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Dissertations / Theses on the topic 'Teachers effectiveness'

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Published: 1 March 2023

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1

Player, Daniel W. "Monetary and non-monetary returns to ability in the market for public school teachers /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7505.

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2

Rawal, Shenila. "Teachers : an investigation into teacher quality and effectiveness." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020767/.

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This thesis presents a descriptive statistic and econometric analysis of differential teacher effectiveness in developing countries. The first chapter uses several different datasets to exam1ne South Asia's track record with regards to teacher quality. This quantitative analysis contributes to the evidence-base and confirms that teachers' subject-knowledge, management and accountability are vital aspects of teacher quality and require much improvement. The evidence also indicates that there is a growing use of contract teachers to help address rising student numbers by financially constrained governments, and that observable teacher characteristics play a limited role in explaining differential teacher effectiveness. These crucial findings are then investigated further. In the second chapter a systematic review of the international literature is conducted to examine whether contract teachers are indeed a cost-effective intervention. The stringent review process and methodology used provide significant and comprehensive evidence that contract teachers are as effective, if not more so, than regular teachers, and are conclusively more cost-effective than regular teachers. The final chapters test the hypothesis that differential teacher effectiveness stems from more than observable teacher characteristics, and more innovative reasons behind these differences are examined, with data from India and Pakistan. In particular, the social distance between the teacher and the taught as well as teacher attitudes and opinions are investigated, to give a more holistic approach to researching teacher effectiveness and its impact on student learning. The stringent pupil fixed effects methodology results show that a student's achievement in a subject in which teacher and pupil share the same gender, caste and religion is, on average, nearly a quarter of a SD higher than the same child's achievement in a subject taught by a teacher who does not share the same demographic characteristics (India). It also shows that teachers' attitudes and opinions can significantly affect students' educational outcomes (Pakistan).

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3

Doughney, John F. Laney James Duke. "The relationship of teacher efficacy to teacher concerns and job-embedded professional development." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9107.

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4

Halladay, Patrick. "Mid-career changers an investigation of non-traditional entrants into teaching /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. K-12 Education Administration, Dept. of Education Administration, 2008.
Title from PDF t.p. (viewed on July 8, 2009) Includes bibliographical references (p. 287-297). Also issued in print.

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5

Corkery, Debra L. "Developmental practices for effective teacher evaluation /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962515.

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6

King, Brad O. "Personal characteristics and level of effectiveness of agriculture teachers /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091936.

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7

Moxness, Katherine. "Individual instructor's perceptions of teaching context : identifying facilitators and barriers to completion of teaching projects." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38248.

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Frameworks seeking to explain teaching competency and development in higher education indicate that context and personal perspectives, as well as knowledge and action are crucial components in the understanding of how and why faculty teach as they do and how development may be encouraged and may be supported. This study sought to contribute to a deeper understanding of individual instructors' perceptions of context of higher education as it related to their teaching projects. This study investigated the daily pursuits and pre-occupations (teaching goals/projects) of an individual instructor, specifically, the instructional demands, departmental demands, the personal and professional pursuits of knowledge and the pursuits of pedagogical knowledge. More specifically, this study investigated perceived facilitators and barriers to the realization of individual teaching and other work projects.
Nineteen full-time faculty members in the Departments of Physiotherapy, Occupational therapy, Nursing, Social Work, Educational Psychology and Education at a large research and teaching university in Montreal, Quebec participated in this study. The instructors were asked to complete an adapted version of Little's (1983) Personal Project Analysis (P.P.A.) instrument, which is designed to elicit an instructor's current pre-occupations or projects in his or her current context. The instructors were asked to rate these projects (seven teaching projects and seven other work projects) using a Likert scale (0 to 10) on twenty-one empirically supported dimensions. These dimensions included the following: enjoyment, difficulty, control, initiative, stress, time pressure, outcome, self-identity, others' view, value congruency, challenge, commitment, competence, support, self-worth, fun, others' benefit, self-benefit, supportiveness of culture (departmental level), hindrance of culture (departmental level), and overall current satisfaction. Instructors were asked to assess their perceived conflicts between two of their teaching projects and two of their other work projects in addition to completing a demographic questionnaire.
The findings indicate that instructors identified five different types of daily pursuits that formed and defined their teaching context, as they perceived it. These five types of daily pursuits (projects) included: course planning and preparation projects; student investment, support and delegation of tasks to student projects; knowledge building and knowledge sharing projects; committees, faculty support and faculty teaching projects; and finally, teaching strategy projects. The instructors also identified five different types of daily pursuits that formed and defined their other work context. These included: publishing, conference presentation and research projects; grant proposals and funding projects; office organization projects; correspondence, university committees, outside mandates, departmental expectations and management of student and faculty projects; and finally, personal objectives and technical skill building projects.
P.P.A. enabled the researcher to identify on an individual instructor level the instructor's perceived facilitators and barriers to the successful completion of teaching and other work projects. Furthermore, P.P.A. as a faculty development instrument or as an alternative to semi-structured interview methods is supported by the findings.

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8

Bennett, Douglas Shields. "Teacher efficiency in the implementation of new curriculum supported by professional development /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-09142007-115147/.

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9

Epps, Rebekah Barnes. "Cooperating Teacher Effectiveness as Perceived by Student Teachers and Cooperating Teachers in Ohio Agricultural Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280772093.

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10

Wong, Chun-cheong. "Hong Kong teachers' perceptions of continuing professional development policies and activities." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3554448X.

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11

Sosanya-Tellez, Carla Ann. "Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/389.

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Public schools are in crisis, as educators and legislators seek to provide high quality education to diverse students in a measurement-driven environment. The public educator's moral imperative is to assure that all children are literate when they leave school so they can thrive in our democracy (Dewey, 1944; Freire, 1998a; Giroux & Giroux, 2004). Yet, the achievement gap persists, as poor African-American and Latino students under-perform as compared to white middle-class students (Ladson-Billings & Tate, 1995). Additionally, public school teachers are predominately middle-class and White, while they teach increasingly diverse children of poverty. In legislation, student assessment, teacher licensure, and research-based curricula have taken center stage. Teacher evaluation is noticeably absent (Danielson, 2002; Iwanicki, 1990; No Child Left Behind Act, 2002). Teacher evaluation is static and mired in politics; it has not historically helped improve school (Peterson, 2000). Investigating teacher evaluation's potential as an overlooked tool to improve teaching for all teachers and students in public school is urgent in this climate. As Stronge and Tucker (2003) asserted, "Without capable, highly qualified teachers in America's classrooms, no educational reform process can possibly succeed" (p. 3). This problem-based learning dissertation addresses a real problem in practice: how to make teacher evaluation meaningful for high-performing teachers. This study explores Wood's (1998) call for a move from traditional to transformative evaluation. Ten high performing teachers field-tested a self-evaluation handbook. They explored study options designed to help them critically reflect on their own teaching, connect with students, reflect, and set new goals. This work shows promise to help teachers and students engage in a more democratic, caring and loving public place we call school. This work is timely. After all, "When all is said and done, what matters most for students' learning are the commitments and capacities of their teachers" (Darling-Hammond, 1997, p. 293).

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12

Wood, Jo Nell Buchanan. "The development of the curriculum supervisor effectiveness instrument /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924946.

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13

Wong, K. L. "The impact of professional development on stress in teaching." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35711826.

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14

Williams, Tracy. "Teacher leaders in formal roles a qualitative study /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/T_Williams_043009.pdf.

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15

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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16

Otto, Thomas B. "A case study the influence of the Pennsylvania High School Coaching Initiative on the change of teachers' instructional practices and student achievement /." Open access to IUP's electronic theses and dissertations, 2009. http://hdl.handle.net/2069/165.

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17

Curda, Leslie Kay. "Validation of a measure of teachers' efficacy and outcome expectations in the content domains of reading and mathematics /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1997.

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18

Elliott, William F. "Teacher evaluation and administration effectiveness." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/360.

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19

Swanson, Peter. "A psychosocial profile of in-service foreign language teachers a mixed methods approach to investigating foreign language teachers' attributes and sociocultural perspectives /." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1232428031&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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20

McMillan, Margaret S. (Margaret Shelfer). "The Relationship of Teacher Temperament to Effectiveness in the Classroom." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332153/.

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The purposes of this study were (I) to determine the relationship of teacher temperament to effectiveness in the classroom and (2) to determine the relationship of the teacher's temperament to the teacher's sex, to the grade level taught, to the area taught (special education or regular education), and to the subject taught. It was hypothesized that (I) there is no significant relationship between the teacher's temperament and his effectiveness in the classroom, (2) there is no significant relationship between the teacher's temperament and sex, (3) there is no significant relationship between the teacher's temperament and the grade level he teaches (elementary or secondary), (4) there is no significant relationship in the teacher's temperament and the area he teaches (special education or regular education), and (5) there is no significant relationship between the teacher's temperament and the subject he teaches.

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21

Austin, Sandra Lynn. "Differentiating professional development for teacher success : a study of effective teachers /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7626.

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22

Tse, Chun-yin Shirley. "Teachers' perceptions of the introduction of an appraisal system in a secondary school in relation to professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B37638749.

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23

Teater, Troy A. Lorsback Anthony L. "Development of teacher efficacy." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128288.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed March 21, 2005. Dissertation Committee: Anthony L. Lorsbach (chair), Thomas P. Crumpler, Kathleen M. Crawford, Rosalyn Templeton. Includes bibliographical references (leaves 195-200) and abstract. Also available in print.

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24

Caresio, Denise Ann Adler Susan A. "Teachers' perspectives of pedagogy in a learning community Critical Friends Group /." Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Education and Social Sciences Consortium. University of Missouri--Kansas City, 2005.
"A dissertation in education and social sciences consortium." Advisor: Susan A. Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 31, 2006. Includes bibliographical references (leaves 174-195 ). Online version of the print edition.

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25

Goffi, Jeanne C. "Applied voice instruction : Constructing a measure for evaluating teacher effectiveness /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12026943.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Includes tables. Typescript; issued also on microfilm. Sponsor: Harold F. Abeles. Dissertation Committee: Lenore Pogonowski. Includes bibliographical references (leaves 104-108).

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26

Howard, Tyrone Caldwell. "Pedagogical practices and ideological constructions of effective teachers of African American students /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7791.

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27

Pace, Charyl L. "The experiences of alternately certified teachers with teacher mentoring, teacher effectiveness, and student achievement." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/821.

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Alternately certified teachers (ACTs) are teachers who receive teacher training in an accelerated program provided by alternate certification programs (ACPs). Induction/mentoring programs are provided to ACTs as a source of additional training. The purpose of this qualitative case study was to examine ACTs' perceptions of their effectiveness as teachers in relation to their students' achievement and the support provided to them as new teachers by their induction/mentoring training. The research question explored if there was a relationship between the amount of support provided to the ACTs from their induction/mentoring programs and the ACTs' perception of their effectiveness in relation to student achievement. The primary data sources consisted of journal data and semistructured interviews from 2 ACTs. Open, axial, and selective coding strategies were used as one component of the data analysis. Conventional content analysis was used to explore the perceptions of the 2 ACTs interviewed. Analysis revealed that ability to manage a classroom and the support provided by induction/mentoring programs may influence the ACTs' perceptions of effectiveness in terms of student achievement. Results also suggested that ACTs' induction/mentoring programs did not successfully facilitate a transition into the teaching profession. The results from this study can be used by mentoring/induction program directors, and school administrators to inform policy and curricular modifications to induction/mentoring programs that would optimize ACTs' perceptions of their effectiveness as teachers and student achievement. The use of these data may contribute to social change by providing the ACT with an improved support system during the ACTs' first year in the classroom.

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28

Gulmez-dag, Gulcin. "Effectiveness Of Early Childhood Teacher Education Programs: Perceptions Of Early Childhood Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614473/index.pdf.

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The purpose of this research study is to identify teachers&rsquo
perceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found to be relatively satisfying in terms of developing professional teach ing competencies. The major weakness was reported to be theory-oriented structure which did not allow for ample practice opportunities both in the courses and in the field experiences. Moreover, due to the infancy ages of the field, the contents of courses offered were perceived to be in line with the essentials of primary and elementary level which contradicts the necessities of early childhood teaching. The findings were further discussed and interpreted.

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29

Rahilly, Timothy J. "Teacher knowledge in the university classroom : inexperienced, experienced, and award-winning professors' critical incidents of teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0022/NQ37015.pdf.

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30

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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31

Whynacht, Leah Alison. "Preschool teacher's sense of teaching efficacy : scale development and correlates /." View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3147806.

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32

Soldat, Christopher Scott Yager Robert Eugene. "Investigating the impact of a preservice program on beliefs about science teaching and learning." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/438.

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33

Mize, Karen. "A report on the effectiveness of supporting new teachers through the BTSA project /." San Rafael, Calif. : Dominican University of California, 2002. http://www.btsa.ca.gov/.

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Thesis (M.S. Education)--Dominican University of California, 2002.
At head of title: Teacher Induction, A California Induction Program. BTSA is a teacher induction program that is administered jointly by the California Department of Education (CDE)and the California Commission on Teacher Credentialing (CCTC). Includes bibliographical references (leaves 32-34).

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34

Mahatha, Jacquelyn. "Principals' Perceptions of the Effectiveness of Alternatively Certified Teachers in New Orleans Public Schools." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/267.

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In response to increasing attention to the issues of teacher quality, quantity, and the mandate for highly qualified teachers, alternative approaches to teacher certification have become widespread. Alternative certification allows individuals who typically posses an undergraduate degree in a field other than education to participate in shortened training and/or on- the- job learning experiences that lead to full certification. The number of alternatively certified teachers in urban hard to staff schools is growing. There are many debates as to the effectiveness of alternative certification. At the core of the arguments are issues surrounding teacher pedagogy, classroom management, and knowledge of the teaching and learning experience in general. This study sought to determine public school principals' perceptions of alternatively certified teachers. The study asked principals to compare alternatively certified teachers to those teachers who have participated in a traditional university based teacher education program. Both groups of teachers had one to three years of experience in the classroom. Survey research was used to compare the effectiveness of alternatively certified teachers to traditionally certified teachers based upon principals' perceptions. There were five survey domains, including (1) content knowledge, (2) classroom management, (3) instructional planning, (4) human relations skills, and (5) professionalism. Results of this study indicated that principals perceived that alternatively certified teachers were perceived as slightly less effective than traditionally certified teachers. Teachers trained in the traditional teacher education programs were viewed as more effective with regard to content knowledge, classroom management, instructional planning, and professionalism.

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35

Ivey, Hannah Worth. "An evaluation of a job embedded professional development program at Lincoln Academy." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/iveyh/hannahivey.pdf.

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36

Smith, Kenneth H. "The self-concept and verbal academic achievement of primary and secondary student teachers /." Connect to thesis, 2000. http://eprints.unimelb.edu.au/archive/00000222.

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37

Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16074/1/Julie_Ballantyne_Thesis.pdf.

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The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perceived needs in relation to their preservice preparation. The study addresses the research questions through the use of questionnaires and semi-structured interviews. In Stage 1 of the research, questionnaires were completed by 76 secondary classroom music teachers in their first four years of teaching in Queensland, Australia. In Stage 2 of the research, 15 of these teachers were interviewed to explore findings from the questionnaire in depth. Findings suggest that preservice teachers perceive a need for teacher education courses to be contextualised, integrated and allow for the continual development of knowledge and skills throughout their early years in schools. This research provides an empirical basis for reconceptualising music teacher education courses and raises important issues that music teacher educators need to address in order to ensure that graduates are adequately prepared for classroom music teaching.

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38

Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16074/.

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The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perceived needs in relation to their preservice preparation. The study addresses the research questions through the use of questionnaires and semi-structured interviews. In Stage 1 of the research, questionnaires were completed by 76 secondary classroom music teachers in their first four years of teaching in Queensland, Australia. In Stage 2 of the research, 15 of these teachers were interviewed to explore findings from the questionnaire in depth. Findings suggest that preservice teachers perceive a need for teacher education courses to be contextualised, integrated and allow for the continual development of knowledge and skills throughout their early years in schools. This research provides an empirical basis for reconceptualising music teacher education courses and raises important issues that music teacher educators need to address in order to ensure that graduates are adequately prepared for classroom music teaching.

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39

Lepak, Jessica L. "Teacher perceptions of school counselors effectiveness." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008lepakj.pdf.

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40

Ryan, Harry D. Hudson Johnetta. "An examination of the relationship between teacher efficacy and teachers' perceptions of their principals' leadership behaviors." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3620.

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41

Preis, Stacey Placier Peggy. "Teachers' perspectives on their professional learning environment and the relationship to growth in student achievement." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6857.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 24, 2010). 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. Dissertation advisor: Dr. Peggy Placier. Vita. Includes bibliographical references.

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42

Downes, Dawn M. "Designing evaluation tools for the Differentiated Instruction Staff Development Initiative." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 264 p, 2007. http://proquest.umi.com/pqdweb?did=1253510301&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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43

Mandrell, Christy Dee. "Teacher effectiveness in special education /." View online, 1986. http://repository.eiu.edu/theses/docs/32211998880884.pdf.

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44

Warmack, Michael. "The effectiveness of teacher certification programs as measured by student achievement and teacher attrition." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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45

Aunchman, Donna Six. "An investigation of the relationship between an administrator's perceived effectiveness of a teacher and value-added assessment in elementary schools in the state of Florida /." Free full text is available to ORU patrons only; click to view, 2008. http://proquest.umi.com/pqdweb?did=1864966921&sid=2&Fmt=2&clientId=456&RQT=309&VName=PQD.

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46

Kong, Yick-cheong. "Professional development through curriculum reform projects a case study /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35523013.

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47

Kwan, Yuet-ling Linda. "A study of teacher professional development in the uses of information technology." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35545045.

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48

Wong, Shiu-ying. "School self-evaluation in Hong Kong in relation to professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35683892.

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49

Cheng, Siu-Lun. "Curriculum change and professional development the impact of the introduction of a drama curriculum on the competence of teachers /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37610041.

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50

Reilly, Barry M. Lugg Elizabeth T. "Teacher compensation and student achievement the relationship between salaries & benefits and ISAT & PSAE composite scores /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1441197951&SrchMode=2&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1216233095&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: Elizabeth Lugg (chair), Joseph M. Pacha, Zeng Lin, Neil Sappington. Includes bibliographical references (leaves 163-170) and abstract. Also available in print.

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