Impact of Teachers' Common Planning Time on the Academic Performance of Students in a Middle School Setting

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The purpose of this study was to assess the impact of the common planning time for a team of middle school teachers by comparing the standardized test scores of middle school students selected from two school districts located in North Texas. An analysis of variance (ANOVA) 2 * 4 design was utilized to measure the Texas Assessment of Knowledge and Skills (TAKS) math and reading scale score for 7th grade students from the test administered in spring 2005. The data for this study were compared by the variables of school, gender, and ethnicity. The measuring tool utilized in this study ... continued below

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Smitt, Shauna M. December 2006.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 2412 times , with 15 in the last month . More information about this dissertation can be viewed below.

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  • Smitt, Shauna M.

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Description

The purpose of this study was to assess the impact of the common planning time for a team of middle school teachers by comparing the standardized test scores of middle school students selected from two school districts located in North Texas. An analysis of variance (ANOVA) 2 * 4 design was utilized to measure the Texas Assessment of Knowledge and Skills (TAKS) math and reading scale score for 7th grade students from the test administered in spring 2005. The data for this study were compared by the variables of school, gender, and ethnicity. The measuring tool utilized in this study determined the ratio of the amount of variance of the scores for individuals of between-groups as opposed to the amount of variance of within-groups, indicating if there were a statistically significant difference on the scores in any one particular variable compared to the variances of scores for the other variables in this study. The statistical results indicated that there were no statistical significant differences in the scores of students attending a middle school where the teachers received a common planning time. However, there was a noted difference in the percentage ratings on the Academic Excellence Indicator System (AEIS) report published by TEA for the African American students who attended the school with the common planning time. These students had higher scores on the TAKS reading test. The TAKS math scores did not indicate any notable differences.

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  • December 2006

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  • May 5, 2008, 3:06 p.m.

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Smitt, Shauna M. Impact of Teachers' Common Planning Time on the Academic Performance of Students in a Middle School Setting, dissertation, December 2006; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc5431/: accessed November 22, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .