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 issue of developing effective teacher preparation and professional programs by providing effective teaching and learning strategies to prepare teachers to teach in more challenging ways and change their old ways of teaching to more powerful ones has gained great attention around the world. Cooperative learning was one of the astonishing strategies introduced by many researchers to prepare effective teachers and to solve many educational problems. Teacher educators have taken different approaches to help teachers learn and change in powerful ways. They have focused on the knowledge and attitudes of teachers in promoting their adoption of new practices through educational courses, workshops, and training. After introducing the cooperative learning strategy through a training workshop, this study investigated the knowledge of and attitude of teachers at the College of Basic Education (CBE) in Kuwait towards cooperative learning as a new teaching and learning strategy. The literature reviewed the historical and practical use, theoretical roots, different models, and outcomes of cooperative learning. In addition, (1) teachers' knowledge and attitudes as factors affecting implementation and (2) preservice teacher preparation and training in the use of cooperative learning were reviewed. An attitude survey and a knowledge test were developed based on Bouas, (1993) survey and test. Additionally, an interview guide and a demographic data survey were all used to collect data. The survey and the test were translated into the Arabic language. Ninety-one responses of participants in two experimental classes and one control class were analyzed. Twenty-one participants were interviewed. A significant difference in knowledge of and attitude towards cooperative learning was found between experimental classes and the control class (p< .05 for both knowledge and attitude). In conclusion, the training workshop affected preservice teachers' knowledge of and attitudes toward the cooperative learning strategy. Therefore, the researcher suggested that cooperative learning should be introduced ...
In an attempt to determine the effectiveness of a pretreatment assessment procedure known as the scatter plot (Touchette, MacDonald, & Langer, 1985), direct observational data was collected by 13 middle school teachers on four "problem" students. After four weeks of data collection, interobserver agreement probes were calculated and a visual analysis of the plotted data was performed to ascertain a possible pattern of problem behavior. Additionally, in an attempt to assess the teachers' perceptions of the scatter plot, the 13 teachers were asked to complete a questionnaire. Although a visual analysis of the plotted data suggested a possible pattern of problem behavior, interobserver agreement probes failed to achieve a desired overall reliability of 90% or higher. Despite a low IOA, results of the questionnaire administered to the 13 teachers generally supported the use of the scatter plot as a means of assessing student behavior. Possible reasons for failing to attain an IOA of 90% or higher include the total number of students in a class, the number of subjects observed per period, the teacher's location in the classroom, and the subjects ability to recognize if the teacher was "looking." Recommendations are provided regarding future research concerning the scatter plot and other more formal approaches to assessing student behavior.
Because computer use become more and more important in the educational environment, the attitudes of students toward computer may play an important role in their learning success. This study investigated the attitudes toward computers and gender differences of sixth-grade Kuwaiti students and examined the relationships between students attitudes toward computers and school, motivation/persistence, study habits, empathy, creative tendencies, and achievement in the Informatics field. The Computer Attitude Questionnaire (CAQ), translated from the English into Arabic Language for this study, was originally developed by Knezek and Miyashita for the Texas Center for Educational Technology (University of North Texas). The CAQ was administered to a random cluster sample of 10 public middle schools: (5 boys and 5 girls schools), with a total of 562 students, (265 boys and 297 girls), in the State of Kuwait during the academic year 1999-2000. The pilot test was conducted to calculate the reliability with Cronbachs alpha = .87 for the CAQ Arabic version. This study found positive attitudes toward computer use (mean = 3.31 on 4-point Likert-scale); however, girls had significantly more positive attitudes toward computers (mean = 3.36) than did boys (mean = 3.26). It also found statistically significant correlations between attitudes toward computers and school (r. = .149), motivation/persistence (r. = .459), study habits (r. = .371), empathy (r. = .308), creative tendencies (r. = .530), and achievement in the Informatics field (r. = .201). A statistically significant gender difference was found in the correlations between attitudes toward computers and empathy. Girls had a stronger correlation (r. = .405) than boys (r. = .215). This study also found that students who use computers at home (mean = 3.40) have more positive attitudes toward computers than did students who do not (mean = 3.22). The main conclusion of the current study is that students like ...
Change is best carried out by individual teachers, and, thus, identifying and resolving teachers concerns about an innovation is imperative in guiding the change process to a successful point of implementation. The purpose of this study was to identify concerns that teachers experienced when implementing the Information Technology curriculum in all intermediate schools in Kuwait and to examine the relationships among teachers reported stages of concern and other factors, such as gender and experience. The stages of concern, one dimension of the Concerns-Based Adoption Model (CBAM), was applied to reveal teachers concerns. The Stages of Concern Questionnaire (SoCQ) and a demographic survey were completed by 248 respondents. The SoCQ measures seven stages of concern that reflect three dimensions: self (awareness, informational, and personal); task (management); and impact (consequence, collaboration, and refocusing Group profile analysis revealed that teachers had four high concerns related to collaboration, personal, refocusing, and informational stages. Teachers also reported low concerns at the management and awareness stages. Both females and males reported collaboration as their greater concern. Teachers with more years of experience reported higher impact concerns. The analysis of individuals peak concerns revealed that the majority of the respondents were adopters of the innovation. The analysis of the first highest and second highest concerns among teachers revealed the development of three patterns of concerns: self concerns, mixed concerns, and impact concerns. Results indicated that the majority of teachers were at the mixed-concern level. With more years of experience, teachers concerns shifted from self to task and finally to impact concerns. The results of concern analysis are consistent with Fullers theory of concern development. MANOVA revealed significant differences in means between females and males at management and refocusing stages. Females had higher concerns about management; males had higher refocusing concern. However, no significant relationship was found between ...
The purpose of this study was to describe the actual implementation of the transition process as observed in bilingual classrooms, and in particular, to examine the critical components (policy, curricular, and instructional characteristics) of the Spanish-to-English reading transition policies implemented in bilingual education programs in elementary schools in the Denton Independent School District in Texas. Four research questions drove this study. To investigate these questions, a multidimensional, descriptive research design was employed. The researcher used questionnaires, interviews, and field observations. The 11 educators, 6 bilingual teachers, 2 school-site principals, 2 school-site coordinators, and 1 district bilingual coordinator, were asked several types of questions (open response and closed response) using different types of instruments (questionnaires and interviews). Also, the six bilingual teachers were observed using two types of instruments (field notes and video tapes).
The purpose of this study was to investigate the effect of a professional development intervention conducted with mainstream middle school teachers of English language learners (ELLs) in a North Texas school district. Teacher change was examined in the context of this intervention. Three groups of teachers participated in this study. Group 1 (n= 4) consisted of teachers returning to the intervention for a second year. Group 2 (n= 12) consisted of teachers new to the intervention. Group 3 (n = 16) served as the control group and consisted of teachers who were not part of the intervention. Mixed methods were utilized, including a self-assessment questionnaire, an observation tool, and data from the Texas Assessment of Knowledge and Skills (TAKS) test. Statistically significant differences were found between teachers in Group 1 and teachers in Group 2 in the perception of self-efficacy. Statistically significant differences were also found for Group 1 and Group 2 teachers between the beginning and the end of the year. Group 3 teachers experienced a decrease in their perception of self-efficacy between the beginning and the end of the year. A statistically significant difference in the use of interaction was found across time for teachers in Group 1 and Group 2. The interaction of ELLs decreased between the beginning and the end of the year for teachers in Group 3. The use of modifications increased significantly for teachers in Group 1 and Group 2 and remained stable for teachers in Group 3 between the beginning and the end of the year. In the area of high expectations, no statistically significant difference was found between intervention teachers and the control group across time. An analysis of data for the Texas Assessment of Knowledge and Skills (TAKS) test revealed a statistically significant difference in the percentage of All Students Commended ...
This study investigated the relationship between four models of student laptop computer use and three components of teacher instructional behavior: planning, implementation of instruction, and evaluation of instruction. The four models of use: full access, dispersed, class set, and mixed, represented the numerous ways teachers in public and private schools and school districts nationwide implemented student use of laptop computers. Teacher planning behavior was investigated with regard to time, frequency, complexity, difficulty, the need for revision, and use of technological resources and materials. Implementation of instruction was examined with regard to student grouping, instructional strategies, instructional content/subject matter, teacher and student roles, assignments and learning tasks, and instructional activities. The evaluation of instruction component was examined with regard to assessment tasks, grading, and assessment of homework. Using a researcher-designed questionnaire, data was gathered in a single-stage cross-sectional survey from 356 teachers working in 74 public and private schools nationwide. Results indicated models of student laptop computer use had differential effects on teacher instructional behaviors. On average, teachers found planning to be more arduous, but more collegial, especially in the mixed model. The full access and mixed models were more likely to advance a constructivist approach to teacher instructional behaviors with regard to implementation and evaluation of instruction. Results from this study had implications for future research. The effects of student laptop computer use on the full access and mixed models of use should be given further study with regard to the implementation and evaluation of 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.
The past decade has become rife with an eagerness to integrate new digital technology into teaching. While there have been decades of research done on the importance of curriculum and pedagogy on student engagement, findings of actual technology integration are scarce. Moreover, what does it take to engage students in classroom activities and lessons when technology is introduced? The purpose of this study was to explore how digital technology, when integrated into classroom teaching and activities, impacted the students-classroom engagement based on the interim-cognitive, meta-cognitive, motivational, and behavioral markers. This was explored in a Texas public high school across the four core classes (English, Math, Science, and Social Studies. Data was collected in the form of observational field notes, transcripts of recorded lessons, and Likert-scaled surveys. Thematic analysis was used in analyzing qualitative data, Pearson’s correlation of those components found by factor analysis verified three of the five themes identified from the thematic analysis with statistical significance. The findings suggest that mere use of technology does not have a profound impact on student engagement. Instead, technology tends to amplify the existing classroom culture and social norms agreed upon between the teacher and their students. Texas teachers and students are also redefining the meaning of curriculum to include technology as a result of the attempted integration. This research finds that students’ hands-on activities under teachers’ guidance with the use of technology excel when teachers are molding digital work.
Receptive bilinguals have been in a dilemma of knowing just enough Spanish to write and aurally comprehend the curriculum at the beginning-intermediate levels of a Spanish language course. This dichotomy in classrooms with mixed-ability learners has created a need to reconsider placement and pedagogical structures tailored for these students in foreign language courses. Thus, this descriptive study examined the perceptions of receptive bilinguals, drawn from two secondary Spanish courses regarding receptive bilinguals’ language use, personal Spanish language abilities and confidence, personal beliefs about the language, and contentment with the course. For this study, 31 participants were selected from two public high schools in a suburb of a large metropolitan area in north Texas. Two surveys, a listening assessment and an online questionnaire, were administered at the end of the academic year. The Likert questionnaire items were analyzed using SPSS software, while open-ended questions were coded for recurrent themes. Analyses revealed four major findings. First, with regard to influence on language use, participants’ grandparents created the most interaction with the Spanish language when compared with the other family groups. In addition, Spanish influence through television, literature, radio, and music contributed to students’ early childhood Spanish learning. Second, as to language preference, although participants perceived English to be the language with which they were most at ease, they were also confident in their Spanish conversational abilities. Third, with respect to perceptions of language abilities, Spanish 2Pre-AP students noticed an increased ability in listening, speaking, and writing the language. In both courses, students’ receptive ability was one of the highest abilities. Receptive bilinguals reflected a sense of pride and passion for the language. They desired to improve their language through their own self-motivation as a way to connect with family. Fourth, and finally, in reporting on course contentment, participants expressed overall contentment with ...
The purpose of this study was to analyze ways in which the roles of instructional support staff as perceived by principals and instructional support staff members in a large, suburban school district have been affected by the implementation of site-based decision making (SBDM). Research questions focused on changes which have occurred in the roles of instructional support staff and in the services provided to schools by support staff since the implementation of SBDM, the roles which support staff members believe they have in SBDM, the perceptions of principals regarding the roles of instructional support staff in SBDM, and a comparison of the views of instructional support staff and principals regarding the district's implementation of SBDM.
This study measured and explored changes in perceptions of the roles and responsibilities of the library media specialist when the level of collaboration increased. Seven library media specialists targeted four members of their educational communities with whom to increase collaborative activities. Before and after the collaboration began, the library media specialists, the teachers with whom they chose to collaborate, other members from the same educational community, and a control group that did not participate in increased collaboration were given a roles and responsibilities rank-order form. This form was used to measure changes in perceptions regarding the importance of the three roles and selected responsibilities related to the three roles before and after the collaborative experience. The library media specialists and the targeted teachers also kept reflection logs to record factors that enhanced collaboration, factors that inhibited collaboration, and any changes in their teaching style as a result of the collaborative experience. Results indicate that the participating library media specialists themselves experienced the most change. Role identification remains a problem as library media specialists seek to become teaching partners with classroom teachers yet still must keep the library media center aligned with school and district goals and move toward making it an information center that provides information resources for all members of the educational community in an effective, efficient and timely manner. Major enhancers to increased collaboration included flexible scheduling of the library, sharing ideas and resources, partnership in teaching, and student achievement. Major inhibitors included time, wanting to keep things the way they were, and lack of resources. Changes in teaching practice included working with another professional instead of in isolation, integrating many resources into the lesson to provide for the learning needs of all students, the incorporation of technology into the lesson, and an awareness of the roles of ...
The purpose of this study was to examine the effectiveness of a technology-enhanced unit on slope in algebra. The technology used in the study was the Topological Panorama Camera (Topocam). The research questions explored the learning and transfer of knowledge about slope and the engagement level of students during Topocam learning activities. The Topocam is a computer-controlled camera that moves on a modular track while it scans a scene through a vertical slit. Students can program the speed of the camera and frequency of pictures. They then witness the results of time and motion in the image created by the camera. Data for this study were collected from a pretest/posttest, as well as from observations of indicators of engaged learning. The research population consisted of 46 students from three classes of Algebra I students. Three classroom teachers each taught a unit on slope, while a fourth teacher conducted the activities with the Topocam for all the classes. The classroom activities focused on the concept of slope as a rate of change utilizing coordinate grids. The Topocam activities involved students in collaboratively making and testing predictions about slope. The findings of the study indicate that student learning did occur with this technology-enhanced unit on slope in algebra. Students showed statistically significant improvement in understanding slope and in transferring that concept to other situations. Since technology was only part of the unit presentation, the amount of learning attributed to the Topocam activities cannot be determined. However, students demonstrated a high degree of engagement in learning while working with the Topocam which suggests that the activities were a factor. A low correlation between students slope unit test scores and previous algebra performance may indicate that students who have not been successful in algebra were more successful in the technology-enhanced unit. Some variation was ...
This study provides quantitative and qualitative data about the effects of using children's literature with adolescents in a language classroom and the role of children's literature in students' second/foreign language development, including listening, speaking, reading, and writing skills. The study presents qualitative data about the role of children's literature in developing more positive attitudes toward reading in the second/foreign language and toward reading in general. With literature being a model of a culture, presenting linguistic benefits for language learners, teaching communication, and being a motivator in language learning, this study presents empirical data that show that inclusion of children's literature in adolescents' second/foreign language classroom promotes appreciation and enjoyment of literature, enhances the development of language skills, stimulates more advanced learning, and promotes students' personal growth.
The purpose of this study was to determine the current status of secondary teachers' implementation of the sheltered instruction operational protocol (SIOP) model and its effect on Hispanic English language learners' (ELL) English language proficiency and academic achievement. In addition, this study sought to determine whether teachers perceive the SIOP model as an effective tool for instruction of high school ELL students to increase English language content and English language proficiency. This study employed qualitative and quantitative methodologies. Data were collected from four sources: Hispanic ELLs' English language proficiency scores, students' English Language Arts scores, an oral interview with participating teachers and teacher observations. Each teacher was observed at four points during the school year with the SIOP instrument. Quantitative data on student achievement were collected employing a pre-experimental, one-group pretest-post-test design. Qualitative data were collected using a time-series design. Findings revealed that on the two student assessment measures there were increases in English proficiency and English language arts achievement among the Hispanic ELLs. On the assessment of English language proficiency, the students of the teacher with the highest level of SIOP implementation made the highest gains; the students of the teacher with the second highest SIOP implementation level made the second highest gains; and students of the teacher with the lowest level of SIOP implementation made the smallest gains. These findings suggest that the higher the level of SIOP implementation, the greater the student academic achievement gains. The gains in academic achievement attributed to the proper implementation of the SIOP model can have an extensive impact on English language learners who have not previously experienced academic success. Teacher participants perceived the SIOP model as effective for delivery of content through sheltered instruction lessons for high school ELLs. The teachers agreed that the SIOP model's components provided a consistent structure ...
As a society, we seek to have our young people, including the gifted, be healthy and happy, and go to good schools with good teachers. Framed by Sayler's theoretical model of giftedness and thriving, this study examined psychological constructs (i.e. general self-efficacy, theories of intelligence, hope, gratitude, religiosity, disposition, and resiliency) to determine their mediating effect on personal well-being and academic success in gifted college students. The 213 subjects for this study included gifted college students from two distinct programs at the University of North Texas. One hundred twenty-two participants were students from the Texas Academy of Mathematics and Science (TAMS). TAMS is an early-college entrance program allowing gifted students to enter college after their sophomore year of high school. Ninety-one participants attended the UNT Honors College. Honors College students are gifted students who enter college after high school graduation. Latent transition, latent class, general linear model repeated measures, and regression analyses were used in the examination of the data. Results of the study revealed that positive disposition and hope-agency were significantly related to the development of personal well-being for gifted students during their first year of college. The ability to identify pathways to goals and the self-theory of intelligence as a fixed trait were significantly related to academic success during the first year at college. Knowledge of psychological constructs that are facilitative of the positive personal well-being and academic achievement helps parents, teachers, administrators, and counselors prepare gifted students for success in college.
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 with the teacher retention model. A qualitative analysis of open-ended survey questions was used to further examine decisions to remain in teaching. Support of administration, colleagues, staff, and parents was shown to influence teacher retention.
Analysis of a particular north-central Texas public high school revealed a strong representation of Hispanic females in advanced academic programs, i.e., AP and GT in proportion to their representation in the overall student population. Research seems to indicate that a progressive approach to academic-potential identification; culturally effective mentoring, traditional Hispanic values, and newly emerging personal and social characteristics all seem to be contributing factors. This study seems to indicate that a new type of Hispanic female is emerging who is more assertive academically, more visible in the classroom, and less marriage-and-family oriented as might be believed by teachers, society, their peers, and perhaps even their parents.
With the advent of the 21st century, technological innovations are transforming the face of education and the school library media center. One of these significant developments is the ability to communicate through the Internet. The purpose of this study is to examine the perceptions of Texas public school library media specialists who are active Internet users about their utilization of the Internet, and how their efforts in implementing and supervising Internet access in their school library media centers impact the Texas public schools that they serve. A survey instrument of Likert items was developed that queried these public school library media specialists for their perceptions of Internet use in their schools. MANOVA was the chosen statistical measure for this study. An initial electronic mail-out to 1,232 Texas public school library media specialists (K-12) with Internet addresses were contacted to participate in this study. After a time frame of one month, 196 Texas school library media specialists e-mailed the researcher, confirming their willingness to be a survey participant. All respondents to this e-mail request participated in this study, and a second U.S. mail-out was sent containing the actual survey instrument. The researcher found that the use of the Internet by school library media specialists in Texas did not increase global collegiality from the viewpoint of the survey respondents. Survey respondents felt that an Internet acceptable use policy did not ensure student access to the Internet in Texas public school library media centers. The study examined the relationship between acceptable use policies and Internet censorship, and the researcher found no connection between these two elements from the perspective of the school library media specialist. The study found that school library media specialists believe that their training did improve their students' library research skills. Furthermore, the survey respondents believed that their Internet training ...
Preparing quality teachers is a continuing issue and concern in discussions about the future of schools in many countries. This study described and compared the stated goals and perceived outcomes of teacher preparation programs at the College of Basic Education (CBE) in Kuwait. This information will assist educational decision makers in Kuwait to align teacher preparation at the CBE and decide what is needed to make the programs more effective. The study assessed the perceptions of knowledge, skills, and attitudes of student teachers, new teachers, and instructors toward the existing program at the CBE in Kuwait. The discussion of teacher preparation in Kuwait was used to set a cultural and historical context. The literature reviewed recommendations from the United States to develop a framework of five common standards for analyzing the teacher preparation curriculum: content knowledge, instruction, diversity, professional development, and field work. In addition, research and evaluation of teacher education programs were reviewed for perceptions of student teachers and new teachers about their preparation and for methodology. Document analysis techniques were used with current documents from four major teacher preparation programs in the CBE. Five standards from U.S. recommendations were also found in the CBE curriculum. However, the analysis suggested that the curriculum in Kuwait might increase attention to professional attitudes and use of new technologies to prepare teachers. A three-part questionnaire was developed based upon the questionnaires of Van Zandt, Smith, and Zelazek et al. The questionnaire was translated into the Arabic language, and 280 responses to the survey instrument were analyzed. Perceptions of pre-service teachers, new teachers, and instructors toward the existing curriculum at the CBE in Kuwait were positive (3.3 and higher on 5-point scale) toward preparation of teachers knowledge, skills, and attitudes. However, a significant contrast was found between groups in perceptions of knowledge and ...
When teachers are charged with educating students that are racially, culturally, or economically different from them, they may have little information on the culture and type of family involvement of their students. This lack of information contributes to perceptions of working-class families as socially disorganized and intellectually deficient. However, research embodying the theoretical framework funds of knowledge (FoK) attempts to counter deficient models through its assertion that all families possess extensive bodies of knowledge that have developed through social, historical, political, and economic contexts. The primary purpose of this study was to carefully examine Hispanic parents’ support of young children’s early literacy development in the home. The knowledge gleaned from an initial study of home support, by spending time in the home of a Hispanic family provided an avenue for action research in the classroom. A second purpose was to determine if the introduction of FoK ways of learning, when applied in the classroom, had an effect on early literacy skills. In addition, I maintained a journal that chronicled my experiences and led to an autoethnographic study of myself as a transforming white, female, prekindergarten teacher. The results indicated that the family possessed extensive FoK developed through historical, cultural, educational, and social experiences. Results further indicate that introduction of these familial FoK improved the oral language skills of prekindergarten students thus enhancing their early literacy development. Autoethnographic results indicate a personal progression toward not only understanding, but becoming an advocate, for the Hispanic population.
The purpose of this study was to explore teachers' concerns, use, and actual practices in their adoption of the bring your own technology (BYOT) initiative. Twelve secondary teachers in a private school setting participated in this study. The participants represented all content areas including reading, math, science, and electives. The private school was in its third year of implementing BYOT. This case study incorporated multiple methods to collect data to gain a better understanding of teachers' adoption of an innovation, BYOT. The concerns-based adoption model (CBAM) was used as a theoretical framework. All three CBAM tools provided data: the Stages of Concern Questionnaire (SoCQ), levels of use interview protocol (LoUIP), and the innovation configuration (IC) map. Twelve of the participants completed the SoCQ across three different points in time. Six of the twelve teachers participated in three one-on-one interviews, including the LoUIP. Additionally, six teachers were observed in their classrooms during instruction. After triangulating all pieces of data, the majority of teachers had highest concerns related to self. Teachers were concerned about their ability to implement the innovation and managing BYOT in their classroom. Four of the six teachers had a level of use (LoU) at mechanical, and two teachers had a LoU at routine. The teachers' LoU indicated that they are using BYOT in the classroom; however, the majority of teachers observed had adoption practices mostly in the non-ideal variations of IC. The teachers' LoU and IC indicated that teachers had implemented BYOT in their own way and not necessarily in alignment with the campus' vision or expectations. This case study had several limitations, including the small number of participants and the brevity of classroom observations. Additionally, this study was limited to one school setting. Recommendations for future research include exploring teachers' adoption of BYOT in various school settings ...
The purpose of this study was to develop profiles that described teachers with infrequent and frequent teacher-directed student use of the Internet for curricular purposes. Responses to the teachers' self-reported needs, beliefs, demographics, Internet skill levels, and other information were examined as the basis for the study. The study was descriptive in nature, utilized correlation and causal-comparative methods, and employed a convenience sample. The population consisted of 3,187 public school teachers from Nebraska and four service regions in upstate New York. Data related to the research questions were gathered using an online survey. After minimum access was determined, frequencies, percentages, t tests, and correlations were used to examine the data. Teachers with infrequent (<15 mins. /week) teacher-directed student use of the Internet comprised 63% of the sample. Teachers from elementary and high school levels were almost equally represented in the infrequent use group. The majority of the high school level teachers were assigned to language arts, mathematics or science courses. Teachers in the frequent (>. 90 mins. /week) use group were predominately (75%) high school level, with the majority teaching computer and business subjects. Significant differences were found between the use groups regarding beliefs about the Internet's effect on students and schools and feelings about designing lessons that included the Internet or technology. Within the infrequent use group, significant correlations were found between comparative Internet skill levels and (a) hours of technology-related professional development and (b) willingness to use the Internet for professional development. Further study should be given to the question of how these differences and correlations may affect the amount of teacher-directed student use of the Internet. The profiles developed in this study provide a starting point to assist regional, district, and school-level personnel in assessing local needs and focusing resources on developing strategies to increase teacher-directed student ...
The purpose of this study was to survey Algebra II teachers in the State of Texas to determine the extent to which they use technology for the delivery of instruction. Additionally, the study attempted to determine reasons why teachers do or do not use technology when they have a choice.
When the Bush administration set out to revolutionize public education through the requirements commanded by No Child Left Behind Act of 2001 (NCLB), framers of the legislation chose language that appeared inclusive of all students in U.S. schools. The law demands that English language learners take the mandated exams early in their academic careers in the United States even though research indicates most will fail due to lack of time to acquire sufficient language proficiently to demonstrate their learning on the exams. Viewed through a critical theory lens, the inclusive nature of NCLB is in fact, oppressing ELL students. One district in Texas The study involved ELL students in grades 1-12 in a school district in North Central Texas that uses its family literacy center as an intervention to aid ELL families in English language acquisition. Students fell into three categories: students and parents who attend the family literacy center English classes, students whose parents attend the family literacy center English classes but the students do not attend, and students and parents who do not attend the family literacy center English classes. The quantitative data for the study were reading and math Texas Assessment of Knowledge and Skills (TAKS) and Texas English Language Proficiency Assessment System (TELPAS) scores of ELL students administered by the district in spring 2005. The independent variable was attendance at the family literacy center English classes. A series of one-way analyses of variance (ANOVA) and descriptive statistics (mean, standard deviation, homogeneity of variance) was applied to the data and significant differences were observed on only two measures of the TELPAS. The qualitative data were phenomenological interviews of teachers at the district-run family literacy center. Data derived from in-depth phenomenological interviews were between August and September 2005.
This was a mixed methods study designed to investigate the social skills use of adolescents with learning disabilities through an application of Albert Bandura's theory of reciprocal interaction. Data were collected through ranking surveys, observations, interviews, and school records. Three questions were investigated. The first question was to determine whether the language deficits of LD students contributed to their general decreased social competency. Through data from the Social Skills Rating System, the seventh grade participants were considered socially competent to some degree by self report, their teachers, and their parents. Factor analysis revealed students were the best predictors of their social skills use from all data sources. In ranking participants' social skills use, students and teachers were more strongly correlated than were students and parents, or teachers and parents. No relationship of any strength existed between the participants' cognitive ability and their social competence. A use of Bandura's determinants indicated that a relationship existed between some subtypes of learning disabilities and some types of social skills misuse. The participants diagnosed with reading disability, auditory processing disability, receptive/expressive language disability, or nonverbal learning disability all made the majority of their observed social skills errors in the environmental determinant of Bandura's triad of reciprocal interaction. The participants in the four subtypes experienced their information processing deficits in attending to environmental stimuli, or in attending to inappropriate environmental stimuli. The area of the subtype of information processing deficit aligned with the determinant in which the participants in that subtype's social errors were experienced. Bandura's triad of cognition, environment, and behavior was not equilateral because the balance did not exist between the three determinants in participants with learning disabilities.
Despite the widespread recommendation that schools "collaborate" with parents, little is found in the literature to elaborate on what this term or the common synonym "partnership" means, and further, how schools can invite diverse parental contributions to the table of educational discourse. The current study looks to contribute to the literature by analyzing the parent participation discourse in one community elementary school, utilizing critical discourse analysis and ethnographic observations. The findings reveal both school and parents' conceptions of the parents' partnership role as ancillary to that of the school's and the subsequent lack of true collaboration so advocated by the literature. Implications arise from this analysis which calls into question the examples of "collaboration" found in the literature, given the lack of theorizing regarding what collaboration inside of parent participation means. Contributions may shed light on the unintentional inequality of diverse parents in an effort toward true collaboration utilizing both the European American, middle class contributions of the educational institution alongside those of non-mainstream parents in creating an authentic educational atmosphere for diverse students.
The dissertation explores middle-school students' abilities to engage in historical thinking. I dispute the Hallam-Piaget model, which discourages analytical thinking through the assumption that children lack skills to think critically about history. My historical narrative inquiry model (1) teaches procedural knowledge (the process of "doing" history); (2) enhances interpretative skills; (3) cultivates historical perspectives based upon evidentiary history; and (4) encourages student authorship of historical narratives. In the fall semester of 2006, with a classroom of twenty-five seventh-graders, I initiated a research study designed to explore the impact of the historical narrative inquiry model through a sequence of thirty-two lessons. The lessons involved small- and large-group activities, including oral presentations, discussions about primary documents, and consideration of the relation between narratology and the creation of written history. Students generated their own historical narratives in order to articulate their perspectives. Eight students having varied reading-level proficiency served as primary participants in the study. Each of these students received pre- and post-intervention interviews. Outcomes reflected the enhancement of pedagogy intended to facilitate historical thinking and historical empathy in the classroom.
This study traced the evolution of experiential education in American history museums from 1787 to 2007. Because of a decline in attendance, museum educators need to identify best practices to draw and retain audiences. I used 16 museology and history journals, books, and archives of museums prominent for using the method. I also interviewed 15 museum educators who employ experiential learning, one master interpreter of the National Park Service, and an independent museum exhibit developer. Experiential education involves doing with hands touching physical materials. Four minor questions concerned antecedents of experiential learning, reasons to invest in the method, the influence of social context, and cultural pluralism. Next is a review of the theorists whose works support experiential learning: Dewey, Piaget, Vygotsky, Lewin, Bruner, Eisner, Hein, and David Kolb plus master parks interpreter Freeman Tilden. The 8 characteristics they support include prior experiences, physical action, interaction with the environment, use of the senses, emotion, social relationships, and personal meaning. Other sections are manifestation of experiential learning, transformation of history museums, and cultural pluralism in history museums. The research design is descriptive, and the procedure, document analysis and structured interview. Findings are divided by decades after the first 120 years. Social context, examples of experiential learning, and multicultural activities are detailed. Then findings are discussed by patterns of delivery: sensory experiences, actions as diversion and performance, outreach of traveling trunks and of organized activity, crafts as handwork and as skills, role-playing, simulation, hands-on museum work, and minor patterns. The decline of involvement of citizens in the civic and cultural life of the community has adversely affected history museums. Experiential learning can stop this trend and transform museum work, as open-air museums and the National Park Service have demonstrated. In the future history museums may include technology, a more diverse audience, and adults ...
As the United States faces a critical teacher shortage, it is important to examine all factors that may contribute to the revolving door of teacher attrition. This study explored the climate of elementary schools to determine if there was a correlation between teacher attrition and school organizational climate. Three basic research questions were addressed: 1) Is there a relationship between school organizational climate and teacher attrition? 2) Is a change in campus leadership related to school organizational climate? 3) Is there a relationship between a change in campus leadership and teacher attrition? Thirty-seven elementary schools were examined in terms of their individual teacher attrition rates and their climate survey scores. The data utilized in this study came from one school district's climate survey and teacher attrition rates for the 2000-2001 school year. The findings of this study indicate that factors of organizational climate may predict teacher attrition rates. Specifically, instructiona support may be related to teacher attrition. Major components of instructional support include principal behaviors, respect for teaching and learning, and communication with administrators. Teacher attrition was not related to principal experience. Also, principal experience was not related to factors of school organizational climate.
The purpose of this study was to determine whether: 1) Southwest Region TRIO high school students between the years 1991 - 2001 continued to college immediately after high school at rates significantly different than similar population students on national and state levels; and 2) immediate college continuation for this group was a function of social and economic characteristics including race, gender, parental education, and home-care environment. The sample included 414 TRIO program participants from Texas, Oklahoma, New Mexico, Louisiana, and Arkansas. Data on the 414 participants were gathered using an existing database containing demographic and post-secondary enrollment information on study participants. The findings of this study reveal Southwest Region TRIO students during this ten-year period continued to college immediately after high school at rates not significantly different than the national low-income population of students. Results indicate that when compared to all students in the five-state southwest region, the majority low-income, first-generation TRIO population continued to college at rates not significantly different than all-income students in the region. Findings of this study also revealed select social and economic characteristics were not predictors of immediate college continuation for this group. Finally, the study showed out-of-home care environment students continued to college at significantly higher rates than in-home care Southwest Region TRIO students.
The problem of this study was the identification of effective and efficient means of providing quality staff development for reading instruction within a school-district setting. The study investigated the comparative effectiveness of two staff development delivery systems measured by 1) a cognitive test of a school district's reading program and 2) an affective measure of teacher attitudes toward staff development. The sample was drawn from the teacher population of a large urban school district. The 46 subjects were elementary school teachers in grades K-5 randomly divided into two groups: Group A (videotape with a trained on-site facilitator) and Group B (face-to-face live presenter). Participants in the study received training using "The Fort Worth Reading Program," a staff development program designed by the researcher. In addition to the presentation of content information, which is the central component, the program features small group discussions, off-line activities, and question and answer periods. Both groups received the same treatment with the following exception. A central component to the Group A training was the presentation of content information in a videotape format. Group B did not view the videotape, but received the same information via live presenter. Two instruments developed by the researcher were used in the study: 1) The Teacher Staff Development Questionnaire, a Likert-type survey to obtain teacher attitudes toward staff development, and 2) The Cognitive Test of Reading Knowledge, an instrument designed to measure cognitive objectives of the district's reading program. A multivariate analysis of covariance revealed no statistically significant differences between the groups. It was concluded that elementary classroom teachers, regardless of their attitudes toward staff development, learn content material equally well with either of the two delivery systems explored in this study. Specific suggestions and recommendations for further studies are addressed and discussed. Examples of the measurement instruments are included.
The purpose of the study is to describe the current status of and the relationships between teacher self-efficacy and in-service teachers’ perceptions and/or attitudes of (a) the quantity and quality of feedback from formative evaluation, (b) toward feedback from formative evaluation, and (c) the impact of feedback from formative evaluation on teacher self-efficacy. In addition to calculating correlation coefficients, 6 teachers were interviewed – 2 each from high, medium, and low efficacy schools. The quantitative data reported low, positive correlations between all of the factors. Statistically significant correlations were found between 8 of the 12 factors including teacher attitudes toward feedback from formative evaluation and: overall Teacher Sense of Efficacy Scale (r = .302), student engagement (r = .309), instructional strategies (r = .237) and classroom management (r =.266). Other statistically significant correlations were found between teacher perceptions of the impact of feedback from formative evaluation and its relationship to self-efficacy and: overall Teachers’ Sense of Efficacy Scale (r = .295), Student Engagement (r = .300), Instructional Strategies (r = .209), and Classroom Management (r = .282). The face-to-face interviews and online focus group supported the quantitative findings as the participants reported that they value formative evaluation and feedback and deem it a necessary component of professional growth. Participants felt that they would benefit from an increased number of formative evaluations followed by specific, frequent and positive feedback. The participants indicated that their self-efficacy was not negatively impacted by infrequent observations and/or feedback that lacks detail.
This was a qualitative study that used the procedures of case study design while incorporating ethnographic techniques of interviewing and non-participant observation in classrooms with six selected students, six teachers, and eight interviews of selected administrators and staff members in one middle school in a large Texas urban school district. The purpose of this study was to understand the educational experiences and perceptions of selected immigrant students and their mainstream teachers. Following the method of case study design, the educational experiences of English Language Learner (ELL) students were examined in the naturally occurring context of the school and the classroom. Because the goal of case studies is to understand a given phenomenon from the perceptions of the participants (referred to as “emic” perspective) all participants were interviewed in-depth in order to understand their unique perceptions. The study took place during a five-month period in the spring of 2002. Data were analyzed concurrently during data collection and were framed by Geneva Gay's (2000) characteristics of culturally responsive teaching. The findings and interpretation of data are divided into three parts that encompass the results of the five research questions that guided this study. Part one presents the teachers' perceptions and addresses the themes that arose from research questions one and two: what are teachers' perceptions of the academic problems facing (ELL) students as they enter the mainstream classroom? What instructional practices do regular teachers use to meet the academic needs of students? Part two presents the students' perceptions and addresses the findings from research questions three and four: what are (ELL) students' perceptions of the academic challenges facing them in the mainstream classroom? What are the ELL students' perceptions of the instructional practices used by mainstream teachers to meet their academic needs? Part three addresses the fifth research question that guided this ...
The purpose of this study was to ascertain the effect of a parent involvement education program on the academic achievement, school behavior, and educational motivation of Hispanic students enrolled in a bilingual education program. Fifty bilingual fourth-grade students and their parents were compared to 50 bilingual fourth-grade students and their parents who were subjected to a parent education program. The groups were randomly assigned from a stratified random sample. Students in each group were given the Student Attitude Measure prior to treatment and immediately following the parent involvement training. Parents in each group were given the Parent Opinion Inventory prior to and immediately following the parent involvement training. Students were also compared utilizing a norm-referenced achievement test. Discipline referrals were compared between the experimental group and the control group.
The purpose of this study was to describe the intentions of the designers of the Professional Development and Appraisal System (PDAS) in Texas and the perceptions of teachers regarding its implementation. Information for the study was gathered in two phases using two methodologies. The first was a semi-structured interview with four expert informants instrumental in the design and implementation of the PDAS at the state level. The second component of the study was conducted with teachers using a 37-item Likert survey. The population for this phase of the study was 150 elementary and 150 secondary teachers chosen randomly from three school districts in North Central Texas. The districts were selected to represent a variety of sizes in regard to student population and represent diverse student population characteristics and socioeconomic levels. Data from the semi-structured interviews and the returned surveys were analyzed to determine the designers' intentions and areas of emphasis and to describe the alignment the teachers' perceptions and the designers' intentions. Quantitative data gathered from the surveys were analyzed using descriptive statistics as well as a correlation and function analysis and analysis based on a Cronbach alpha coefficient. The analysis of data revealed the following: 1. Teachers perceived that the implementation of the PDAS has a high level of effect in the areas of learner-centered instruction; classroom management; support for all students; the professional growth of teachers; communication; learning application; and, TAAS improvement. 2. Teachers' perceptions were not affected by years of experience. 3. Teachers' perceptions were not affected by their field of instruction. One implication of this study is that the final design represents the intentions of designers, although the area of student achievement is not weighted as heavily in teachers' evaluations as was originally intended. Furthermore, education leaders in Texas may conclude that teachers perceive a high ...
The purpose of this study was to examine and document second language teachers' perceptions of their implementation of a meaning-making approach, known as the Acquisition Model, to second language instruction. Of particular focus were the concerns and strategies the second language teachers experienced when changing their pedagogical practice from mechanical to meaning making. The main research question, which guided this study, was: "What is the 'lived experience' of L2 teachers as they implement an innovative pedagogy to teach a second language?" The researcher addressed this research question through Max van Manen's (1990) six step phenomenological method, "Researching Lived Experience" and image-based research techniques (i.e., photo elicitation and reflexive photography). In addition, the researcher also created and applied an innovative data collection technique, which she called Collaborative Imagery. Findings from this study generated various implications in the areas of second language education, curricular change, teacher reflection, image-based research, and educational research.
I applied McAdam's political process model for social movement analysis to examine the level of collective resistance to high stakes testing in California, Massachusetts, New York, South Carolina, and Texas from 1985 to 2005. Data on protest occurrences in those states were gathered from online news reports, anti-testing organization websites, and electronic interviews from individuals associated with the anti-testing movement. Variables used in the analysis included each state's key educational accountability legislation, political affiliations of state political leaders, state political leaders' support of accountability issues, student ethnicity profiles, poverty indicators, dropout rates, and collective bargaining laws. I examined the relationship between those variables and protest development in terms of the political process model's three components: framing processes, mobilizing structures, and political opportunity. I concluded California and Massachusetts, with their strong networks of anti-testing organizations, showed more instances of protest than any other state. Slightly fewer protests occurred in New York. Texas showed few instances of anti-testing protests and there were no reports of protests in South Carolina. There was evidence of framing efforts from both proponents and opponents of high-stakes testing, with proponents' framing efforts tending to be more covert. I found that anti-testing protests were primarily initiated by middle-class and affluent groups of citizens, who demonstrated greater political access but whose major concerns differed by state. Evidence showed that although all five states have Republican governors, protests emerged more readily in the three states whose legislatures had a Democratic majority. I found that protest efforts were inhibited when protesters faced serious consequences as a result of their actions. In addition, state political leaders began to take part in the anti-testing protest movement once the state became subject to sanctions under the strict performance requirements imposed by No Child Left Behind. Overall, the political process model proved to be a ...
This descriptive multi-case study systematically explored the team teaching relationship between a secondary teacher and a university faculty member. Multiple interviews, classroom observations, and analysis of available data provided insights into the interactions of these particular collegial-teams, drawn together for the purpose of providing rigorous STEM curriculum to high-ability students during a three-week residential program. Data revealed that successful collaboration can be described by the emergent themes of reciprocity, respect, flexibility, and time. It appears that an active interchange, or reciprocity, and mutual respect between partners during curriculum/lesson/unit planning, instructional delivery, and assessment facilitate effective collaborative instruction. Findings further revealed that instructors expressed an overall positive experience with collegial-teaming; one that has been valuable to them as professionals. The university instructors reported acquiring and improving upon their own pedagogical skills, while the high-school instructors reported gains in terms of obtaining in-depth content knowledge. The partnership also assisted in bridging insights between the secondary and college arenas in terms of content and academic expectations at both levels. The overall experience provided professional growth and development that would not have occurred without the unique pairing of a high-school instructor and a university faculty member.
This study analyzed student test scores to determine if teacher participation in an inquiry-based professional development was able to make a statistically significant difference in student achievement levels. Test scores for objectives that assessed the critical thinking skills and problem-solving strategies modeled in a science inquiry institute were studied. Inquiry-based experiences are the cornerstones for meeting the science standards for scientific literacy. State mandated assessment tests measure the levels of student achievement and are reported as meeting minimum expectations or showing mastery for specific learning objectives. Students test scores from the Texas Assessment of Academic Skills Test (TAAS) for 8th grade science and the Biology End Of Course (EOC) exams were analyzed using ANCOVA, Chi Square, and Logistic Regression, with the Iowa Test of Basic Skills (ITBS) 7th Grade Science Subtest as covariate. It was hypothesized that the students of Inquiry Institute teachers would have higher scale scores and better rates of mastery on the critical thinking objectives than the students of non-Institute teachers. It was also hypothesized that it would be possible to predict student mastery on the objectives that assessed critical thinking and problem solving based on Institute participation. This quasi-experimental study did not show a statistically significant difference between the two groups. The effects of inquiry-based professional development may not be determined by analyzing the results of the standardized tests currently being used in Texas. Inquiry training may make a difference, but because of factors such as the ceiling effect, insufficient time to implement the program, and test items that are intended to but do not address critical thinking skills, the TAAS and EOC tests may not accurately assess effects of the Inquiry Institute. The results of this study did indicate the best predictor of student mastery for the 8th grade science TAAS and Biology EOC may ...
Writing is an important life skill that all students need in order to succeed in today's society. However, proficient writing skills develop over time, requiring years of quality instruction combined with motivation, encouragement, and lots of practice. School-wide writing is an approach that provides specific writing instruction in a consistent manner across all grade levels, allowing students to develop increasingly complex writing skills and strategies over time. Implementation of programs, such as school-wide writing, requires teachers to transfer new understandings and skills from the training room to the classroom as well as efforts to sustain the program over time. This multiple case study examines the characteristics of an elementary school-wide writing program that was introduced in the field by local teachers and transferred five years later to another school in the same district. The study also examines factors affecting the transfer and sustainability of the program during the second year of implementation. Findings from the study indicate that the elements of school-wide writing transferred from School 1 to School 2 at a low road level of transfer. Factors affecting transfer included inquiry, ongoing training, support systems, authentic writing experiences, and time. Factors contributing to sustainability included ongoing support, accountability, communication, positive feelings, time, and individuality.
This study investigates how perceptions vary in athletic trainers regarding issues pertaining to women in the profession. Subjects included 1500 male and 1500 female certified athletic trainers who responded to 44 demographic and perceptions survey items used to determine whether perceptions were different based on the respondent's gender. Results were compared to a previously disseminated survey in 1996 to also determine if perceptions had changed from 10 years earlier. Results regarding the presentation of awards and the attainment of leadership positions in the organization were also compared to actual data collected. The data suggested that males perceptions had not changed, but females' perceptions had changed, in that females perceived that opportunities had improved. Data regarding the number of females who had ascended to leadership positions or had received awards did not support these perceptions, however, and female athletic trainers continue to struggle to obtain equality in both of these areas. Additionally, homosocial reproduction continues to influence the decreased number of women who are hired into various jobs, or advance into leadership positions, maintaining patriarchy in the athletics arena and in the athletic training organizations. Results suggested that because athletic training has been dominated by men since its inception, patriarchy continues to influence the lack of ascension of women into leadership positions and awards recognition. Many women are choosing to leave the profession due to the gender role pressure that they can not sustain a career in athletic training and raise a family. Men's professional sports continue to reject the concept of hiring women to serve as athletic trainers with their athletes, which also continues to preserve a patriarchal environment.
This was a qualitative study designed to document the historical process which brought about a performance-centered accountability (or results-based) system in educator preparation in Texas as reflected in the documents of the first 17 institutions approved under the new approval process for educator preparation. The study will also serve as a historical record which used the change process in political systems to analyze the adoption of the Accountability System for Educator Preparation (ASEP). Additionally, the study provided a thorough review of the literature on Michael Fullan's Change Process Model and David Easton's Political Systems Model.
As educators search for ways of improving student achievement, it is imperative that focus be placed on teacher learning and development. Currently, the trend in public schools throughout the country is to look directly at students and the deficits they bring to the learning environment when responding to those who find fault with the educational system. The current study directed attention to teachers' beliefs about their ability to affect change in student learning. The study centered on seven research questions that sought to determine: (1) the effect of job-embedded staff development on teachers' sense of efficacy; (2) the effect of job-embedded staff development on teachers' stages of concern; (3) the relationship between teacher efficacy and stages of concern; (4) the status of teachers' level of use of an innovation; and (5) the dominance of teacher concerns prior to and after involvement in job-embedded professional development. Through a mixed methodology approach, quantitative and qualitative analyses provided perspectives from 30 teachers in a suburban North Texas school district on the impact of job-embedded professional development on teacher efficacy, stages of concern, and resulting levels of use of an educational innovation. Quantitative results of two surveys: the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and the Stages of Concern Questionnaire (Hall, George, & Rutherford, 1979) revealed a strong focus on stage 0, awareness, concerns and no statistically significant gain in teacher efficacy as teachers engaged in job-embedded professional learning. Qualitative data were gathered through Levels of Use Focused Interviews (Loucks, Newlove, & Hall, 1975) and revealed more teacher involvement with the innovation than quantitative data suggested. Further investigation into the inconsistencies between dominance of teacher concerns and perceptions of levels of use is warranted.
The problem of this study was to determine patterns of response of Texas schools in implementing the Texas Education Agency mandate to phase out below grade level courses. High schools were instructed to phase out these courses, using one of four options outlined by the Texas Education Agency. The study was conducted in two parts with both a telephone survey and a mail survey. The data collected from the telephone survey was used to construct and validate the mail survey instrument. The mail survey was sent to a stratified sample of Texas high schools based on school size, district wealth, and geographical location.
The problem of this study was to determine whether Kenyan Bible college students who receive instruction using a modified (highly structured) mastery learning model will demonstrate greater achievement in knowledge of Christian Church history as compared to Kenyan Bible college students who receive instruction using a traditional (minimally structured) non-mastery learning model. The subjects were 17 second-year Kenyan Bible college students enrolled in a course on Christian Church history, and they were randomly assigned to the two treatment conditions. The researcher served as instructor for both groups. The experimental group used a textbook, detailed syllabus, 200 page study guide (featuring an advance organizer to provide an ideational scaffolding), and a lesson-development feature (providing an enabling objective, congruent questions, and informative feedback for each lesson segment). The control group used a textbook and a less-detailed syllabus. Both groups shared the same classroom lectures, class discussions, required assignments, examinations, and review of examination items. Five tests of Christian church history were administered, including a pretest, three unit tests, and a comprehensive course examination. Test data were analyzed using a 2 x 5 (treatment x testing occasion) repeated measures analysis of variance (RM ANOVA). The percentage of students performing at mastery level (80% correct) on each test was also calculated. Results indicated that, from the second unit test to the comprehensive examination, the modified mastery learning group achieved slightly but consistently higher mean percentage correct scores than the traditional group, but there was no significant main effect for treatment. In contrast, the main effect for testing occasion did reach statistical significance. Across the five test occasions, 8% to 51% more students in the modified mastery learning group attained mastery level as compared to the traditional learning group.
The purpose of this study was to determine whether teachers' perceptions of self-efficacy and collective teacher efficacy are interrelated and how these two constructs may be impacted by teacher demographic characteristics, such as educational level, grade level taught, and number of years of teaching experience. This study focused entirely on the interrelationships of teacher efficacy and collective teacher efficacy in three suburban, conservative Christian schools in north Texas. Specifically, the demographic characteristics of age, gender, ethnicity, particular school campus, number of years teaching, number of years teaching at the current school, highest degree received, type of teacher certification, certification grade level and subject area, grade level taught, and particular subject taught were studied for the non-random, convenience sample of 216 kindergarten through twelfth grade teachers. A correlational analysis of teacher efficacy and collective teacher efficacy yielded a Pearson r of .35 at a statistically significant level (p < .01); combining these two variables with teacher demographic variables in multiple regression analyses confirmed the relationship between teachers' perceptions of teacher efficacy and collective efficacy at a statistically significant level (p < .001). A review of the squared structure coefficients in the first multiple regression analysis (R2 = .284, p < .001) showed that individual teachers' perceptions of collective teacher efficacy explained the largest amount (43%) of the variance in teacher efficacy, followed by years of teaching experience (17%) and number of years of teaching at the current school (14%). A review of the squared structure coefficients in the second multiple regression analysis (R2 = .395, p < .001) indicated that individual teachers' perceptions of teacher efficacy explained the largest amount of variance in collective teacher efficacy (31%), followed the elementary teacher variable (22%) and particular school (19%).
The Texas high school class of 2005 faced a defining test that had no precedent in Texas and little nationally. Social studies testing is a relatively new addition to the world of high stakes testing currently impacting United States high schools. Although other diploma dependent areas of mandated testing have some testing history and, therefore, related paradigms for curriculum and instructional assistance, the area of social studies largely lacks that perspective. Texas Education agency provided specific school grant monies and training for the purpose of preparation for the social studies exams. This quasi-experimental study examines the scores to learn whether or not any statistically significant differences in social studies scores would exist between the schools that participated in the TEKS/Tools Training Program and the schools that did not participate in the TEKS/Tools Training Program. The two primary at-risk groups in Texas, Hispanic and low SES, were analyzed for statistically significant differences in scores. Independent t tests and ANCOVA were used to analyze the score differences between program schools and non-program schools. Results relate to individual school staffing and implementation. The at-risk groups remained flat in score gains whether they were part of the program schools or not. Results relate to differences in learning and teaching for at risk groups. A separate trend analysis was used on the program target school which was the only school with three years of scores to determine improvement from grade 9 to 10 to 11 on the social studies TAKS test scores. Results from the repeated measures analysis indicated a statistically significant linear trend in the program target school's TAKS social studies mean gain scores across the 9th, 10th, and 11th grade levels.
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