Teachers Assessment and Support Consortium (INTASC) standards in teacher preparation.
TPACK’s pedagogy and the gradual release of responsibility model coalesce: integrating technology into literacy teacher preparation
Article exploring how the pedagogical knowledge construct of Technological Pedagogical Content Knowledge (TPACK) and a scaffolded use of the gradual release of responsibility framework helped preservice teachers design literacy instruction with the iPad.
Biocultural homogenization in elementary education degree students from contrasting ecoregions of Chile
Article describes how biocultural homogenization is a wicked problem that implies the loss of biological and cultural diversity at different scales. The authors studied the perceptions that elementary education degree students (EEDS) have regarding the flora and fauna (co-inhabitants), their environments (habitats), and their daily customs or activities (habits) in these three ecoregions.
Capacity Building: Creating and Sustaining a Pathway for Engineering Majors to Become STEM Teachers
Data management plan for the grant, "Capacity Building: Creating and Sustaining a Pathway for Engineering Majors to Become STEM Teachers." The project aims to serve a national need for building pathways for engineering students to become grade 6-12 STEM teachers in high-need schools. The project will develop a framework for recruitment, retention, and reshaping of graduate teacher certification specifically for engineering students to become STEM teachers. The effort is a collaboration between the College of Engineering and the College of Education at the University of North Texas, a Hispanic Serving Institution.
A Study to Determine a Sound Program of Pre-Service Education for Teachers for Life Adjustment Schools
This is a study to determine a sound method of pre-service education for teachers of life adjustment schools. For many years some of the leading educations have seen the need to revise the public schools to improve the quality of living in a democratic society. With the assumption that this change is necessary in order to quip the individuals with the tools for making adjustments to existing and impending life situations, a new type of teacher may be required. For the improvement of teachers and leaders, the schools, colleges, and departments of education must assume major responsibilities, for through them will come practically all of the teachers and administrators who will have a part in determining the course of education.
The Impact of a Community College Teacher Education Program on the Success Rate of Minority Teacher Certification Students
The relationship between the mission of community colleges and the increasing teacher shortage has become more transparent as many community colleges have implemented teacher education programs to address community needs, the shortage of qualified teachers, and the lack of diversity among teachers. As the community college's teacher education role has increased, many community colleges have responded by adding associate of arts degrees and certificate programs specific to teacher education to tackle the shortage of teachers and the lack of diversity among teachers in the nation's classrooms. The purpose of this study was to examine the effectiveness of one community college's pre-service teacher education program in transferring minority students to a university teacher education program and the likelihood of the students graduating with both bachelor's degrees and teacher certification. This longitudinal ex post facto causal-comparative mixed methods case study involved tracking a cohort of minority students over a 6-year period. Data were gathered from existing teacher education program records for native and transfer students at one community college and two four-year institutions. Unstructured interviews were conducted with administrators over the community college's program. For data analysis, ?2 and Phi Coefficients were conducted to compare the minority students' university transfer and graduation rates to native university students' transfer and graduation rates. Results of the study demonstrated that the minority students were graduating at an observably higher rate than both the native to university students and their respective ethnic peers who began college at two-year colleges at the national level. This study's findings might help community college teacher education programs to increase enrollments of minority students and to address the needs of surrounding communities. The findings contributed to the relatively scarce literature regarding minority teacher preparation in community colleges. The study's findings might also be useful to community colleges looking toward or already …
[Transcript of interview with Ángel Noé Gonzáles]
Transcript of an interview with Angel Noé González, the first Mexican-American Superintendent of Crystal City ISD and a bilingual education worker and supporter through the years.
Effectiveness of the Undergraduate Curriculum in Teacher Education in Developing Desired Teaching Competencies
The purpose of this study is to identify and evaluate the competencies that a person who desires to teach should possess in order to be an effective classroom teacher. Identification of these competencies will be made from evidence obtained through a consensus of student's opinions, these opinions to be solicited from students currently enrolled in courses required for a major in elementary education, and from the consensus of faculty members who ware currently teaching these courses.
A Study to Determine a Sound Pattern of Teacher Education for Teachers for Modern Public Schools of a Democracy
The problem is to develop a sound pattern of teacher education that will produce teachers capable of functioning adequately in modern public schools of a democracy.
Effects of Participation in the Taba In-Service Education Program on Teachers' Self Concept, Attitude, and Selected Personality Characteristics
The problem of this study was to evaluate the effects of participation in the Hilda Taba In-Service Education Program on teachers' self concept, attitude, and selected personality characteristics.
An Evaluation of Selected Aspects of a Teacher Education Admissions Program
The problem of this study was an analysis of the scores made on selected standardized tests used as one part of the procedure for admission to the teacher education program at North Texas State University. The students involved were enrolled in their first professional course in education.
An Analysis of the Attitudes of Recent Graduates Toward the Secondary Teacher Education Program at Texas A & I University at Kingsville
The problem with which this study is concerned is to conduct an analysis of the secondary teacher education program at Texas A & I University at Kingsville in determining the extent the program meets the needs of its graduates and to recommend improvements based on these findings. The purposes of this study are to investigate the effectiveness of the program in providing educational theories and practices, subject area knowledge and general knowledge to enable its graduates to function effectively in their societal roles as individuals and teachers. It is also a purpose of this study to solicit the graduates' opinions concerning the program's strengths and weaknesses.
Differences in Experiences and Outcomes of Transfer and Native Students in an Elementary Education Program: an Exploratory Study
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 findings support further inquiry into support systems for transfer students, as well as further examination of teacher preparation curricula.
A History of the Development of the Curriculum of Texas State Teachers Colleges
Without regard to the merits of the philosophy and practices of these two schools of educational thought, it is the purpose of this study to observe the progress of each as indicated by an examination of certain college curricula, as shown below.
The Effect of Art 135-136, Foundations of Art, on Design Judgment of Elementary Education Majors at North Texas State University
This paper is a report of research at North Texas State University concerning the effect of Art 135-136 on the design judgment of elementary education majors. It describes the measurement of the level of design judgments of elementary education majors who have completed the course and those who have not.
A History of the North Texas State Teachers College Demonstration School
Covers the development of training schools, the history of the North Texas State Teachers College demonstration school, facilities and personnel, curriculum, and a comparison with other studies.
An Evaluative Study of the Professional Curriculum in the Men's Physical Education Program at North Texas State College with Recommendations for Continued Improvement
"This is an evaluative study of the professional preparation physical education program for men at North Texas State College."--3
The Music Preparation of Elementary Education Majors in the Teacher Training Institutions of Texas
A. What training are senior colleges giving students in Texas to prepare them for teaching music in the grades? B. What training are junior colleges giving students in Texas to prepare them for teaching music in the grades? C. What observations can be made on training now given? What recommendations can be made for improvement? D. 'What conclusions have supervisors of music in Texas reached concerning the ability of teachers trained in teachers' colleges? E. What is the reaction of teachers who are teaching music and who have had the six hours of music required by the state department?
Preparation to Teach in Technology-Rich K-12 Classroom Environments
In today's schools, the ability to integrate technology into the teaching and learning environment is a necessary and crucial skill. Many K-12 classroom environments are technology-rich, with 1:1 devices, blended learning, and even distance instruction taking place. However, new teachers often enter the classroom unprepared to successfully utilize educational technology and navigate the technology-rich classroom environment. This research study examined the preparation of preservice teachers to teach with technology in today's classrooms, and explored the gap between the preparation teachers received in their teacher education program and what they needed to be able to be successful as classroom teachers. The primary goal was to explain how teachers are currently being prepared to teach with educational technology and compare that preparation to the skills they found they needed when they began teaching. This study was an exploratory qualitative study that employed survey and interview research approaches to establish a baseline of how technology skills are being addressed in educator preparation programs and how new teachers are utilizing technology in their classrooms. The survey questions consisted of structured and open-ended questions, and the interviews were semi-structured interviews. Results of this research study provide information for future research in the area of teacher education related to technology, can help teacher education programs improve how they prepare preservice teachers, and can help schools better meet the needs of their new teachers.
Personalized Adaptive Teacher Education to Increase Self-Efficacy: Toward a Framework for Teacher Education
This study investigated personalized adaptive learning, teacher education, and self-efficacy to determine if personalized adaptive teacher education can increase self-efficacy. It is suggested that teachers with higher self-efficacy tend to stay in the teaching profession longer. Chapters 2 and 3 are literature reviews on personalizing adaptive learning to determine what common components are used in personalized adaptive learning systems to get a clear understanding of what previous literature suggests building this study on it. Chapter 4 investigates the data collected from 385 teachers to understand better what teachers report on factors that increase their self-efficacy. As a result, it was found that teachers' self-efficacy increases with more training, support, and resources. In chapter 5, a framework was developed based on previous findings, with components of personalized adaptive learning to provide support/help at the right time for teachers to increase their self-efficacy. An empirical study was conducted to validate this framework, where the framework was used as a guide to personalize and adapt summer teacher preservice training and survey teachers on their self-efficacy before and after the training to see its impact on teachers' self-efficacy. However, since summer preservice training was virtual, the framework could not be implemented fully, as we were not able to observe teachers' behaviors and monitor their learning to provide them help and support, as needed and being in the post-COVID-19 year as educators dealing with about two-year learning loss systemwide, seems decreased teachers' self-efficacy. The findings of this study can guide preservice teacher education institutions and decision-makers of teacher education to assess inservice teachers' needs and self-efficacy to help and support them with a more personalized adaptive education to improve their self-efficacy.
Bringing the World to the Classroom through Videoconferencing and Project-based Learning
Article describes a case study of a Texas-based school that implemented global projects to connect their students with many states and countries as a platform for integrating collaboration and communication skills, technology tools, and cultural diversity into an existing curriculum.
Exploring Critical Thinking Support for K-12 Education in the Internet Age
This dissertation uses a three-manuscript style, and the ultimate purpose was to support critical thinking teaching in K-12 education from a systematic view concerning the lack of critical thinking in the young generation. The three manuscripts included in this dissertation were entirely or partly adapted based on three published or submitted research papers. The first research paper is a literature review article with an introduction to a development framework of nine principles, which provided a new view to developing critical thinking in younger children based on conceptual understanding of critical thinking. The second research paper is a study I coauthored with J. Michael Spector, which calls for more attention to the development of human intelligence given the rapid development of artificial intelligence and proposed that developing inquiry and critical thinking is a key to develop human intelligence. The third research paper reports an investigation over middle school educators' conceptualization of critical thinking and its alignment with the established theory and research. The major purpose was to connect the established theory and research with educational practices regarding what critical thinking constitutes. The significance of this study is to reveal the issues behind the abstract understanding of critical thinking and address the insufficient critical thinking teaching phenomenon from the perspective of educational practices.
New TEKS Health Standards: Awareness, Perceived Knowledge, and Perceived Competency among Choral Music Educators in Texas
In this study, I examined the awareness, perceptions of required knowledge, and perceived competency of Texas secondary choral music educators concerning the new musician health objectives included in the revised Texas Essential Knowledge and Skills standards (TEKS). A secondary purpose of this study was to identify the activities and variables that promote the development of these characteristics and prepare educators to address the standards in their instruction. Using a researcher-designed web-based survey instrument, I gathered data from participants who were actively teaching choir in secondary public schools in the state of Texas (N = 183). As part of the survey, participants reported the highest degree they had attained and field of study, the completion of choral methods and vocal pedagogy courses during their training, participation in professional development, and years of teaching experience. Findings revealed that a majority of participants (53.01%) were not aware of the health-related standards prior to taking the survey. A majority also did not consider each objective as required curricular components (hydration: 69.95%, vocal health: 39.89%, body mechanics: 61.75%, hearing protection: 68.85%, hygienic practice: 69.96%). Participants did rate themselves highly for perceived competency, a measure including adherence to competent practices and views of personal ability. There were no statistically significant main effects observed for any variable on awareness and perceptions of knowledge. I did observe significant main effects of degree level and major, professional development participation, and completion of a choral methods course for measures of perceived competency.
[Interview with Ángel Noé Gonzáles]
Video of an interview of Angel Noé González, the first Mexican-American Superintendent of Crystal City ISD and a bilingual education worker and supporter through the years.
[Interview with Senator Royce West]
Video of Royce West's interview with TABE. Before it begins a short clip of the government building, that served as a backdrop for rally disputing House Bills 2 & 3, plays. West's interview covers the topic of bilingual education needs in Texas.
Teacher-Principal Ethnoracial Matching Keeps New Teachers in their Classrooms
Policy brief sharing research for the potential for teacher-principal ethnoracial matching to improve outcomes such as teacher satisfaction and retention rates.
Keep it Local: Retain More Teachers of Color By Helping Them Work Close to Where They Grew Up
Policy brief sharing results from a study that looked at how new teacher retention patterns are predicted by the distance between the high school the teacher graduated from and the school where they were first employed.
The Audacity of Authenticity: Personal and Professional Identity Negotiation in Queer Preservice Teachers
The purpose of this study was to examine the intersection of preservice teachers' personal identities as queer individuals with their emerging professional identities as educators. Political and social environments contribute to a separation of these identities, which can further the marginalization of these individuals to the detriment of both their identities as people as well as their professional practice. Guided by a theoretical framework of figured worlds, interviews with students in teacher education programs that identify as queer explore the ways in which unique confluences of contextualizing factors play a role in the lived experiences of these individuals. The study additionally examined the nature of teacher education programs as experienced by these participants in order to discuss the ways in which these programs serve to challenge or reinforce the heteronormativity pervasive in educational spaces.
NSF Robert Noyce Teacher Scholarship Program
Data management plan for the grant, "NSF Robert Noyce Teacher Scholarship Program."
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