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Teachers' Content Decisions: A Case Study

Description: The selection of course content has political and sociological implications as well as educational significance. Since local curriculum development is increasingly prevalent, description of teachers' content decisions is an important concern. This study examined the content decision making of four Family Living teachers in a natural school setting.
Date: December 1983
Creator: Mason, Barbara L. (Barbara Langston)
Partner: UNT Libraries

A Study of the Influences Upon Pre-Service Teachers' Pre-Planning, Lesson Planning, and Bases for Interactive Decision Making During Lesson Implementation

Description: The primary objective of this study was to describe the influences upon pre-service elementary teachers' preplanning, lesson planning, and bases for interactive decision making during their lesson implementation. Six female volunteer pre-service elementary teachers from the teacher preparation program at the University of North Texas planned and taught three separate lessons in one of the following content areas-social studies, language arts, mathematics, science, and safety, at six different schools in the north Texas area. Each element of the lesson plans (18 total) was classified for analysis. Following the presentation of each lesson, the pre-service teachers were asked to use the repertory-grid technique to sort out five decisions from a series of lesson-implementation decisions which had been observed and recorded by the investigator. Then the six pre-service teachers were interviewed by the investigator using the stimulated recall technique. During the interview, each decision was discussed with the pre-service teachers, who responded to seven structural questions that probed their concerns, attitude, type of concerns, and number of concerns. The six pre-service elementary teachers possessed some ability to direct students in their classroom learning using activities and instructional knowledge. This enabled them to notice individual student performance and that of students in the group or in the class. During their interactive teaching, pre-service elementary teachers made more decisions concerning the implementation of management strategies than decisions concerning instruction and activities, in their classroom management, the pre-service teachers focused the most attention on students' verbalization and performance. The study showed that the student's classroom behavior, the thing in which a student is interested, the student's relationship with other students, the feeling of a student, and a student's action caused the six pre-service elementary teachers to immediately modify their strategies.
Date: May 1990
Creator: Chang, Tony Hong-Jee
Partner: UNT Libraries

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

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.
Date: December 2006
Creator: Smitt, Shauna M.
Partner: UNT Libraries

The Elements of Lesson Design, Elementary Public School Students' Mastery of Mathematics Objectives, Accrued Teaching Experience, and Teacher Inservice Training

Description: The purpose of this study was to investigate the relationship among the teachers' use of the individual elements of lesson design, students' mastery of mathematics objectives, the hours of inservice training completed by the teachers and the teachers' years of experience. The individual elements of lesson design are defined by Madeline Hunter and are anticipatory set, objective and purpose, input, modeling, checking for understanding, guided practice, and independent practice.
Date: May 1987
Creator: Smith, James A. (James Arthur) 1945-
Partner: UNT Libraries