Dissertations / Theses: 'Board of National Estimates'

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Lawless, Madern Laurene Patricia. "National Board Certified Johnston County Teachers' perceptions of National Board Certification in contrast to their non-national Board Certified Counterparts." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Covert, Julia L. "A narrative analysis of National board- and non-national Board-Certified Teachers's belief systems /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501403774.

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Bricker, Beverly Johnson. "National Board Certification: The Perceived Value and Renewal Rates of California National Board Certified Teachers." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/226.

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National Board Certification (NBC) offers the highest certification possible to teachers who can meet the rigorous standards of this process. This certification develops reflective practitioners through a series of components designed to be used in authentic settings with students. Previous research shows the value of employing National Board Certified Teachers (NBCTs) for raising student achievement, creating teacher leaders, and developing a reflective culture in schools. Increasing the number of NBCTs could have a profound impact in our schools. This study explored the renewal rates and the perceived value of California NBCTs who certified in 2005 & 2006 using a survey created from two existing instruments. Both qualitative and quantitative data concerning initial motivating factors, renewal decisions and the benefits of holding NBC were collected. The analysis of the results indicated financial incentives were the number one reason for renewing. Conversely, the cost and/or lack of financial incentives ranked highest on the list for not renewing. While financial incentives were identified most frequently as an original motivator, the NBCTs in this study reported professional development as the most powerful effect of being a NBCT. A study of the literature demonstrated that the NBC process contains all of the components of quality professional development programs supporting this benefit and providing a program for structured professional development for districts and schools seeking a positive change in instructional practice.

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Gantt, Anita Masha. "Teachers as professionals national board certification /." [Pensacola, Fla.] : University of West Florida, 2006. http://purl.fcla.edu/fcla/etd/WFE0000037.

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Grochocki, Jeannie. "National Board Certification and Cognitive Coaching." Thesis, Northern Arizona University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751373.

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The National Board Certification is a process for educators who desire to pursue a deeper level of professional development and enhance their teaching practice. This certification process coupled with cognitive coaching involved high levels of reflective practices and deepened self-efficacy evident in this study. This study determined that with the use of cognitive coaching an educator self-efficacy would increase depending on what stage they were on in the process. The researcher provided three groups of participants (National Board Certified Teachers, Candidates in the process of National Board Certification and Did Not Achieve) an opportunity to elaborate on their experience moving through the process using a cognitive coach.

An analysis of qualitative and quantitative data revealed that the three groups differed in self-efficacy in favor of the National Board Certified Teacher (NBC) group and that on several aspects of cognitive coaching, the NBC group scored higher than the other groups. As well, each group showed support for the coaching process through certification and revealed that with this coaching they were able to achieve a deeper reflective state of mind.

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Bassett, Jonathan Anderson. "National board certified teachers: the new professionals?" Thesis, Boston University, 2004. https://hdl.handle.net/2144/33403.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Supporters of the National Board for Professional Teaching Standards (NBPTS), founded in 1987, hoped that its certification process would create a cadre of publicly recognized master teachers who would take on professional roles that have traditionally been the responsibility of administrators rather than teachers. Such a change would allow teaching to become a true profession, regulated collegially instead of bureaucratically. A national survey of national board certified teachers (NBCTs) administered in 2001 found little evidence that they were in fact taking on new professional roles. This study examines fifteen schools with large numbers of NBCTs in three North Carolina school districts to determine if NBCTs in these exceptional places are gaining new professional roles, and what factors are enabling or preventing that change. Telephone interviews were conducted with state level officials in North Carolina, district level officials in each of the school districts, and one NBCT, the principal, and one non-NBCT at each school. Interviews were transcribed and coded for analysis. The results indicate that NBCTs in these schools are not taking on significant new professional roles as a result of their certification, and suggest two reasons for this lack of change. One is structural: the NBPTS, the state of North Carolina, and the three school districts studied appear to have narrowed the focus of national board certification so that it is concerned primarily with identifying and rewarding excellence in classroom teaching. This study found few explicit attempts to use NBCTs in professional leadership roles or to provide them with opportunities for professional leadership in addition to classroom teaching. Another concerns the perceived validity of the certification process: board certification is not broadly accepted among study respondents as a consistent and accurate designation of teaching excellence. The results of this study also raise questions about the persistence of egalitarian norms among teachers in schools with significant numbers of NBCTs.
2031-01-01

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Thomas, Angela Falter. "The Professional Implications of National Board Certification." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1254757886.

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Unrath, Kathleen. "Reflection, the National Board certification process, and its potential impact on National Board Certified art teachers and their practice /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052225.

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Deavers, Cynthia Marie. "National Board Certification : a reservoir of reflective principals /." Thesis, [La Jolla] : [San Marcos] : [San Diego] : University of California, San Diego ; California State University, San Marcos ; San Diego State University, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3350030.

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Thesis (Ed.D.) -- California State University San Marcos ; University of California, San Diego, 2009.
Abstract: leaves viii-ix. Committee members: Robin Marion (chair), Jennifer Jeffries, Carolyn Hofstetter. Includes bibliographical references (p. 139-145) Also issued online

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Severns, Kathleen A. "National Board Certification and School Leadership in Louisiana." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/575.

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The challenges of school accountability call for new models of school leadership. Teacher leaders are needed to create, implement, and sustain reform efforts. This study investigated whether a specific model of professional development, National Board Certification (NBC), can create sustained change aimed at improved school leadership. The research question which guided this study was: Does the National Board Certification professional development model contribute to school leadership in Louisiana? The state of Louisiana currently has approximately 1,000 teachers with National Board Certification (NBPTS, 2006f). These NBC teachers and approximately 3,000 non-NBC teachers received the online School Leadership Survey, which included survey items taken from a previous study of NBC teachers by Sykes, et al. (2006). A total of 449 NBC teachers and 911 non-NBC teachers responded. The survey included 32 checklist items which explored teacher leadership activities and perceptions in five main areas: types of leadership activities, sense of responsibility to the profession, influence in school-wide policy development, career satisfaction, and future commitment to the teaching profession. A quantitative research design was applied. The research followed an ex post facto, cross-sectional survey model in an attempt to identify a relationship between the independent variable, National Board Certification, and the dependent variable, school leadership, by comparing the leadership activities of NBC and non-NBC teachers. Univariate analysis was used to examine and report the results of the School Leadership Survey. Additionally, the data were used to calculate independent t-tests, factor analysis, chi square tests, and regression analysis.The results of this study revealed that, overall, National Board Certification teachers are leaders in their schools and beyond. When compared to their non-NBC peers, NBC teachers were more likely to be involved in leadership activities at the school, district, and state level. Further, the NBC teachers reported a greater sense of responsibility to the profession, greater career satisfaction, and a deeper commitment to stay in the teaching profession than non-NBC teachers. Using a distributed leadership conceptual framework as a lens to guide the interpretation, the data collected gave evidence that the benefits of National Board Certification are far greater than previously suspected.

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Wilson, Amy Jo Smith. "A comparison of the perceived performance of mentoring functions of National Board-Certified and non-National Board-Certified teachers with their protégés." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001808.

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Kassner, Laura Danielle. "The Distribution of National Board Certified Teachers in Virginia." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77348.

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This study provides a descriptive analysis of the distribution of National Board Certified Teachers (NBCTs) in Virginia, which offers financial compensation to these educators regardless of teaching assignment. Most localities provide additional incentives to recruit and retain NBCTs, again, not targeted or structured in any way. Given the impact of high quality teachers on student learning and the well-documented disparities in access for subsets of the student population, it is important to obtain a baseline measure of NBCT distribution in Virginia upon which leaders might build a plan for reform. Three research questions were addressed: How are NBCTs distributed across Virginia with regards to divisions' ability to pay? In school divisions with a high concentration of NBCTs, what incentive structures do these divisions offer to either support teachers while they apply to NBPTS or to recruit and retain previously successful NBCTs? What are the characteristics of the schools in which NBCTs serve with regards to the race/ethnicity and socioeconomic status of their student populations? The researcher determined NBCTs were distributed unequally across Virginia's divisions and schools based on divisions' ability to pay and student demographics. Formal support structures were found in most high concentration divisions.
Ed. D.

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Obidullah, A. S. M. "Use of incident databases for cause and consequence analysis and national estimates." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4867.

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Many incidents have occurred because industries have ignored past incidents or failed to learn lessons from the past. Incident databases provide an effective option for managing large amounts of information about the past incidents. Analysis of data stored in existing databases can lead to useful conclusions and reduction of chemical incidents and consequences of incidents. An incident database is a knowledge based system that can give an insight to the situation which led to an incident. Effective analysis of data from a database can help in development of information that can help reduce future incidents: cause of an incident, critical equipment, the type of chemical released, and the type of injury and victim. In this research, Hazardous Substances Emergency Events Surveillance (HSEES) database has been analyzed focusing on manufacturing events in Texas from 1993-2004. Between thirteen to sixteen states have participated in the HSEES incident reporting system and it does not include all the near miss incidents. Petroleum related incidents are also excluded from the HSEES system. Studies show that HSEES covers only 37% of all incidents in the US. This scaling ratio was used to estimate the total universe size.

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Bruseth, Christine. "Analyzing the predictability of National Board Dental Hygiene Examinations success." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004brusethc.pdf.

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Scheppink, A. A. J. "Board Gender Diversity and Firm Performance: TheEffect of National Culture." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-347192.

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This paper examines the moderating effect of national culture on the relationship betweenboard gender diversity and corporate financial performance. To test the hypotheses, FixedEffects regression is used in combination with a sample of 1,499 firms from 23 countries and7,125 firm-year observations over a time frame of seven years. This paper provides evidencefor a significant positive effect of board gender diversity on firm performance if there are atleast three females seated on the board. Furthermore, a significant moderating effect ofnational culture on the relationship between board gender diversity and firm performance hasbeen found.

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Hollandsworth, Sue Ellen. "Best practices of National Board certified teachers and non-board certified teachers in grades one and two." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=640.

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Wilson, Amy Jo Smith. "A comparison of the perceived performance of mentoring functions of National Board-Certified and non-National Board-Certified teachers with their protÃ©gÃ©s." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/2759.

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National Board-certified (NBC) teachers are recognized as accomplished teachers who have met the National Board's stringent standards. These teachers are encouraged to serve as mentors to novice teachers and veteran teachers in candidacy for National Board Certification. This study identified and compared the career and psychosocial mentoring functions that NBC teacher mentors and non-NBC teacher mentors perceived they provided to their protÃ©gÃ©s' at the elementary grade levels. National Board-certified protÃ©gÃ©s' perceptions of having the functions provided were compared with those of their teacher mentors and with the protÃ©gÃ©s' of non-NBC teacher mentors. The research was conducted in a large urban school district in Florida and included 190 participants: 95 mentors and their protÃ©gÃ©s'. The teacher mentors' perceptions of having provided the mentoring functions were assessed using the Mentoring Functions Scale for the Mentor, and the protÃ©gÃ©s' perceptions were measured with the Mentoring Functions Scale for the ProtÃ©gÃ©. Both instruments were adapted for this study from a previous mentoring scale for the protÃ©gÃ© developed by Noe (1988). Results for the study indicated no statistically significant differences between the NBC teacher mentors and the non-NBC teacher mentors in their perceptions of having provided the functions. Significant differences were found between NBC teacher mentors and their protÃ©gÃ©s on the exposure-and-visibility function, between non-NBC teacher mentors and their protÃ©gÃ©s on the challenging assignments function, and between all mentors and all protÃ©gÃ©s on the challenging assignments function. Implications for teacher mentors, administrators, and scholars are provided. These include developing or updating existing mentoring programs to include the career and psychosocial functions studied in this research, providing mentors and protÃ©gÃ©s with information about the functions in order to assess the existence of specific functions, expanding professional development time to address functions that may have been inadequate, and possibly limiting the number of protÃ©gÃ©s with whom teacher mentors interact and guide.

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Druick, Zoe. "Narratives of citizenship, governmentality and the National Film Board of Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0004/NQ43421.pdf.

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Allen, Melissa Ann. "A study analyzing the perspectives of National Board certified media specialists." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/melissa_a_allen/allen_melissa_a_200701_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Judith L. Repman. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 233-248) and appendices.

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Judd, Tanya. "THE EFFECT OF NATIONAL BOARD CERTIFICATION ON BURNOUT LEVELS IN EDUCATORS." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3669.

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Teacher attrition and retention has become a major issue facing education policymakers and practioners as our nation's school age population continues to grow, but the teaching workforce does not. This study seeks to examine the impact of certification by the National Board for Professional Teaching Standards (NBPTS) on burnout levels in educators. The potential benefits to teachers who pursue NBPTS certification include a sense of professional pride, new leadership roles and responsibilities for teachers, recognition of outstanding teaching practice, and higher salaries (Shapiro, 1995). Some of these potential rewards seem to address a number of the factors that are related to the onset burnout, and therefore may reduce teacher attrition. The study utilized the Maslach-Leiter conceptual framework to examine burnout, which breaks the burnout construct into three separate dimensions; emotional exhaustion, depersonalization, and reduced personal accomplishment. The research questions sought to determine if there was a difference between National Board Certified Teachers (NBCTs) and their non-certified peers in each of these dimensions of burnout. The research sample consisted of the NBCTs and a comparable random sample of their non-certified peers from a large urban school district in the Central Florida area. The Maslach Burnout Inventory Educators Survey was used a basis of comparison of the burnout levels. The two groups were compared utilizing an independent samples t-test. The instrument utilized in this study also included demographic questions, as well as questions that were designed to measure the various elements of the Maslach-Leiter theoretical model of burnout. These questions and the independent variable NBPTS certification were included in a multiple regression analysis in order to determine if the differences noted between the groups using the independent samples t-tests were in fact a result of NBPTS certification, and not the theoretical model itself. The instruments were mailed in the fall of 2006, and were returned to the researcher anonymously. A total of 476 surveys were returned, for a response rate of 52%. The independent samples t-tests revealed significant differences between NBCTs and their non-certified peers on all three dimensions of burnout. An examination of the individual scores for each group revealed that in each of the dimensions showed that the NBCTs demonstrated lower levels of experienced burnout in each dimension. The multiple regression analyses that were conducted to confirm that NBPTS certification was in fact a significant factor in the development of each burnout dimension revealed mixed results. Emotional exhaustion and reduced personal accomplishment were both found to have a significant negative relationship with NBPTS certification, which indicates that the NBCTs are significantly less burned out then their non-certified peers. Despite the initial finding of significance in the independent samples t-test, NBPTS certification was not found to be a significant factor in the onset of the depersonalization dimension of burnout. This relationship needs further exploration in future studies. The significant difference between the research and control groups in this study suggests that NBPTS certification may reduce burnout levels in at least two dimensions. Legislators and policymakers at the state and federal levels have provided millions of dollars to support NBPTS certification. These findings seem to indicate that this financial support has impacted burnout levels in educators, and may therefore warrant examination as a strategy to address the issue of teacher attrition.
Ph.D.
Department of Public Administration
Health and Public Affairs
Public Affairs PhD

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Moore, Jannese Woodard. "Perceived barriers to the National Board For Professional Teaching Standards certification." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0829102-115252/unrestricted/MooreJ102402c.pdf.

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Nelson, Patricia W. "Identification, understanding, and perceptions of learning styles national board certified teachers /." Access citation, abstract and download form; downloadable file 5.21 Mb, 2004. http://wwwlib.umi.com/dissertations/fullcit/3131691.

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Moore, Jan Woodard. "Perceived Barriers to the National Board For Professional Teaching Standards Certification." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/710.

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Since its conception in 1987, much money and effort have been expended establishing the National Board for Professional Teaching Standards. Although 16,038 educators in 45 states and the District of Columbia have obtained National Board Certification, there are over 1,200 teachers in the East Tennessee counties of Cocke and Sevier who are eligible for National Board Certification, but have not obtained this certification. This study sought to identify the barriers that discouraged this population from attempting to gain National Board Certification. The research design was inferential and utilized data from a survey instrument constructed by the researcher. A pilot test of the instrument was conducted, reliability coefficients calculated, and survey items retained, modified, or deleted based on the results. The final survey contained 38 statements (grouped into five subscales) and a demographic section. A total of 700 surveys were sent to eligible educators in the public schools of Cocke and Sevier counties; of those, 459 were returned and 448 responses were usable. Other variables studied were age, gender, teaching assignment, years of teaching experience, education level attained, future plans to attempt, not attempt, or unsure about attempting National Board Certification, informational sources, and overall opinions of the National Board for Professional Teaching Standards. In addition, a space was provided for comments. Findings included: The most problematic barriers from greatest to least were personal obstacles, teaching professionalism, teacher morale, evaluation process, and financial considerations. Significant differences regarding the barriers existed in all demographic areas included in the study except for educational levels, and the majority of respondents had a negative overall opinion of National Board Certification. However, the opinion varied with the source of information about the process. Educators who received their information from local administrators and published materials had a more positive opinion than those that received their information from peers. This study indicates that the barriers identified are factors in keeping eligible East Tennessee educators from attempting National Board Certification.

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Xie, Helen Xun. "Point estimates and bootstrap intervals of lead time in the National Breast Screening study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq28756.pdf.

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Leftwich, Paula J. "Discourse and Disconnect: Black Teachers and the Quest for National Board Certification." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001319.

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Hall, Amy W. "National Board Certification: The Impact on Teaching Practices of Three Elementary Teachers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1467.

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During the past century the educational reform movements focused on the need for highly qualified teachers based on research surrounding the effects on student achievement related to the quality of the teacher (Busatto, 2004). The National Board for Professional Teaching Standards (NBPTS) was created in 1987 in response to the increasing focus placed on having quality teachers (Berg, 2003; Humphrey, Koppich, & Hough, 2005; NBPTS, 2011). The NBPTS is an organization governed by teachers that emphasizes sound instructional practices and improving teaching. The standards for National Board Certification are based on solid research that recognizes education practices that result in improvement in student achievement (NBPTS, 2012b). If the National Board Certification process identifies effective teachers, then the classroom practices of those teachers should demonstrate research-based best practices in their everyday instruction. The purpose of this study was to explore the everyday instructional practices of 3 Nationally Board Certified (NBC) teachers who taught grades 4 and 5 in east Tennessee. This study was a multi-site, qualitative study that included classroom observations, semi-structured interviews, and checklists to conduct descriptive and evaluative case studies involving 3 Nationally Board Certified teachers who taught in counties located in east Tennessee. Research conducted by Marzano, Pickering, and Polluck (2001) identified 9 best practices of effective teachers; those practices were used as a framework for observation. Through observations and interviews the researcher investigated the teaching strategies used by 3 NBC teachers and how those strategies compare to the 9 best practices identified by Marzano et al. (2001). Further, the researcher sought to understand how the National Board Certification process impacted those strategy choices. Findings for this study support the following 3 conclusions. First, this research study revealed that the participating Nationally Board Certified teachers use research-based best practices regularly in their classrooms. Second, the NBC process makes a positive impact on instructional practices in the classroom according to the 3 teachers in this study. Last, the NBC process made a difference in the reflective practices of the 3 participants in this inquiry.

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Falaney, Patricia E. "National Board for Professional Teaching Standards Certification: Does It Impact Student Learning?" UNF Digital Commons, 2006. http://digitalcommons.unf.edu/etd/192.

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The present study measured student gains in learning using the Florida Comprehensive Assessment Test pre and post-test mean scale scores in reading comprehension and math problem solving. The project involved classes of students in fourth and fifth grade in six north Florida counties. Thirty class sets of students were taught by a National Board Certified teacher, and a comparable set of thirty class sets of students of the same grade level and at the same school were taught by a teacher who was not National Board Certified. The analysis indicated if National Board Certified teachers produced a higher mean gain score for their students than teachers not certified by National Board. Did National Board Certification make the needed difference in student learning? The results of the main effect of the study did not indicate a statistically significant difference in the average reading comprehension and math problem solving achievement of students whose teachers were National Board Certified as compared to those whose teachers were not National Board Certified. There was a statistically significant main effect for grade level. In follow up testing there was a statistically significant difference between reading at the fourth and fifth grade levels. A small statistically non-significant difference was found in the math gain score means (favored fifth grade) and a larger difference in reading gain scores (favored fourth grade). There was a statistically non-significant effect for the grade level by teaching status two-way interaction.

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Groves, Terri. "LEADERSHIP ROLES FOR NATIONAL BOARD CERTIFIED TEACHERS IN SOUTHERN ILLINOIS SCHOOL DISTRICTS." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/147.

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Title: LEADERSHIP ROLES FOR NATIONAL BOARD CERTIFIED TEACHERS IN SOUTHERN ILLINOIS SCHOOL DISTRICTS National Board Certified Teachers (NBCTs) are highly skilled in the latest research-based instruction and understand the importance of data-driven instruction and its impact on student learning. Because of their expertise, NBCTs have the potential to become leadership agents for producing high-performing schools. However, there is little to no evidence that NBCTs are being encouraged to use their expertise to improve school performance. Therefore, the purpose of this study was to explore NBCTs in leadership roles in southern Illinois schools. To accomplish this purpose, three areas were explored: the extent to which NBCTs participated in leadership roles in schools and the nature of those NBCT leadership roles, NBCTs' perceptions regarding their leadership role significance, and the enablers and barriers to NBCT leadership. Mixed methods were used to interpret, analyze, and draw conclusions from quantitative and qualitative data. The findings show that prior to November 2007, 150 NBCTs were actively teaching in Regional Areas V and VI in southern Illinois school districts. Sixty-two percent (n=93) of those NBCTs responded to the request that they participate in the survey. Of those responding to the survey, over one half (59%) of NBCTs were involved in leadership roles in schools. In addition to their regular teaching assignments, the majority of these NBCTs were involved in multiple leadership roles in the seven core areas of professional growth and staff development, mentoring, curriculum development, student achievement, grant writing, school improvement, and support groups. Forty-one percent (n=38) of NBCTs indicated not having a leadership role. To determine NBCTs' perceptions of leadership role significance, NBCTs ranked the significance of their leadership role(s). The findings show that NBCTs perceived their leadership role(s) to have the most significance when addressing the following areas: (a) improved classroom practices, (b) communicating and operating from strong ideals about teaching and learning, (c) coaching and facilitating teams of teachers in school wide professional and staff development, (d) disaggregating and analyzing test scores data to increase student learning, and (e) promoting shared goals and vision. NBCTs perceived less significance when their leadership role(s) were involved in collaborating with administrators in creating and sustaining internal conditions, acting as change agents to inspire peers, leading the recognition and celebration of school accomplishments, facilitating sessions on current theories and practices, and addressing and adapting to negative undercurrents within the organization. The enablers and barriers to NBCT leadership roles were explored. The findings show that factors associated with administrators, colleagues, and circumstances beyond one's control contributed to the enabling or barring of NBCT leadership in schools.

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Cannard, Kelly. "National Board Certification: A Career Imprint That Transfers to Teacher Leadership Roles." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052845.

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Since its inception in 1987, the National Board for Professional Teaching Standards has certified over 112,000 accomplished teachers in its effort to professionalize teaching. During this same period, districts have added teacher leadership positions to improve the instructional practice of teachers and meet the complex needs of students, something the Board envisioned for National Board Certified Teachers (Carnegie Forum on Education and the Economy, 1986). However, there is a lack of research about if and how NBCTs holding formal teacher leadership roles utilize their expertise to improve instruction among their peers. This qualitative study sought to examine this issue through semi-structured interviews with forty-three teacher leaders who are National Board Certified Teachers in four public school districts and one state context. In this dissertation, I make the case that National Board Certification served as a career imprint (Higgins, 2005) that National Board Certified Teachers subsequently transferred to their work as teacher leaders and encouraged in their peers. The imprint consisted of capabilities in knowing one’s students, constructivist and differentiated instruction, and observing, describing, and reflecting continuously on instructional practice The cognitive aspects of the imprint included a belief that understanding one’s students was central to instruction, a commitment to assuming internal responsibility for student learning, and an assumption that reflecting continuously on their instruction would lead to improved teaching and learning. The participants indicated that, although National Board Certification prepared them as excellent teachers, they still needed organizational supports to extend what they learned through the process to other teachers. In the absence of some supports, they said that they could not fully transfer the imprint. In a few unique cases, NBCTs reported that they were able to alter the policy context in order to create a more favorable environment for the principles and practices from National Board Certification to take hold among other teachers. The findings suggest that NBPTS could work collaboratively with other organizations and policymakers to more explicitly advance the principles and practices underlying National Board Certification imprint as well as promote NBCTs as teacher leaders beyond their classrooms. Steps that NBPTS, districts, states, and teacher leaders could take to strengthen the extension of the Board imprint in order to improve instruction and learning in schools are outlined. Avenues for further research are explored.

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Gerber, Amarein Judith. "Adjusting lion diet estimates to assess lion impacts on small prey in Addo Elephant National Park." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14311.

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Populations of small prey species (< 92 kg) can be regulated by competition, habitat-mediated responses, climate change, disease and predation. Populations of small prey species have declined in the Addo Elephant National Park Main Camp Section since the reintroduction of apex predators (lion and spotted hyaena). One possible explanation is predation by lion and spotted hyaena. However, small prey species are not generally considered preferred prey items of these predators, hence their contribution to predator diets needs to be explored. Global Positioning System (GPS) cluster analysis has emerged as a viable approach to locate lion kills for lion diet estimation in AENP, however this technique is known to bias diet estimates to large prey species. Understanding the impact of lion predation on populations of small prey in Main Camp therefore requires better estimates of lion diets. This study investigated the potential underestimation of small prey species in lion diet estimates by combining the data from scat analysis and carcasses located at GPS clusters. The adjusted lion diets were then used to investigate if the impact of lion predation could explain declines in small prey, by relating lion prey preferences to prey population trends in Nyathi. Using the results from Nyathi, it could then be inferred whether lions could have been responsible for the declines observed in Main Camp. Six GPS-collared lions provided location data used to construct individual movement paths, along which spatio-temporal clusters of GPS locations (n = 4896) were identified for ground investigation. Carcasses (n = 643) were recorded at the GPS clusters and scats (n = 256) were collected at GPS clusters with or without carcasses. Data from the located carcasses and scat collections were then used to create a history of feeding events for each collared lion in Main Camp-Colchester and Nyathi from a) carcasses alone or b) a combination of scats and carcasses, based on an estimated short and long lion throughout period. Relative prey availability was estimated based on camera trapping in Nyathi in high lion, low lion and no lion use areas, as lions may encounter some prey species more than other prey species. Jacobs’ index prey preference was used to investigate the importance of prey species to lion diets at three landscape scales: 1) Nyathi, 2) lion UD and 3) core lion UD. Lastly, prey population trends were investigated in Nyathi to provide an indication of possible changes in prey populations. Large prey species dominated the adjusted diets of lions in Main Camp-Colchester and Nyathi. However, when comparing the GPS carcass-derived lion diet estimate to the combined lion diet estimate, small prey were underestimated more often than large prey in the GPS carcass-derived lion diet estimate. Missed feeding events were therefore a function of prey body size. In addition, missed feeding events were also representative of the lion diets based on carcasses, with the tendency for species more often consumed to be missed more often in the diet record. However, even though small prey species were underestimated, they represented the minority of species consumed by lions and were predominantly avoided by lions in Nyathi. Lion prey preferences thus did not correlate to the declines in small prey species in Naythi, suggesting other potential drivers are important for small population trends in Nyathi. Lion predation cannot be ruled out as a driver of the decline in small prey species in Main Camp, due to different ecological conditions (e.g. vegetation density) in Main Camp compared to Nyathi, during the observed small prey population declines. Lion prey preferences in Nyathi revealed fine-scale variations in species specific preferences by lions, as well as site-specific differences in prey preferences when compared to published lion prey preference meta-analyses. These findings suggest that metaanalysis studies should be used as a guideline from which hypotheses about local predatorprey interactions can be developed rather than as an absolute measure of prey preference.

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Gaul, Thomas H. "A national survey of school board members' views on the impact of reform and restructuring on school board power and authority." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-171217/.

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Hunzicker, Jana Lynn Crumpler Thomas P. "The influence of the National Board Certification experience on teacher and student learning." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251861971&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178889242&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Thomas Crumpler (chair), Amee Adkins, Robert Dean, Lynn Gaddis, Kay Moss, Gary Weilbacher. Includes bibliographical references (leaves 441-446) and abstract. Also available in print.

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Alday, Kerry N. "An Historical Analysis of the Development of National Board Certification Stipends in Virginia." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26633.

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This study examines the historical evolution and legislative valuation of the National Teacher Certification Incentive Reward Program and Fund in the Commonwealth of Virginia. This fund offers stipends to teachers who earn National Board Certification from the National Board of Professional Teaching Standards. This research project included three steps of data collection. First, the legislative history of Virginia's National Teacher Certification Incentive Reward Program and Fund, which covered the General Assembly Session in 1999, was reviewed. The second step was open-ended interviews with legislators and a representative from the Virginia Education Association who participated in the creation of the "Fund." The third step was to collect and report the incentives that are offered by the local education agencies for teachers who earn National Board Certification. The study reported that the initial plan devised by the Carnegie Forum on Education and the Economy in the report, A Nation Prepared (1986) that National Board Certification was not implemented with fidelity in the Commonwealth of Virginia, according to the intended design when it pertained to both how to strategically use the skills of NBCTs and how to ensure NBCTs are working with the students most in need of help. As supported by the interview data, the study shows those interviewed value great teachers and are willing to support them with financial incentives.
Ed. D.

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Bauchmoyer, Susan Marie. "Predicting Academic and National Board Dental Hygiene Examination Performance Based on Academic Factors." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1418401625.

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Stork, Lisa. "Effectiveness of interpretive exhibits at Brown v. Board of Education National Historic Site." Kansas State University, 2013. http://hdl.handle.net/2097/15645.

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Master of Science
Department of Horticulture, Forestry, and Recreation Resources
Ted Cable
National parks reach out to millions of people each year by offering a number of recreational and educational experiences. People are exposed to new ideas and experiences in a national park that they may not get anywhere else. At Brown v. Board of Education National Historic Site in Topeka, Kansas, the National Park Service (NPS) compels visitors to step into the shoes of African American students in a segregated elementary school through the use of interpretive exhibits. This study was conducted to evaluate the effectiveness of the interpretive exhibits at Brown v. Board of Education National Historic Site. Most visitors sampled (91%) were visiting for the first time, indicating that the site does not have many repeat visitors. Race and the American Creed, the 30 minute film that plays in the auditorium, was found the most impactful exhibit by 34.3% of visitors surveyed. Expressions and Reflections, the temporary exhibit in the Kindergarten room, was the second most impactful exhibit, at 21.6% of visitors surveyed. The least impactful exhibit was the film Pass It On, at 0.9% of visitors surveyed. As a whole, visitors were most impacted by dynamic exhibits with a clear theme, while static exhibits and those that did not have a clear theme were not as impactful. This research will help guide Brown v. Board of Education National Historic Site staff as they contemplate future changes in the interpretive exhibits.

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Andersson, Gustaf. "Are Preliminary Estimates Rational? : A Study of the Arbitration Process in the Swedish Quarterly National Accounts." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-343650.

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This study examines whether preliminary estimates of real growth of GDP and the major user side components in the Swedish quarterly national accounts are unbiased forecasts of revised estimates, and whether available information from the process of reconciling GDP from the production and user side is used efficiently to minimise revisions. Regression analysis is performed to find that preliminary GDP growth estimates are rational forecasts of revised estimates. The results are mixed for the user side components. Preliminary estimates of growth of investments and exports are rational forecasts whereas revisions of growth of government spending could be minimised by more efficiently using information about preliminary estimate values. Moreover, information about the statistical discrepancy between the GDP growth estimates from the production and user side could be used to minimise revisions of growth of consumer spending and imports, but these conclusions are sensitive to the period of volatile economic development 2008-2010.

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Low, Brian John. "NFB kids, portrayals of children by the National Film Board of Canada, 1939-1989." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0022/NQ38932.pdf.

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Gee, Ralph L. "A National Board Certified Teacher in the Principalship| A Qualitative Analysis of Leadership Behaviors." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3735133.

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The placement of National Board Certified Teachers (NBCTs) in school leadership roles emerged as a feature of comprehensive reform models and school improvement initiatives. Educational practitioners must verify the saliency of the National Board for Professional Teaching Standards (NBPTS) process in preparing NBCTs for school leadership, particularly how NBCTs demonstrate leadership behavior in the principalship role. These prompts inspired the central research questions of this study. How did an NBCT demonstrate leadership behavior in the principalship? What perceived role (if any) did the NBPTS process play in developing those leadership behaviors? I designed this single-case study to examine the leadership behaviors of one NBCT who ascended to the principalship.

Therefore, I investigated the influence of the NBPTS process to determine its role in developing the participant’s leadership behaviors. In my initial analysis, I applied Pitner’s (1988) conceptual path models to describe, categorize, and analyze, the leadership behaviors of the NBCT participant. These models depicted leadership behaviors as direct, mediated, reciprocal, and antecedent (DMRA). In my second analysis of the data, I pursued a thematic approach. I analyzed the data for code words and phrases that ultimately signaled the emergence of four major themes: setting the vision and mission, school and community relationships, religion, spirituality, and faith, and the 5 core propositions approach to school leadership. The four themes were instrumental in answering the central research questions of the study.

I used multiple interviews, observations, a survey, and documents to collect data. The resulting wide range of data captured a detailed picture of the participant, the school’s operations, and provided an indication of the extent to which survey respondents corroborated the participants’ perceptions. Findings indicated that the NBCT participant used each DMRA leadership approach; however those behaviors were subordinate to the five core propositions of the NBPTS. I concluded that the NBPTS process was vital to development of the participant’s knowledge relative to curricula, instruction, assessment, and reflection; all were important components of the participant’s school leadership behaviors. The findings represent a step toward confirming the unintended effect of the NBPTS process in preparing the participant for the principalship.

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Drinnon, Rebecca Lee. "Teacher Beliefs and the Instructional Practices of National Board Certified High School English Teachers." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1999.

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This mixed-methods study explored the instructional methods that accomplished high school English teachers use in their classrooms to improve understanding of how those methods are influenced by the teachers' beliefs. A survey regarding classroom practices and beliefs was sent to 313 National Board Certified Teachers (NBCTs) in English Language Arts--Adolescence and Young Adulthood across the United States with a response rate of 50.8%. From these data, I analyzed the variety and frequency of practices experienced teachers use and the beliefs that influence teachers' instructional decisions. I then conducted follow-up interviews and classroom observations with selected survey participants from North Carolina, Tennessee, Kentucky, and Ohio and explored further the beliefs and motivations of those teachers who were both typical and outlying according to their survey responses. The study found that factors such as school setting, educational level, and gender had little impact on teachers' instructional strategies, although a relationship was found between gender and approach to teaching literature. The study also found that reading instruction dominated the classroom instruction of those teachers, with writing instruction a distant second. In addition, those NBCTs were found to be teachers who developed positive relationships with students, created student-centered classrooms, challenged students academically, and were dedicated to being lifelong learners. In the end, 3 distinct teacher types were identified: teachers who focus on English as a discipline, teachers who focus on more generalized educational goals, and teachers who focus on their students' emotional well-being. However, the study suggests that all the teachers who participated in the study formed a fairly homogenous group regardless of their differences and that teachers' own educational experiences in school played a more significant role in determining their classroom behaviors than did their educational beliefs.

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McKenzie, Lowery Nancy Ellen. "The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1158.

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This study utilized a causal-comparative design to investigate a relationship between the independent variable, National Board certification, and the dependent variable, perceived use of developmentally appropriate practices (DAP). A self-developed survey, the Early-childhood Teacher Inventory of Practices (E-TIP), was emailed to participants to collect data comparing differences in perceived use of DAP among early childhood teachers. Two hundred and forty-six Non-National Board certified (Non-NBCT) and 135 National Board certified (NBCT) early childhood teachers were surveyed. Inferential and descriptive statistics were used to analyze scores to determine if there was a difference in the mean scores. Descriptives were reported for age, years of teaching experience, grade level currently teaching, ethnicity, degree type, certification type, and degree level. Multiple analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used to understand the differences between perceived use of DAP. NBCTs scored significantly higher than Non-NBCTs on the E-TIP in three of the four target areas and on the Total of the Scale. Pearson product-moment corelations were used to determine a relationship between years of experience or level of education and NBCTs' perceived use of DAP. Years of experience were significantly related, but level of education was not. The findings indicate that National Board certified teachers perceive they incorporate more developmentally appropriate practices into their teaching than Non-National Board certified teachers.

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41

Michener, Olivia H. "A national survey of school board members views on retrenchment in public school budgets." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38532.

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42

Yock, Carla M. "Superintendency turnover: a national survey of the perceptions and expectations of school board members." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/80020.

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The major purpose of this study was to study the perceptions and expectations of school board members regarding turnover in the superintendency of the public school systems. Data were gathered regarding the frequency of superintendency turnover and compared to board turnover. The study sought to collect data concerning board satisfaction with the superintendent, priority issues the board expected the superintendent to address, the kind of experience board members preferred in their superintendent, the ideal length of superintendency tenure, and at what point school board members think that a superintendent's contract should be terminated. These data were then crosstabbed with selected demographic variables. Descriptive research methodology was utilized in this study. A nationwide sample of school board members was identified from a list of 53,247 board members provided by the National School Boards Association. The study was completed using a stratified random sampling technique by state. Of the 94,716 board members in the population, 11,992 or 12.6% were surveyed. The response rate was 18%. The study was sponsored by The American School Board Journal, published by the National School Boards Association, the national professional organization for school board members in the United States.
Ed. D.

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43

Lindmark, Magnus. "Towards environmental historical national accounts for Sweden : methodological considerations and estimates for the 19th and 20th centuries." Doctoral thesis, Umeå universitet, Institutionen för ekonomisk historia, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-61872.

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New questions in a changing economy demands development of both contemporary and historical national accounts. One such question concerns economic and environmental relationships. From a national accounting perspective this issue has been approached in terms of environmental accounting. The aim of this study is to investigate how proposals for integrated environmental and economic accounting can be used for an extension of the Historical National Accounts for Sweden and for examining the long-term relationship between economic growth and environmental degradation and resource depletion. This issue is approached through methodological considerations and estimates of iron ore and timber depletion and discharge of pollutants. The conclusions are that it is possible to construct environmental historical national accounts, but that the lack of historical data and theoretical difficulties cause a high level of abstraction and other problems concerning the series. The empirical investigations show that the 19th century can be considered a period of depletion intensive growth. Furthermore, there seems to be evidence of a correlation between changes in the natural resource net prices and previous periodizations of Swedish economic development. Concerning pollutants, the analyses shows an increase of the aggregated discharges until the late 1960s. However, the pollution intensity of growth has fallen throughout the period, possibly in a pattern of long trend periods.
digitalisering@umu

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Li, Ying, and Yuqiang Zhang. "Projecting Future Heat Wave Effects on Mortality in the United States: National Estimates Using Dynamically Downscaled Climate Projections." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/11.

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45

Newby, Carrie. "Do the Goal Orientations of National Board Certified Teachers Differ from Their Non-Certified Counterparts?" TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/253.

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Given the increasing number of those achieving certification through National Board for Professional Teaching Standards (NBPTS) and the amount of federal money NBPTS has been awarded to design the assessment of identifying teachers, the majority of research has focused on whether National Board Certified teachers impact student achievement and whether NBPTS effectively measures teacher quality. There is very little, if any, published research that addresses other factors that could possibly distinguish teachers that have obtained National Board Certification, however. In the current study, it was presumed that goal orientation might be an important factor that could distinguish those who have achieved National Board certification from those who have not. Therefore, the following research question was addressed: Are the goal orientations of those who are NBPTS certified different from those who have not attempted and those who were unsuccessful in obtaining NBPTS certification. To address this question, the author surveyed 165 teachers using the Patterns of Adaptive Learning Scales (PALS) to obtain a measure of their goal orientations. The teachers were in one of three groups, successful NBPTS applicants, unsuccessful NBPTS applicants, or non-applicant teachers. The results revealed no significant differences among the three different groups of teachers in terms of their goal orientations. Thus, there was no support that those who had earned national certification had differing goal orientations than their non-certified counterparts, evidenced by the data which suggested that all the teachers appeared to exhibit a stronger mastery goal orientation compared to performance-approach or performance-avoidance goal orientations.

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Gaddis, Lynn Moss Rita Kay. "Candidate decision-making through the development of the National Board for Professional Teaching Standards portfolio." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064512.

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Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed March 2, 2006. Dissertation Committee: R. Kay Moss (chair), Barbara Nourie, Kathleen Crawford, Michelle Mueller, Barbara Heyl. Includes bibliographical references (leaves 192-199) and abstract. Also available in print.

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Thompson, Cynthia J. "A multi-case examination of the impact of national board certification on the teaching profession." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4848.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 10, 2007) Vita. Includes bibliographical references.

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Willis, Sarah Potter. "The effects of high stakes testing on the teaching practices of National Board Certified Teachers /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-1/williss/sarahwillis.pdf.

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Epp, Stephanie Ann Moss Rita Kay. "Conditions affecting Illinois National Board Certified Teachers' decisions to work in hard-to-staff schools." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1441197941&SrchMode=2&sid=9&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1216224113&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2007.
Title from title page screen, viewed on July 16, 2008. Dissertation Committee: Kay Moss (chair), Paul Vogt, Thomas Crumpler, Lara Handsfield, Barnett Berry. Includes bibliographical references (leaves 150-163) and abstract. Also available in print.

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Hardiman, Priscilla M. "School Linked Services: A National Study of the Perceptions and Opinions of School Board Members." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30477.

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The purpose of the study was to determine the perceptions and opinions of national school board members concerning the present availability and impact of school-linked services in their school districts. Schools have been asked to act as brokers for a diverse array of social, health, and judicial services to help ameliorate some of the problems of students at risk of educational failure. In response, a growing number of school districts have established many types of school-linked programs which provide services to children and their families through collaborative partnerships among schools, health care providers, social service agencies, and judicial systems. The research questions for this study were: (1) To what extent do school board members perceive that school-linked services are necessary and are available to students in their district, and developed in a collaborative manner? (2) Do school board members perceive changes in governance and in formulating policy to oversee the school district as a result of school-linked services? (3) To what extent do school board members perceive that school-linked services impact on school funding? (4) To what extent do school board members perceive that review procedures are in place to evaluate the effectiveness of school-linked services in their district? (5) What are school board members' opinions of the obstacles and critical issues related to school-linked services in their school district? Descriptive research methodology was utilized in this study. A stratified, random sample of school board member subscribers to The American School Board Journal was identified, and subsequently surveyed through the use of a mailed questionnaire. Thirty percent of the population of 19,723 were surveyed. The response rate was 5.9 percent. A second mailing was sent to 3 percent of the subscriber population. This time a coded survey was utilized. This mailing resulted in a 19.7 percent response rate. The data revealed that the development of school-linked services are supported and are needed in a majority of the school districts that responded. The range of services provided and the variety of approaches of school-linked services is broad and diverse. The majority of board members do not perceive changes in governance or policy formulation as a result of school-linked services in their district. School-linked services do not impact on school district funding; however, inadequate financing is the major obstacle to implementing services. School board members responded that procedures to review the effectiveness of programs are in place and that the services offered are meeting the clients' needs. In addition to funding, another obstacle to successful implementation of services is that some school board members' believe that schools should not get involved in providing social services. Substance abuse services, health services and parenting classes ranked as the three areas where services are most critically needed.
Ed. D.

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Dissertations / Theses on the topic 'Board of National Estimates'

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