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Dissertations / Theses on the topic 'Teacher Performamce'
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Risen, D. Michael Riegle Rodney P. "Teacher incentive programs an analysis of terms, metaphors, and policy concerns /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918622.
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Thesis (Ph. D.)--Illinois State University, 1989.<br>Title from title page screen, viewed October 10, 2005. Dissertation Committee: Rodney P. Riegle (chair), Mary Ann Lynn, Ronald Laymon, Chris Eisele, Thomas Nelson. Includes bibliographical references (leaves 185-196) and abstract. Also available in print.
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Almon, Holly C. "The Effects of Workshop Training and Coaching on the Acquisition and Generalization of Teaching Skills." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4442/.
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The purpose of this study was threefold: (a) to examine the separate effects of increased accuracy on multiple-choice/rank-order written tests and coaching on the teaching performance of participants; (b) to compare generalization across tasks produced by the workshop and coaching; and (c) to assess maintenance of teaching performance. Following baseline, two adults received a lecture on discrete trial teaching procedures. A written test measured verbal performance on workshop material periodically throughout this phase. During the next phase, each adult then experienced further training via in-situ coaching. A multiple baseline design across tasks was used during the coaching phase. Results of the workshop training package revealed an inverse relationship between the strongest verbal performance and strongest teaching performance skill areas. In addition, only with the introduction of the in-situ coaching package did teacher performance improve significantly across all behaviors. Child responding remained relatively constant throughout the study, regardless of teacher performance. Some generalization of teacher behavior was observed across tasks, but was extremely variable across both workshop and coaching conditions. After the cessation of coaching, teacher performance remained stable across maintenance phases and at a 6-week follow-up.
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Piveral, Joyce A. Wake. "Quality and impact of a performance based teacher evaluation pilot program /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974670.
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Marlin, Thomas William. "An Analysis of Teacher Performance Evaluation Policies and Criteria in Texas Public Schools." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331221/.
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The purposes of this study were to identify the procedures and criteria used for conducting teacher performance evaluation in Texas public schools, to determine the degree to which teacher performance evaluation procedures and instruments reflect the stated evaluation policies of Texas public schools, and to determine the degree to which teacher performance evaluation instruments used in Texas public schools reflect presage criteria (teacher characteristics) as opposed to process criteria (teacher behavior) as opposed to product criteria (student change or gain) as opposed to general job performance requirements (job expectations). The main findings include the following. (1) Teacher performance evaluation is required in all Texas public school districts and is often performed several times a year by more than one observer. The building principal is the key person involved in this process. (2) Although all school districts stated the supervisory function of the improvement of instruction as the major purpose of their teacher performance evaluation policy, a large number of school districts utilize teacher performance evaluation for the administration functions of serving as a basis for retention or dismissal. (3) If in reality teacher performance evaluation were construed as the improvement of instruction or teaching performance, it should be predictable that process criteria (teacher behavior) would account for the majority of items in the evaluation instruments. However, these items accounted for only about one-fourth of the total number. At the same time, items relating to general job requirements accounted for over 50 percent of the items. This exhibits a maintenance rather than teaching thrust. (4) The data gathered on current teacher performance evaluation instruments appear to be highly pertinent to maintaining the school as an organization and appear to be helpful in making personnel decisions. (5) Teacher performance evaluation instruments in Texas public schools are much more heavily weighted toward assessing teachers in their multiple roles rather than the many aspects of teaching.
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Kavanagh, Michael Christopher. "Teacher cognition among tertiary-level Chinese English teachers." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.
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Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2009.<br>Bibliography: p. 246-275.<br>Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.<br>Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels.<br>Mode of access: World Wide Web.<br>275, [140] p. ill
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Wyandt, Beth A. "Teachers' Dispositions toward the Ohio Teacher Evaluation System." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1459773952.
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Flitcroft, Deborah. "Impact of teachers' behaviours on student motivation and exam performance." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/impact-of-teachers-behaviours-on-student-motivation-and-exam-performance(e54d6885-e78a-43ee-aaf7-89050a153daf).html.
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Student motivation is a significant concept as school teachers need to be able to mobilise students to work towards success in examinations. This thesis investigated the impact of teachers' behaviours on students' motivation and examination performance and how these behaviours could be adapted to suit the needs of students. A systematic review of the literature examined how secondary school teachers use motivational strategies in respect of student academic assessment, performance and attainment. Six studies were included in the review and showed both the positive and negative impacts of teacher behaviour on students' academic performance. The review highlighted a need for further research on teachers' knowledge of the impact of their behaviours on student motivation. An empirical study was completed which engaged high school teachers as participants, affording the opportunity to reflect on their current practice from feedback from their students. The research progressed through 3 phases: focus group of six teachers teaching high stakes examination programmes to students age 14-16 (English GCSEs); 10 interviews with students selected from each teacher's classes; and a second focus group re-convening the teachers. The research found a link between what students perceived to be motivational and the changes that teachers were able to envisage for future practice, indicating that teachers were able to learn from their students. The implications for educational psychologist practice and future research are discussed. Finally, the thesis concludes with a reflection of the dissemination of the above pieces of research. Dissemination focussed on offering the findings to schools and using methods of consultation and collaboration to integrate findings in to school practice.
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Miles, Bernardine Goode. "The Relationship Between Selected Attributes of Algebra I Teachers and Student Achievement on the Algebra I SOL Test in Grades 9-12." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/77304.
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This study of the relationship between teacher attributes and student scores on the SOL Algebra I Test in Grades 9-12 focused on three prominent teacher attributes: certification, specialization in math, and years of experience teaching math. The study also assessed two additional relationships: 1) the relationship between student socioeconomic status, as reflected in the percentage of students who receive free or reduced fee lunch, and the SOL test score; and 2) the association between teacher perceptions of Stronge's (2002) domains of effective teaching and achievement on the SOL Algebra test. Teachers who taught high school Algebra I in the Commonwealth of Virginia voluntarily completed a questionnaire about their experiences and educational preparation, and their perceptions of teacher attributes that contribute to student achievement in Algebra.
The study found no significant relationships between the teacher attributes and student achievement on the Algebra I SOL test. Only two of Stronge's domains of effective teaching, <i>Teacher as a Person </i>and <i>Monitoring Student Progress and Potential </i>, were statistically significant. These findings affirm recent reports that traditional measures of teacher quality such as seniority or certification, or established views of effective teaching may not be related to student achievement. The study found that the students' socioeconomic status had a statistically significant association with student achievement on the Algebra I SOL test.
Although the study findings are limited because of the small sample size and the homogenous sample of Virginia teachers, the findings are consistent with recent reports on effective teaching, and widespread educational reform. Studies that are specifically focused on the teaching of subjects such as Algebra could help to identify the characteristics of great math teachers and the unique teaching strategies these teachers use to help students successfully learn math. New research that utilizes qualitative research methods has the potential to identify additional classroom strategies and approaches used by great teachers.
In 2009, No Child Left Behind requires that all schools find, hire, and retain highly qualified teachers for core subject areas. The findings of this study suggest that traditional measures for hiring and rewarding teachers may need to be expanded to include new perspectives on selecting effective teachers.<br>Ed. D.
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LaCaze, Donna Odom. "An Investigation of Factors Identified By Novice Teachers That Influence Performance on Standardized Assessments and Teacher Performance." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/646.
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Entry in the teaching profession is often dependent on a number of steps or phases involving standardized assessments and performance assessments. The relationships between and among the variables incorporated in such instruments are typically assumed, but not necessarily substantiated. Furthermore, the relationships between the variables assessed and factors involved in teacher preparation have not been investigated. This study was designed to investigate the nature of such relationships in one particular case. In the spring of 1997, the Louisiana legislature changed the Louisiana Teacher Assessment Program to create the Louisiana Teacher Assistance and Assessment Program (LaTAAP). LaTAAP is a uniform statewide program for new teachers entering service for the first time in a Louisiana Public School System. Through LaTAAP, each new teacher is assigned a mentor teacher who helps him or her transition into the career of education as successfully and effectively as possible (Louisiana Department of Education, Professional Development Manual, 2002-2003). The Praxis is a series of tests developed by Educational Testing Service (ETS) that provides tests and other services for states to use as a part of their teacher licensing and certification process. The Praxis Series is currently required for teacher licensure in Louisiana and 43 other states and U.S. jurisdictions (Educational Testing Service [ETS], 2005-2006). The purpose of this study was intended to address relationships by investigating the factors identified by novice teachers as influencing their performance on Praxis and LaTAAP. Additionally, this study addressed whether the mentoring component increased teachers' sense of their capacity to teach effectively. The central research question was: What factors or issues are identified by novice teachers as influences on their performance in standardized assessments and classroom teaching effectiveness? This qualitative study utilized a phenomenological approach employing data collection techniques consisting of personal questionnaires, interviews, and focus groups. Data were collected exclusively from ten participants who completed LaTAAP over the past four years and passed Praxis. An analysis of the data revealed several commonalities of the participants' Praxis and LaTAAP experiences which have had an effect on their professional practice. The issues in common included professional growth, mentoring, and testing.
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Hoelzle, Joseph T. "A causal comparative study of performance pay for teachers in Ohio: Does performance pay affect student and teacher performance?" Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530190387268275.
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Passos, Ana Filipe José. "A comparative analysis of teacher competence and its effect on pupil performance in upper primary schools in Mozambique and other Sacmeq countries." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09242009-235334.
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Maile, Simeon. "Recognition of competence an empowerment model for the retention of excellent teachers in the classroom /." Thesis, Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-01312007-111506.
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Barry, Damien. "The Value of The Australian Professional Standards for Teachers as an Evaluation Tool to Enhance Teacher Quality." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/402258.
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Enhancing achievement for all students has long been the purpose of schools. With evidence that teacher quality is the most important school variable influencing student achievement, teacher evaluation can be a key lever in assisting schools and teachers to have a specific focus on teacher quality in order to improve student outcomes. Increasingly, schools are using The Australian Professional Standards for Teachers
(AITSL, 2011) as the platform upon which to base evaluation of teacher performance as it provides clarity around what constitutes effective teaching. However, there is a need to explore the value of this framework as a tool to enhance teacher quality, when used as part of a teacher evaluation process within a school. This purposive single case study was conducted in one school across five geographic sites and used a mixed methodology approach. Data were collected through a survey instrument and semi-structured interviews.Phase 1 occurred in Term 1 of the 2017 school year with 25 teachers completing the survey. Of these, seven agreed to be interviewed about their experiences with teacher evaluation processes prior to 2017. Phase 2 revisited the same teachers in Term 4, 2017, following their involvement in a new teacher evaluation process that incorporated The Australian Professional Standards for Teachers.
On this occasion, 23 teachers completed the survey. Six teachers from the original seven agreed to be re-interviewed.A thematic network approach was applied to analyse the interview data and structural equation modelling was used to analyse the survey data. The benefit of this methodology is that it produces sufficient data to enable insights into the key factors that affect a teacher evaluation process, and, it facilitates recommendations to inform future teacher evaluation procedures within schools.
The value of The Australian Professional Standards for Teachers, for the purpose of a teacher evaluation process, are that they present a framework upon which to base judgements around teacher performance, they create a structure for the provision of feedback, they offer a common language across school staff, and finally, they provide clarity around what teachers are expected to know and do as part of their professional role. Findings from this studyrevealed a number of themes and suggest that the evaluation mechanism itself, and inclusion of The Australian Professional Standards for Teachers
as part of any evaluation mechanism, are secondary to a range of other important factors including: the relationship that the teacher has with their evaluator; the skills of the evaluator; and the addition of a developmental plan post evaluation. Based on these findings, recommendations for teacher evaluation processes are; for a common understanding of quality teaching across the school; data to inform feedback needs to be from a wide range of sources, be ongoing, and both formal and informal; sufficient time should be set aside to do the process well; the evaluator must have the experience to interpret the data correctly; and finally, the evaluator must have the skills and training to deliver feedback in an effective manner.<br>Thesis (Professional Doctorate)<br>Doctor of Education (EdD)<br>School Educ & Professional St<br>Arts, Education and Law<br>Full Text
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Preece, Heidi S. "Teacher-And Student-Developed Summaries of Performance: Perceptions of Teachers and Vocational Rehabilitation Counselors." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4542.
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Students receiving special education services occasionally experience problems with accessing adult services after graduation. Mandated by the Individuals with Disabilities Education Act reauthorization of 2004, the summary of performance (SOP) is a document that should ideally provide necessary information to adult service providers on needed services and eligibility of a student after graduation. This project examined student-completed portfolios and teacher-completed SOP forms to determine which form was more useful for providing necessary documentation for eligibility. Participants were vocational rehabilitation (VR) counselors and special education teachers who evaluated a student-completed portfolio compared with a teacher-completed SOP form in an online survey. Variables assessed by VR counselors included (a) value of the information provided for determining eligibility, (b) value of the information provided for plan development, (c) value of the information provided for identifying functional limitations, (d) comprehensiveness of information, (e) usefulness for communicating with other professionals, (f) usefulness for communicating with family members, (g) usefulness in creating familiarity with student, (h) time required to conduct review, and (i) time required to read/comprehend the document compared to value. Special education teachers evaluated and compared a student-completed portfolio with a teacher-completed SOP form using a similar survey. Variables assessed by special education teachers included (a) value of the information provided for determining postsecondary goals, (b) value of the information provided for transition plan development, (c) value of the information provided for identifying functional limitations, (d) comprehensiveness of information, (e) usefulness for communicating with other professionals, (f) usefulness for communicating with family members, (g) usefulness in creating familiarity with student, (h) time required to conduct review, and (i) time required to read/comprehend the document compared to value. The results show that a student-completed portfolio was rated more favorably than a teacher-completed form on most variables. VR counselors reported receiving a more complete picture of a student in the student-completed form. Special education teachers rated the student-completed portfolio as higher in value than the teacher-completed SOP. Findings suggest the need for more research on a student-completed portfolio as an SOP.
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Melton, Dana Elizabeth Tharp Piveral Joyce. "Adaptation of the innovation configurations for school-based staff developers for the development of a measure of reading coach job performance." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6772.
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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 26, 2010). Thesis advisor: Dr. Joyce Piveral. Vita. Includes bibliographical references.
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Davies, Kim. "Teachers' implicit theories of intelligence and their relationship to performance feedback and teacher efficacy /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17962.pdf.
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Kambeya, Norma Vanessa. "Georgia teachers' perceptions of principals' interpersonal communication skills as they relate to teacher performance." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/norma_v_kambeya/kambeya_norma_v_200801_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2008.<br>"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 Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 148-165) and appendices.
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Wildman, Richard Hugh. "A Phenomenological Study of High School Teachers' Motivation as Related to Teacher Performance Management." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/426.
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Teacher motivation factors prominently in the sustainable development of educational institutions, and relate to self-efficacy, job satisfaction, and retention. Prior motivational research in education has addressed factors relating to teacher motivation, but there is a dearth of research into the impact of performance management on motivation. This phenomenological study examined the lived experiences of 5 teachers in relation to the performance management process in the selected school. The project study was guided by Bandura's social cognitive theory, Maslow's hierarchy of needs, and Herzberg's motivation-hygiene theory. In-depth, semistructured interviews were used to extract the essence of the lived experiences as expressed by teachers. Interviews were transcribed, reduced, coded, and analyzed for common thematic elements and essences regarding the impact of performance management on motivation. The findings revealed demotivational elements in the performance management process of the school that impacted job satisfaction and retention. This study also included developing a professional development project to enhance the capacity of school administrators in understanding teacher motivation and how the delivery of performance management can be used as a developmental tool to improve teacher motivation. The study and project facilitate positive social change by providing a deeper understanding of teacher motivation and by developing a performance management model that promotes capacity building and motivation. The study findings will be beneficial to teachers, school administrators, and human resource personnel.
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Argotsinger, Jamie A. "Components of performance-based teacher evaluation systems related to teacher growth : a case study /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060087.
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Graves, Nora Annette. "Structuring teacher knowledge to optimize teacher performance." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000073.
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Delli, Dane A. "The predictive validity of the Teacher Perceiver Interview on the teaching performance of classroom teachers /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1294836802.
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Eisenberg, Nicole Vivian. "The performance of teachers in Chilean public elementary schools exploring its relationship with teacher backgrounds and student achievements, and its distribution across schools and municipalities /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1579171941&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Orphanos, Stelios Andreas. "Do good grades make a good teacher? : an investigation of the relationship between teachers' academic performance and perceived teacher effectiveness in Cyprus /." May be available electronically:, 2008. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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Braun, Gretchen Louise. "Prediction of K-5 Student Achievement Using Teaching Candidate Performance on the Teacher Work Sample: A Predictive Validity Study." VCU Scholars Compass, 2005. http://hdl.handle.net/10156/2184.
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Hua, Yi. "Teacher Perceptions of Teacher Performance Pay and Performance Evaluation in Yunnan Province, China." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1530192444.
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In China, teacher performance pay has been implemented for eight years, but teachers’ perceptions regarding its implementation have been examined seldomly. Exploring teachers’ perceptions is a path to hear teachers’ voices, inspect implementation practice, and evaluate impacts. This mixed-method study explored teachers’ perceptions toward performance pay in Panda School District of Kunming City, Yunnan Province, China through surveys, interviews, and artifacts. A total of 333 valid responses to the survey were collected and 14 teachers participated in follow-up semi-structured interviews. The quantitative results indicate low to moderate teacher support for performance pay. The qualitative themes generated through content analysis present teachers’ perceived merits and problems associated with the implementation of performance pay. A seven-factor model was extracted through principal component analysis drawn from the teacher perception survey, with 58.4% of the variance in perceptions explained. Significant differences in teachers’ perceptions toward performance pay and evaluation measures were found based on participating teacher and school characteristics. The findings suggest that local governments should increase funding in teacher performance pay if it is to be successful. Additionally, the specific guidance needs to be developed to regulate school-based performance pay programs that consider school contexts. Further, policymakers and school administrators should focus on the structure and associated evaluation indicators of performance pay. It is necessary for school leaders to improve leadership through professional development programs at the same time of implementing performance pay.
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Durst, Melissa Anne. "Assessment of Ohio Music Teachers: Challenges and Implications." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1335757438.
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Huarng, Yih-Yuung. "Analysis of Relationships Between Selected Requirements for Admission to Elementary Teacher Education and Teaching Performance." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331280/.
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The problem of this study is concerned with the relationships between selected requirements for admission to elementary teacher education and teaching performance. The purposes of this study were (1) to investigate the relationships between teaching performance, as evaluated by a principal, and five selected admission criteria (the GPA at the time of admittance to teacher education; achievement test scores in reading, language, mathematics; and instructor appraisal of the student during the first education course); (2) to determine whether or not the five selected admission criteria used singly, or in some combination, predict success in teaching performance.
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Brenes, Carvajal Marlene Gerardina del Carmen. "Initial development of English language teachers in Mexico." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/45945.
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Thesis (DAppLing)--Macquarie University, Faculty of Human Sciences, Department of Linguistics, 2009.<br>Bibliography: p. 167-188.<br>Introduction -- Contextual background -- Literature review -- Methodology -- Pre-service teachers' beliefs about being a teacher -- Practicum students' beliefs about the teaching experience -- Teachers' first year experience: beliefs and reflections -- Conclusions.<br>This research focuses on the analysis of the beliefs of pre-service Mexican student-teachers from a public university in central Mexico who have learned English as adolescents or young adults. Specifically, it examines their beliefs about teaching and about themselves as English teachers in different stages of initial professional development. The participants reflected on their experiences as English language learners, students, teaching practicum students and as first year teachers in a follow up study. -- This thesis is composed of three studies that are linked by involving the same participants. The studies follow these participants through different stages in their initial development as teachers.The research is set within the qualitative research paradigm and draws on qualitative data and interpretive analysis. The data were retrieved using the following procedures: autobiographies, a focus group interview, journals, personal interviews and short narratives. -- Responses to the following research questions emerged through the different stages of this thesis. 1. What initial beliefs do pre-service and beginning students hold about being a teacher? 2. Do these beliefs evolve or change during the initial stages of their teacher development? 3. Do their experiences during their initial stages of their development influence their beliefs? -- There is little research on English language teacher beliefs in Mexico. It is considered that research in this area can contribute to the understanding of the processes of what English language teachers' beliefs are and how they evolve or develop over time and the influences that they may have on the actual teaching process. This research may contribute to bring to the attention of English language teacher preparation programs the necessity of providing opportunities for student-teachers to unpack their beliefs and reflect and view them in the light of the courses and their practice in order to create an understanding of the Mexican educational context of which they will be a part.<br>Mode of access: World Wide Web.<br>viii, 265 p
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Mokoena, Mamolahluwa Amelia. "The effects of developmental appraisal policy on teacher learning." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03302005-103907.
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Foxall, Gemma Louise. "A primary school internship model: Graduate teacher performance as perceived by employing principals." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1401.
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Achieving an effective balance between the theoretical and practical components of pre-service teacher education has been a long debated issue. The quality of pre-service teacher practicum experiences vary, and are dependent on numerous variables, such as the duration of the practicum and the quality of the mentoring and provision of feedback.
This study reports on an Internship Model, which began in 2009, and its perceived impact on the quality of graduate teachers in Western Australia. As an ‘Intern Teacher’, pre-service teachers spend their final academic year working at a selected primary school, paired with a trained mentor and receive ongoing standards-based feedback. Throughout the year they participate in weekly professional development sessions.
In 2014 there are over 50 ‘Intern Graduates’ working in Western Australia who have qualified through the Internship Model and two partnering Western Australian universities. This mixed-methods study invited all principals with an Intern Graduate in their school to compare the work of Intern Graduates and non-Intern Graduates via a survey, based on the Australian Professional Standards for Teachers. The quantitative data analysis included a binomial analysis, looking at the proportion of principals who perceive their Intern Graduate to perform at a higher or significantly higher level than one they expect from traditionally educated graduate teachers. The qualitative component of the study includes analysis from interviews with four principals in order to identify key areas of significance in relation to principals’ perceptions of graduate performance.
This thesis makes recommendations based on the study’s key findings, which show that principal participants believe Intern Graduates perform at a higher level than non-Intern Graduates. Recommendations may be of interest to the Department of Education, school leaders and tertiary institutions, and are particularly relevant in the current national climate of improving teacher quality and addressing the problems of graduate teacher retention.
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Rogers, Eric Paul. "Scale Construction and Halo Effect in Secondary Student Ratings of Teacher Performance." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd910.pdf.
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Sieger, Crystal Anne. "Identity Perceptions of Music Performance/Music Education Double Majors: A Qualitative Study." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/268353.
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Undergraduate students who double major in music performance and music education often face issues with identity perception unlike those of their single-major counterparts. As they simultaneously develop both identities, double majors cope with additional challenges as they determine who they are and who they hope to become. Some easily adapt to both identities--incorporating values of both majors to create a well-rounded persona--while others struggle to find balance between the two identities. The purpose of this study was to investigate the early stages of performer-teacher identity by examining double majors in various stages of their programs of study who aspire to become a performer and music educator. Using individual and focus-group interviews and e-mail prompts, I investigated the experiences of five undergraduate students majoring in music education and music performance. Participants were asked to describe influences that led them to the double major. They were also asked to consider which of their majors they felt to be more prominent, and how they intended to utilize each major in their future. Participants also described qualities of ideal performers and teachers. They responded to questions regarding training received and perceptions of superiority and inferiority within the school of music. Six themes emerged from the analysis. I found that participants were enveloped in varying degrees of blended musician identity depending on the length of their experience. Participants had been socialized primarily by family and teachers, and secondarily by applied professors and practical experiences. They felt most like performers or teachers when involved in hands-on experiences, and those experiences that were considered in real-life situations were the most helpful in identity development. Participants expressed concerns regarding heavy workloads and their ability to develop adequate skills for success. I also discovered a tendency of participants to cater to the perceptions of those within their environment. Concern for the opinions of others often led to a superiority/inferiority conflict between performance majors and music education majors both within and across applied studios. Implications for music school faculty and music students are included.
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Stepp, Randolph Scott. "A comparison of classroom teachers' and superintendents' views of teacher salary schedule components." Ashland University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1271445908.
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Sugden, Norma A. "Teacher Workload: A Formula for Maximizing Teacher Performance and Well-Being." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/563.
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Research has shown that teacher workload is intensifying and teachers are increasingly leaving the profession prior to having taught for 35 years. The purpose of this mixed method, sequential, phenomenological study was to determine (a) how workload intensification impacts teacher performance and well-being, (b) whether or not workload intensification was a primary factor in teachers’ choosing to leave the profession early, and (c) a formula for maximizing teacher performance and well-being. Apple’s workload intensification thesis was the theoretical framework for this study. Quantitative data obtained via a survey (N=484), together with qualitative data collected via four focus group sessions and individual interviews with 15 teachers who had left the profession early, were utilized to determine if there is a problem with workload intensification in this east coast Canadian province. Quantitative data were analyzed using the chi-square test to determine the relationship between the independent variable (workload intensification) and each of the two dependent variables (performance and well-being). Qualitative data were analyzed to determine emergent themes with respect to workload intensification. Findings from this study indicated that there is a significant relationship between the independent variable and each of the two dependent variables. Qualitative data substantiated the quantitative findings that indicated (a) the presence of a problem with workload intensification and (b) that workload intensification is a primary factor in teachers’ choosing to leave the profession early. Recommendations include having administrators address identified current teacher workload issues. Positive social change may result if administrators utilize the derived formula for maximizing teacher performance and well-being when assigning teaching and nonteaching duties to teachers.
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Gamero, Maria Manuela Bico Rosa. "Implicações da avaliação do desempenho docente na aprendizagem dos professores e no seu desenvolvimento profissional: perspetivas de professores de inglês." Doctoral thesis, Universidade de Évora, 2018. http://hdl.handle.net/10174/24849.
Full textAbstract:
A presente investigação procura determinar, segundo a perspetiva de professores de Inglês, as
implicações da avaliação do desempenho docente na aprendizagem dos professores e no seu
desenvolvimento profissional, no atual contexto educativo.
Com este objetivo, optou-se por uma abordagem quantitativa e qualitativa, com recurso às
técnicas de inquérito por questionário (n=142) e de análise de incidentes críticos (n=12).
Os resultados revelam um conhecimento amplo dos inquiridos sobre os normativos
consubstanciados no modelo de Avaliação de Desempenho Docente (ADD). Contudo,
observamos ambiguidade e ambivalência nas questões centrais da ADD, especialmente em
função dos anos de serviço. Por um lado, os docentes expressam concordância com a
influência da ADD na aprendizagem, salientando os seguintes indicadores: reflexão,
cooperação e promoção da formação do professor. Por outro lado, discordam, baseados nos
indicadores subsequentes: burocracia, redução do tempo útil de trabalho, desmotivação,
ausência de partilha de saberes, mau ambiente e conflito de interesses.
Relativamente ao contributo da ADD para o Desenvolvimento Profissional do Professor
(DPP), observa-se aquiescência dos docentes sobre os propósitos formativos e discrepância
sobre os propósitos sumativos da ADD, reconhecendo a importância da autoavaliação para a
aprendizagem do professor, e revelam indefinição sobre o contributo do relatório anual de
autoavaliação para o DPP. No referente ao Projeto Docente, a maioria dos inquiridos
desconhece o mesmo. Porém, aqueles que o conhecem sublinham a reflexão, a planificação, a
concretização e a aferição das metas e objetivos definidos na ADD como contributos para o
DPP.
Quanto aos aspetos a melhorar, salientamos o reforço da supervisão da prática pedagógica,
centrada na observação de aulas, como processo contínuo e compartilhado entre avaliados e
avaliadores, quer internos, quer externos, e uma maior autonomia e participação dos
professores no processo de ADD, para aumentar a articulação entre a ADD e o DPP,
contribuindo para o desenvolvimento dos alunos e da escola, numa verdadeira comunidade de
aprendizagem; Abstract:
Implications of Teacher Performance Evaluation in Teacher Learning and their Professional
Development: Teachers of English Perspectives.
The present research attempts to determine the implications of the teacher performance
appraisal in teachers' learning and in their professional development in the current educational
context, according to English teachers' perspectives.
Aiming this goal, a quantitative and qualitative approach was undertaken, combining the use
of questionnaire survey techniques (n = 142) with a critical incident analysis (n = 12).
The results have revealed a broad knowledge of the respondents on the legalisation
scaffolding the teacher performance evaluation model. However, there is ambiguity and
ambivalence on teacher’s responses about some central issues concerning teacher evaluation
especially when we take into account teacher’s tenure. On the one hand, teachers agree on the
influence of Teacher Evaluation (TE) on learning, emphasizing reflection, cooperation, and
promotion of teacher education. On the other hand, they disagree, pointing out aspects that
tend to deteriorate the teaching and learning process, such as: bureaucracy, reduction of
working time, demotivation, lack of sharing of knowledge, bad environment and conflict of
interest.
Concerning the contribution of the TE to the teachers’ professional development (TPD), not
only teachers' acquiescence on the formative purpose, but also the discrepancy on the
summative purposes of the TE are acknowledged. The importance of self-assessment for
teacher learning is also recognized. However, there is uncertainty about the contribution of the
annual self-assessment report for professional development purposes. The Teaching Project,
is unknown for the majority of the respondents, even though those who know it emphasise its
contributions for their professional development due to the reflection, the planning, the
implementation and the measurement of the goals as well as the objectives defined within the
TE model.
Regarding the aspects highlighted by the teachers to improve TE, we emphasise the
reinforcement of the supervision of the pedagogical practice, centred on the classroom
observation, as a continuous and shared process between appraisers and appraises, both
internal and external, as well as the promotion of teachers’ autonomy and the participation in
the assessment process in order to increase the link between TE and TPD, thus contributing to
the students’ and the school’s improvement as a true learning community.
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Dixon, Marva T. (Marva Thomas). "Texas Teacher Education Reform of 1992: An Analysis of Events, Processes, and Results." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278094/.
Full textAbstract:
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.
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Campbell, Judith Prugh. "EVALUATING TEACHER PERFORMANCE IN HIGHER EDUCATION:THE VALUE OF STUDENT RATINGS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3032.
Full textAbstract:
The purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from student ratings were used to promote instructional effectiveness. A total of 358 students, faculty, and administrators from 5 Florida community colleges contributed their opinions on the value of the practice of student evaluation of teaching. Data were collected using mixed methodology. The survey and interview sessions were conducted on location at the respective community colleges. Descriptive statistics, correlation and regression procedures, one-way analysis of variance, t-test, and phenomenological analysis were used to analyze the data. Quantitative results indicated that these 320 community college students believed that student ratings had value, and, thus their role as instructor evaluator was important. Furthermore, the students believed student evaluations were important to faculty and administrators. However, most students were either unaware or did not believe that student evaluations had any effect. Phenomenological analysis of the extensive descriptions provided by 21 faculty participants suggested that the numeric data provided by student evaluations was generally an ineffective method to impact instruction. Faculty described their frustration with inadequately designed instruments, ineffective methods of receiving ratings results, and limited or non-existent feedback from supervisors. Phenomenological analysis of the 17 administrators' transcriptions suggested that although the student ratings practice was vital to institutional integrity the results from student evaluations were marginally valuable in their impact on enhancing instruction and of limited value in faculty evaluation. Implications for student evaluation practices drawn from this study included the need for institutions to: (a) assess the value of their student evaluation practice and its impact on teaching effectiveness; (b) define and clearly articulate a statement of purpose for conducting student evaluations; (c) refine procedures for administering the student evaluation practice; (d) examine their student evaluation practices and instrument on a regular review cycle; (e) adopt alternative methods for collecting and disseminating student feedback; (f) implement student evaluation measures that reflect the varied teaching approaches and diverse learning environments.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Educational Leadership
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Doerfert, David Lawrence. "Performance of regular and industry-prepared vocational education teachers in Ohio on the National Teacher Exam core battery tests /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487671640054521.
Full text
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Adkins, Gregory. "TEACHER PERFORMANCE PAY: THE PERCEPTIONS OF CERTIFIED SCHOOL-BASED PE." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3585.
Full textAbstract:
To meet the continued demand for educational reform, the state of Florida enacted legislation in 1998 that required school boards to base a portion of the salary for school administrators and instructional personnel on performance. Although ahead of the required statutory timeline, the School District of Lee County implemented a teacher performance pay plan during the 1998–1999 school year as a result of Florida's legislative direction. The problem of this study was to determine the perceptions of Southwest Florida school-based certified staff regarding the implementation of teacher performance pay in a school district where performance pay had been in operation for the five years prior to this study. The population of this study consisted of the certified school-based personnel employed by the School District of Lee County, Florida. A random sample of 1,000 members was selected from the instructional population. Additionally, this study included the entire population of 176 school-based administrators for an overall sample of 1,176 members. Participants were asked to complete the survey instrument, Teacher Performance Pay Attitudinal Survey designed by the researcher. This instrument was developed to fit the unique requirements and specific nature of this study. Although intended to motivate teachers, the teacher performance pay plan examined in this study was perceived by instructional staff and administrators as not motivating. Findings of this study also show that most teachers and other instructional respondents disagree that teacher performance pay provides an incentive to work harder toward improving student achievement. Additionally, a majority of the instructional respondents did not agree that performance pay encouraged them to participate in staff development or motivated them to change their instructional practice. Finally, most respondents, both instructional and administrative, did not agree that the current performance pay system was fair. These findings suggest that the performance pay program of the current study may have fallen short of its intended goal. This study also found many differences in perceptions of teacher performance pay among the demographic variables. These differences were particularly significant in several survey areas to include the respondent's years of experience, union status, and position. Findings in this study suggest that performance plan design should clearly connect the compensation reward to performance so that educators understand the performance level required. The findings of this study also suggest that improving the alignment between the performance pay plan and school goals should be a consideration in any future plan revision.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Educational Leadership
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Copper, Michael C. "Teacher expectations and student achievement." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720325.
Full textAbstract:
The 1989 Teacher Expectations and Student Achievement (TESA) study analyzed whether students perceived as low achievers, having been taught by TESA-trained instructors in the Metropolitan School District (MSD) of Warren Township over a three-year period, achieved significantly (p < .05) higher academic gain than a similar control group of students not taught by TESA-trained instructors as measured by the Comprehensive Test of Basic Skills (CTBS).Federal Judge S. Hugh Dillin, in 1971, found the Indianapolis Public Schools (IPS) system to be racially segregated in violation of the Constitution. The ruling indicated that the school system was denying equal opportunity to black children because of race. Following ten years of review and appeals to higher courts, one-way busing of black students from IPS to six suburban school districts began in the fall of 1981 in Marion County, including the MSD of Warren Township. Some of the greatest concerns for one-way busing included the steps being taken to ensure fair treatment and full academic opportunity for all children involved in desegregation.As a result of the desegregation order, the MSD of Warren Township and several other Indianapolis suburban school systems adopted the TESA staff development program. TESA is an intervention program designed to encourage non-discriminatory behavior toward all students in the classroom in order to increase academic performance.The original TESA research was conducted in 1974 by Sam Kerman and Mary Martin in school districts in Los Angeles, California. This 1989 TESA study covered five school years from 1982-1983 through 1986-1987, and followed the progress of 102 students through three consecutive years of being taught by a TESA-trained teacher, or a teacher not trained in TESA skills, in 246 classrooms.A multivariate analysis of variance (MANOVA) indicated that neither group (TESA or other) or race (black or other) were found to be statistically significant in improving students' academic achievements on the CTBS. Although some academic gains were noted for students taught by TESA-trained teachers over a three-year period, the gains were not statistically significant. TESA continues to be a staff development program many school systems support, but perhaps the interest should not include the expectation that low achieving students will significantly improve academic achievement.
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Hopkins, Paul Thomas. "Teacher perspectives of the use of student performance data in teacher evaluations." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618729.
Full textAbstract:
The purpose of this study was to determine how K-12 public school teachers perceive the use of student performance data in teacher evaluations. The proprietary, utility, feasibility, and accuracy standards created by the Joint Committee on Standards for Education Evaluation (JCSEE) served as a framework for the study. An online survey was deployed to a random stratified sample of teachers across the United States. Participants responded to thirty statements using a four-point Likert Scale that ranged from Strongly Agree to Strongly Disagree. Participants were also provided an opportunity to list and describe additional items that they favored and feared with respect to using student performance data in teacher evaluations. Descriptive statistics and ANOVA were used to determine the level of teacher agreement on statements. Responses were further analyzed to determine the impact that the following demographic factors had on perceptions: (a) years of teaching experience, (b) teaching in a union and non-union states, (c) teaching a tested and non-tested grades and courses, and (d) teaching in elementary, middle, and high schools. Results indicated a strong level of agreement among teachers on the positive impact that the use of student performance data will have on improving teacher evaluations. Further results indicated that demographic factors played a minimal role in influencing participants' perceptions.
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Mahloane, Kabelo Ben. "Nature of in-service training to capacitate public secondary school teachers in the Matlosana area : a public management perspective / Kabelo Ben Mahloane." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8244.
Full textAbstract:
The purpose of this research activity was to determine the nature of in-service training as a
mode of capacitating and developing teachers in public secondary schools serviced by the
Matlosana Area Office (AO).
The process of teacher in-service training is constantly faced by challenges, which derail
and stall progress and sometimes negatively affect learners’ performance. Amongst others,
these challenges include: changes in the curriculum, inconsistent monitoring and follow-up
on in-service training programmes, the impact of teacher performance on learners’
attainment, the HIV/AIDS scourge, poor learner discipline, incorrect placement of teachers
with regard to school and subjects taught, and the low participation of key role-players.
The Department of Education (DoE) is divided into the Department of Basic Education and
the Department of Higher Education. A literature study to look into the Department of Basic
Education’s Acts, policies, strategies and other relevant documents aimed at skilling and
developing teachers, was carried out. This assisted the researcher in understanding the
legal parameters that guide teacher in-service training. Upon completion of the literature
study, a brief explanation of the empirical research design, the administration and the use
of the questionnaire as a research tool, are given.
Data were collected from the respondents in the randomly selected secondary schools in
the focus area – by means of a questionnaire. These data gave the researcher an idea of
the situation with regard to teacher in-service training in the Matlosana Area Office’s
responsibility area. To respond to the statements, respondents were required to indicate
their views by ticking on a 5-step Likert scale. Respondents were given the opportunity of
writing down their opinions; and these were summed up and indicated. Data collected were
analysed and presented in the form of tables and histograms. This was followed by the
interpretation of these data.
Chapter 5 of the mini-dissertation presents a summary of the research activities. The
findings, in accordance with the literature review, and the results of the empirical research
with regard to the stated research objectives, are also presented. Finally, based on the
findings, conclusions are drawn and recommendations subsequently formulated. Major findings include the need for more time to be dedicated to in-service training,
thorough monitoring and prompt follow-up thereof. Data collected also indicated that the
DoBE has a number of programmes in place to develop teachers and to put them on a par
with curriculum requirements. Despite these efforts, some schools are still performing
below the required standard.<br>Thesis (M Development and Management)--North-West University, Potchefstroom Campus, 2012
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Edwards, Carla Ward. "The Effects of Modeling, Roleplaying and Feedback on the Performance of Teachers of Children with Autism." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc279282/.
Full textAbstract:
Teachers providing treatment to children with autism are responsible for implementing numerous procedures. Teacher training has not been addressed extensively in the literature. This study employed a multiple baseline design to evaluate the effects of a training package incorporating modeling, roleplaying and feedback on teacher performance. Results indicated that the teacher implemented correct teaching episodes following training. Changes in teacher performance were only observed when the training package was applied to each setting and skill area. As a result of changes in teacher behavior, the child demonstrated an increase in the number of desired responses. Results are discussed in the context of generalization, training package components, cost-benefit of single-subject designs, and limitations of the study.
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Mcmillan, Wendy Jayne. "Explaining differential performance of teacher college students." University of the Western Cape, 2001. http://hdl.handle.net/11394/8441.
Full textAbstract:
Doctor Educationis<br>The purpose of this study is to examine the relationship between identity and differential academic performance in a cohort of preprimary teachers-in-training. The study draws on indepth interviews with, and detailed observations of, nineteen students and five of their lecturers
at a college of education in Cape Town in the late 1990s. Through an analysis of the narratives of academic performance of these students, this work argues that students constructed narratives of academic performance framed by their expectations of what they considered possible for people of their particular identity. Thus as a consequence, students who shared common identities and social locations tended to share common narrative threads. This was most evident in the way in which three broad narrative perspectives emerged - framed by shared social locations of race, class, and gender, and common understandings of religion and cognitive ability. However, within each broad grouping
.individual agency nuanced how each student interpreted his or her personal history and particular social locations through the discourses to which he or she had access. This work presents a. challenge to the dominant metaphor of reproduction in the field of educational studies. It is clear from analysis of the students' narratives that as active agents they were not unproblematically reproduced by the teacher college as classed, raced, and gendered subjects. Rather, they produced themselves within existing, and often potentially contradictory, material and discursive contexts. In explaining differential academic performance, this work examines the way in which narrative understandings introduce people into particular ways of life through their authorial voice and legitimating functions. More specifically, it explains how subjective narratives of academic performance introduce students into particular social actions that result in 'objective' differential academic performance as recorded on year-end mark schedules. However, in selecting narrative analysis as a conceptual framework for the work, it has been possible to motivate for an explanation that goes beyond an analysis of academic achievement and failure. In successive chapters evidence is marshaled to frame an argument that students' narratives shape their social action as agents of history, and are implicated in the distribution of privilege within society. The framing of the research question was premised on the assumption that a relationship exists between educational outcomes and access to life chances. While evidence is presented that signals how subjective narratives of academic performance are 'lived out' as 'objective' academic performance, a linear relationship between marks as academic performance and life chances is raised as problematic. It is argued that rather than merely shaping academic performance, narratives as theories of social reality frame all understandings of the social world including access to socio-economic privilege. It is these understandings that get 'lived out' in the choices that students make about their futures. A significant thread to the argument is the extent to which lecturers are implicated in the narrative understandings that students construct, and consequently in the unequal distribution of privilege in society. While seeking to explain academic performance, the study comes to the significant conclusion that narrative understandings, rather than academic performance, are implicated in the distribution of privilege in society.
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Horn, Aidan. "Teacher Remuneration in South Africa: Incentivizing Performance." Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/33816.
Full textAbstract:
Despite high government expenditure, education in South Africa is poor quality. We focus on how teacher quality can be improved by improving the structure of their remuneration. Performance-related pay, which can be based either on measuring learner test scores, or by measuring teacher content knowledge or pedagogical skills, has sometimes been successful in countries with low levels of teacher effort, and may be applicable in South Africa. However, measures to enhance accountability or reward performance need to take into account resistance by teacher unions. We situate the discussion in the context of South Africa's existing framework for teacher remuneration under the Occupation Specific Dispensation. From this, we criticize the relatively flat progression of salaries as teachers' experience increases, which discourages skilled teachers from remaining in the profession. We propose that performance-based pay be integrated into the existing salary structure through bonus salary notch progressions, thereby also increasing the slope of salary progression.
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Hutto, Rodney Dean. "Teacher evaluation and development and student performance." Thesis, Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008259.
Full text
47
McGill-Franzen, Anne, and Renee Rice Moran. "The Place of Performance in Teacher Education." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3605.
Full text
48
Lev, Leora. "The contribution of teacher training to special education teachers' performance in the roles of leaders and managers of interdisciplinary teams." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30847.
Full textAbstract:
This action research examines the special education teachers' role perception as manager/leader of an interdisciplinary team. The need to examine the "problem sensation", which was defined and verified in this study, resulted from the implementation of the special education law in Israel (1998). The study examines the effect a training process has over the development of the special education teacher's leadership skills, if it includes: a place where the teacher is heard, empowerment processes towards realizing a sense of personal capability, a reflective discourse, knowledge and skills acquisition, and developing beliefs and positions regarding the leadership of an interdisciplinary team.;The study's findings were documented using three case studies, each based on the conclusions of the previous one, all interlinked by a category layout formed in the Pre-Test phase. The category layout formed the basis for all the content analysis of the participants' discourse, and pointed to the existence of a "problem sensation" regarding the change process/style they experienced.;In all three-research cycles, the majority of the discourse regarded the role perception as influenced by coping with the need to lead a team and lead change in a team. A direct connection was found between the intensity of the sense of capability to lead a team, and the level of coping with conflicts while performing the role. There was a noticeable difference in the change process style the two groups underwent. The power of the team was accentuated and there was an awareness to the knowledge and skills acquired.;The study's conclusions show: (1) the direct connection between the special education teacher's sense of personal capability and her leadership behaviour, (2) a demand for reassessing the special education teachers' training program regarding management and leadership roles, (3) a need for a formal assistant training program, which would be a formal team for their employment.
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Weaver, Jessica. "Teacher Factors and Student Achievement as Measured by the ACT Assessment and Subsequent Teacher Perceptions of Those Factors." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3540.
Full textAbstract:
The purpose of this quantitative study was to investigate educator factors that have an impact on student achievement and overall school performance as indicated in the American College Test (ACT) scores from the district and the individual schools. Educators from a moderate-sized public school district participated in an anonymous online survey. According to the Tennessee Department of Education (TDOE) Report Card, the district ACT composite is a 20.1 (TDOE, 2018e). Two of the district’s schools’ results are higher than the district composite, while the other five are consistent with or below the district composite. Participants of this study shared their number of years of experience, amount of professional development, and education level obtained, as well as their perceptions of these factors. All data were collected through an online survey distributed to 9th-12th teachers by email from school principals. The analysis of data was based on the responses of 67 teachers from this school district. For this study, non-experimental quantitative research was used with a comparative and correlational design. As indicated in the findings of this study, teacher experience, teacher professional development hours, teacher education level, and teachers’ perceptions of these factors did not play a significant role on student performance on nationally standardized tests, specifically the ACT.
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McDowell, Craig R. "Exemplary teachers' perspectives on performance." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2004. http://hdl.handle.net/10092/2846.
Full textAbstract:
This study investigated exemplary teachers' perspectives on performance in order to
understand the complex human interactions that constituted teaching and learning of the
highest order. Theories explaining the complex nature of teacher excellence remain
limited. The purpose of this study was to shed some light on the notion of performance
from the perspective of exemplary teachers and answer key research questions: what are
exemplary teachers' perspectives on the notion of performance, and how do exemplary
teachers enact these perspectives?
The use of a case study research design allowed for a number of methods to be used to
explore the topic. Five teachers that had received National Excellence in Teaching
Awards were interviewed and observed. Two were videoed, and a group interview
concluded the data generation phase. Qualitative methodology was used to allow the
participants to describe, in their own context, how they perceived performance and to
provide further insight into the richness, complexity and range of teacher attitudes and
values. Perspectives revealed there was no single way of understanding performance;
rather this was determined to some extent by participants' worldview. The
phenomenological research approach used allowed participants to describe their
perspectives on performance in an open and enlightened way, thus successfully gaining
entry into their conceptual world.
The perspectives of exemplary teachers in this study revealed four key conceptual
themes as being relevant to the notion of performance: relationships and influences,
self-concept, reflection and renewal, and performance expectations. Prominent amongst
these findings was the conclusion that these teachers had an overwhelming passion for
learning and excellence in terms of expectations for themselves and the students they
taught, an ability to reflect in a self-critical and natural way, a genuine desire to interact
and engage with people, and above all, a caring disposition towards people and their
performance. These teachers saw themselves as learners, continuously developing, and
through a strong self-belief, changing as their knowledge changed. How and why they
made decisions was closely linked to their beliefs, assumptions and dispositions they
held. Participants' perspectives indicated that high performance expectations relied on
the relationship between these beliefs and attitudes, and students' achieving well, not
only academically, but also first and foremost, in all aspects of being a person.
Exemplary teachers in this study wanted to motivate students for life, to show their real
talent and potential.
In this study, exemplary teachers' perspectives on performance showed that they were
emotionally committed to learn, motivated, and through thinking and accessing
information in a variety of ways, were prepared to learn in a worldly way. They were
passionate about choosing to use their ability and skills to make learning exciting and
interesting for students in the context that they perceived students and society expected.
These exemplary teachers saw it as their moral responsibility to serve society, to fulfil a
need. What made a teaching activity so special for the exemplary teachers in this study
was the feeling they got from the activity itself. They had taken charge of their
conscious experiences and inner life.