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Full-Text Articles in Other Teacher Education and Professional Development

Turning Around The Culture Of Teaching And Learning: A Turnaround School Success Story, Rachael B. Lawrence Jan 2016

Turning Around The Culture Of Teaching And Learning: A Turnaround School Success Story, Rachael B. Lawrence

Doctoral Dissertations

In 2009-2010, Riverton Elementary School in Portland, ME was awarded a School Improvement Grant (SIG), supported by the Federal Department of Education (Federal DOE) through the Maine Department of Education. With this funding, Riverton undertook the challenge of the turnaround school model between 2010-2013, which resulted in positive change in academic achievement for their students and an improved teaching and learning climate and culture. This dissertation examines why the turnaround model may work, what is currently known about SIG funded turnaround schools, and what the specific actions and changes that led to the successful turnaround of this school were. While ...


Enriching Teacher Self-Efficacy Through A Support Centric Evaluation Model: A Mixed Methods Study Of Team's Impact On Teacher Self-Efficacy, Elizabeth Marie Norton Dec 2015

Enriching Teacher Self-Efficacy Through A Support Centric Evaluation Model: A Mixed Methods Study Of Team's Impact On Teacher Self-Efficacy, Elizabeth Marie Norton

Doctoral Dissertations

The effectiveness of teacher evaluation systems is determined by the extent to which they can support improved instructional practice. Research suggests that implementation factors such as attitudes of school leaders (Kimball & Milanowski, 2009), perceptions of fairness (Delvaux, Vanhoof, Tuytens, Vekeman, Devos, & Petegem, 2013), the relationship of the evaluator and the teacher (Weber, 1987), and the quality of the feedback provided can all impact the effectiveness of the evaluation system (Conly & Glasman, 2008; Danielson, 2012; Delvaux et al., 2013; Weber, 1987). This mixed methods study attempted to determine the extent to which these implementation characteristics occurring within the context of the Tennessee Educator Acceleration Model (TEAM) acted as an intervening variable for teacher self-efficacy, the belief system that mediates teacher behavior. Limitations in the sample size resulted in an inability to conduct the statistical analysis needed to determine the extent to which ...


The Relationship Between Demands And Resources And Teacher Burnout: A Fifteen-Year Meta-Analysis, Tammy Marie Stewart May 2015

The Relationship Between Demands And Resources And Teacher Burnout: A Fifteen-Year Meta-Analysis, Tammy Marie Stewart

Doctoral Dissertations

This meta-analysis explored the phenomenon of teacher burnout— the biggest contributor to teacher attrition (Owens, 2013; Unterbrink, 2014; Yu, 2015). The focus of this study was to use meta-analytical procedures to explore the relationship between burnout dimensions (i.e., emotional exhaustion, depersonalization, and feelings of personal accomplishment) and specific demand and resource correlates. Demand correlates included work overload, role conflict, role ambiguity, and student misbehavior. Resource correlates included peer support, supervisory support, and decision-making. This meta-analytical research method encompassed fifteen years of published and unpublished studies from January 2000 through January 2015. A total of 116 studies met the following ...


Catch The Bus: Investigating The Correlations Between Teacher Collaborative Action-Taking And Self-Efficacy, Tara B. Brandt Jan 2015

Catch The Bus: Investigating The Correlations Between Teacher Collaborative Action-Taking And Self-Efficacy, Tara B. Brandt

Doctoral Dissertations

The purpose of this study was to explore the correlations between particular teacher collaborative actions and teachers’ sense of self-efficacy. Additionally, descriptive analyses provided a snapshot of current collaborative action-taking across US schools, and elucidated teachers’ present sense of self-efficacy. This study utilized existing data from the 2013 Teaching and Learning International Survey (sponsored by the OECD), which was completed by 1,926 lower secondary teachers from just over 120 different American schools. Multivariate correlational analysis confirmed that frequency of US teachers’ participation in collaborative actions significantly correlated to higher levels of teacher self-efficacy. Actions with the highest correlations included ...