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- Genre: Doctoral Dissertation
Description
ABSTRACT A review of studies selected from the Educational Resource Information Center (ERIC) covering the years 1985 through 2011 revealed three key evaluation components to analyze within a comprehensive teacher evaluation program: (a) designing, planning, and implementing instruction; (b) learning environments; and (c) parent and peer surveys. In this dissertation, these three components are investigated in the context of two research questions: 1. What is the relationship, if any, between comprehensive teacher evaluation scores and student standardized test scores? 2. How do teachers and administrators experience the comprehensive evaluation process and how do they use their experiences to inform instruction? The methodology for the study included a mixed-method case study at a charter school located in a middle-class neighborhood within a large metropolitan area of the southwestern United States, which included a comparison of teachers' average evaluation scores in the areas of instruction and environment, peer survey scores, parent survey scores, and students' standardized test (SST) benchmark scores over a two-year period as the quantitative data for the study. I also completed in-depth interviews with classroom teachers, mentor teachers, the master teacher, and the school principal; I used these interviews for the qualitative portion of my study. All three teachers had similar evaluation scores; however, when comparing student scores among the teachers, differences were evident. While no direct correlations between student achievement data and teacher evaluation scores are possible, the qualitative data suggest that there were variations among the teachers and administrators in how they experienced or "bought into" the comprehensive teacher evaluation, but they all used evaluation information to inform their instruction. This dissertation contributes to current research by suggesting that comprehensive teacher evaluation has the potential to change teachers' and principals' perceptions of teacher evaluation as inefficient and unproductive to a system that can enhance instruction and ultimately improve student achievement.
ContributorsBullock, Donna (Author) / Mccarty, Teresa (Thesis advisor) / Powers, Jeanne (Thesis advisor) / Stafford, Catherine (Committee member) / Arizona State University (Publisher)
Created2013
Description
As a result of the district program evaluation, a follow up on teacher perceptions of an online collaboration versus face to face collaboration approach was deemed necessary. The interviews were conducted with eight teachers from a suburban southwest K-8 public school district. After all teachers had participated in a 10 week program evaluation comparing online team teacher collaboration with face-to-face team teacher collaboration, the interview process began. One teacher from each grade level team was randomly selected to participate in the interview process. Analysis of the interview responses was inconclusive. Findings were confounded by the apparent lack of understanding of major concepts of Professional Learning Communities on the part of the participants. Assumptions about participant knowledge must be tested prior to investigations of the influence of either face to face or online format as delivery modes.
ContributorsTucker, Pamela K (Author) / McCoy, Kathleen (Thesis advisor) / Gehrke, Rebecca (Committee member) / Ham, Timothy (Committee member) / Arizona State University (Publisher)
Created2013
Description
Emotional competence is the capacity to handle emotional situations effectively. A teacher's emotional competence influences the choices they make both pedagogically and during student interaction. This qualitative multiple case study examines the lived experiences of four elementary general music teachers for the purposes of exploring emotional competence as related to perceptions and practices in the classroom. Research questions included: Is it possible to observe a music teacher's emotional competence in action? If it can be observed, what is the relationship between emotional competence and teaching practices, including a teacher's decisions about music, interactions with children, and his or her own emotional self-management? What is the relationship between a music teacher's self-perceived emotional competence and observed emotional competence in teaching practices? Four elementary general music teachers were observed four times within typical music teaching situations at their respective schools, and three interviews were conducted with each teacher. Teachers completed three self-report inventories drawn from the literature and revised by the researcher. An administrator and three students for each teacher were interviewed as secondary participants. Data were coded for emotional intelligence branches as outlined by Perry (2004), emotional competence skills as outlined by Saarni (1999), and "adaptive coping styles" described by Gottman (1997), and presented as individual cases. A cross-case analysis was conducted. Findings suggest that elementary general music classrooms are emotional places. Music provides students with unique emotional experiences. Effective teaching within this context has an emotional ebb and flow in which music plays a vital role. Interactions between teacher and students may result in a feedback loop in which exchanges of emotional reactions occur and where teachers may be called upon to manage their own emotional responses. When adverse situations arise, a music teacher may choose an adaptive coping style suitable for the circumstance. These choices are influenced by their knowledge, skills, and emotional competencies. Teachers' perceptions of their emotional teaching practices are not always congruent with their observed emotional teaching practices. When the knowledge and emotional abilities of music teachers are used effectively, they can have a positive influence on the emotional climate of the classroom, which may, in turn, impact learning.
ContributorsMcConkey, Michelle Stephan (Author) / Stauffer, Sandra (Thesis advisor) / Bush, Jeffrey (Committee member) / Schmidt, Margaret (Committee member) / Sullivan, Jill (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2012
Description
Effective professional development has been shown to improve instruction and increase student academic achievement. The Train the Trainer professional development model is often chosen by the state Department of Education for its efficiency and cost effectiveness of delivering training to schools and districts widely distributed throughout the state. This is a study of the Train the Trainer component of an innovative K12 professional development model designed to meet the needs of the state's lowest performing schools that served some of the state's most marginalized students. Pursuing a Vygotzkian social constructivist framework, the model was developed and informed by its stakeholders, providing training that was collaborative, job-embedded, ongoing, and continuously adapted to meet the needs of the School Improvement Grant participants. Schools in the multi-case study were awarded the federal ARRA School Improvement Grant in 2010. Focus questions include: What influence does the Train the Trainer component have on classroom instruction specifically as it relates to formative assessment? and To what extent does the trainer support the implementation of the Train the Trainer professional development at the classroom level? The action research study took place from August 2011 to February 2012 and used a mixed-methods research design.
ContributorsPollnow, Shelly (Author) / Jimenez-Castellanos, Oscar (Thesis advisor) / Jimenez-Silva, Margarita (Committee member) / Williams, Susan (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT In this study, I used a qualitative approach to explore the music teacher role identities of six beginning music teachers prior to, during, and after their student teaching experience. Data collection included participant-observation, interviews, and e-mail communication. Specifically, I looked at what each of these beginning music teachers discussed when describing themselves in the role of music teacher. These participants' music teacher role identities appeared to focus on four main components, while also remaining unique from one another. Those four components were: musical selves, instructional selves, professional selves, and ideological selves. Further, the participants' role identities appeared to change from the period prior to student teaching through student teaching to the time after their student teaching experience. Based on data gleaned from the participants in this study, I created my own definition of music teacher role identity. This study's findings suggest further research using a longitudinal approach to explore the role identities of music teachers at various stages of their careers.
ContributorsPaise, Michele Paynter (Author) / Schmidt, Margaret (Thesis advisor) / Stauffer, Sandra L (Committee member) / Bush, Jeffrey (Committee member) / Sullivan, Jill M (Committee member) / Schildkret, David (Committee member) / Arizona State University (Publisher)
Created2010
Description
The purpose of this study is to determine job satisfaction among school administrators who were involved in the teacher RIF (reduction in force) process in the spring of 2009. The study attempts to ascertain the effects of RIF on administrator job satisfaction in one, large, urban school district in Arizona and what impact, if any, the RIF process may have on the district and its personnel in the future. This study will question to what extent administrators within sample district are satisfied with their jobs, to what extent demographic information such as years of experience, age, gender, district position, and school level correlate with job satisfaction of administrators, in what ways has administrative job satisfaction been affected by the RIF process, what aspects of the RIF processes correlate with administrative job satisfaction, and what suggestions, if any, do administrators have regarding future RIF notifications during that time. This study will also recommend methods of notification delivery, advocate for administrator job satisfaction, and report any correlations within our findings to the sample district for review and consideration for the future. This study found that most administrators are very satisfied with their jobs, but the RIF process was somewhat influential in affecting their job satisfaction. Additionally, it seems that the higher the job position, the higher the job satisfaction. Advanced age, higher educational accomplishment, and longevity in one`s current position also correlated with high job satisfaction.
ContributorsGarcia, Morgan C (Author) / Appleton, Nicholas (Thesis advisor) / Hartwell Hunnicutt, Kay (Committee member) / Macey, Donna (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study examined the quality of professional life at a Title I school that has achieved the Arizona Department of Education's highest accountability rating of Excelling for eight consecutive years. By examining the factors that influence the school environment including teachers' attitudes and the connections within the teacher community at this school, a description emerged of the factors that influenced the quality of professional lives of teachers. This descriptive study sought to describe, "What is the quality of professional life for teachers at a Title I elementary school with a history of high levels of student achievement?" The research was conducted at Seneca Elementary school (a pseudonym) in the Seneca School District (a pseudonym). By examining the quality of professional life for teachers in a highly ranked Title I school, a better understanding of the quality of professional life may lead to recommendations for other schools with high levels of poverty on how to support teachers who work in high poverty schools. Within a theoretical framework of motivation-hygiene theory and socio cultural theory, the study identified principal leadership as a primary supporting factor of quality of professional life. The study also identified lack of input and lack of teacher control over curriculum and instruction as barriers to quality of professional life. Teachers described principal leadership, environment, social factors and teacher identity as contributors to enhancing the quality of professional life. Trust and focus emerged as additional factors that improved the workplace for teachers.
ContributorsThomas, Jeffrey J (Author) / Danzig, Arnold (Thesis advisor) / Fischman, Gustavo (Committee member) / Boyle, Charlotte (Committee member) / Arizona State University (Publisher)
Created2011
Description
Epilepsy is a chronic illness impacting the lives of over 300,000 children nationally. Sexson and Madan-Swain offer a theory that addresses successful school reentry in children that are chronically ill. Their theory posits that successful school reentry is influenced by school personnel with appropriate attitudes, training experiences, and by factors relating to the child's illness. The parents of 74 students, between second and twelfth grades, completed a questionnaire addressing their child's epilepsy and their current level of seizure control. Each child's homeroom teacher also completed a survey regarding their training experiences about epilepsy and their attitudes towards individuals with epilepsy. Additional information was gathered from the child's school regarding attendance rates, most recent Terra Nova test scores (a group achievement test), and special education enrollment status. Data were analyzed via four multiple regression analyses and one logistic regression analysis. It was found that seizure control was a significant predictor for attendance, academic achievement (i.e., mathematics, writing, and reading), and special education enrollment. Additionally, teachers' attitudes towards epilepsy were a significant predictor of academic achievement (writing and reading) and special education enrollment. Teacher training experience was not a significant predictor in any of the analyses.
ContributorsBohac, Genevieve (Author) / Wodrich, David L (Thesis advisor) / Lavoie, Michael (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2011
Description
Stress and anxiety are on the rise in children and adolescents, which may adversely impact their social and emotional development, learning, mental health, level of functioning, and educational success. Compounding this issue is that teachers often lack the preparation to best meet their students’ mental health needs. These associated factors constitute the problem of practice that prompted this action research study, whose purpose is to examine the effectiveness of Stress on Students (SOS)—a series of professional development modules designed to educate teachers on student stress and anxiety. SOS was developed with input from teachers through previous cycles of action research. The modules focus on identifying stress and anxiety among students and intervention strategies to increase teachers’ knowledge and perceived levels of self-efficacy. This study was grounded in the theoretical frameworks of andragogy and self-efficacy theory and employed a concurrent, mixed-methods design. Data were collected through a quantitative pre- and post-test survey instrument and qualitative semi-structured individual interviews. Analytic strategies included paired samples t-tests, descriptive statistics of the pre- and post-test, and multiple coding cycles of the individual interviews. Triangulation of the quantitative and qualitative data confirmed SOS’ effectiveness on teacher participants (n = 6) and provided complementary evidence. Teachers showed an increase in their actual and perceived knowledge about student stress and anxiety post-SOS with similar results pertaining to their perceived levels of self-efficacy in working with students who exhibit stress and anxiety. Additionally, teachers fully participated in SOS and deemed the topic and content to be relevant and valuable.
ContributorsJukins, Brian (Author) / Gee, Elisabeth (Thesis advisor) / Oakes, Wendy P (Committee member) / Rotheram-Fuller, Erin (Committee member) / Arizona State University (Publisher)
Created2021
Description
Professional learning communities (PLCs) have become common in many educational settings. A collaborative team (CT) is one component of a PLC. The purpose of this action research study was to examine the impact of a professional development innovation, Project Collaboration, which included a set of on-demand support modules for CTs to support their work and collaborative efforts. This study was a mixed method, action research study using surveys, rubrics, interviews, and the analysis of CT meeting artifacts. Results from Wilcoxon tests concluded there was not a significant difference from the pre to post quantitative data, descriptive statistics indicated there was an increase in the mean scores on both the postsurvey and the post-rubric when compared to the presurvey and the pre-rubric. The participants perceptions of their individual collaboration skills, their team’s collaboration skills, their self-efficacy to collaborate and the team’s collective efficacy to collaborate was positive and it was reflected in the mean scores after using the collaboration modules. Qualitative data indicated that the collaboration modules were used by participants and well received. Implication for future practice and next steps in action research are discussed.
ContributorsCase, Julie (Author) / Harris, Lauren M (Thesis advisor) / Weinberg, Andrea (Committee member) / Carlson, Howard (Committee member) / Arizona State University (Publisher)
Created2022