<p> In order to evaluate the teacher education program for the state of Missouri, the researcher investigated the piloted MoPTA at a private Midwestern university. Through evaluating the piloted MoPTA program, this study aimed to address possible changes needed within the teacher education program itself to better prepare future educators not only for the assessment, but more importantly, the classroom. In order to evaluate the program, the researcher observed scoring sessions for Tasks 1-4 and analyzed feedback from the evaluators of the tasks (university supervisors and faculty) in the fall of 2014 and the spring of 2015. Furthermore, this study examined the scores received from each task during the piloted school year (fall of 2014 and spring of 2015). The researcher analyzed the scores for the following comparisons: Tasks 1-4 (i.e. Task 1 overall scores to Task 2 overall scores); undergraduate students with graduate students&rsquo; scores; inter-rater reliability (comparing the scores of multiple raters for one student); and K-12, elementary, middle, and secondary teacher candidates. By completing quantitative analyses of the comparisons through examining approximately 276 teacher candidates&rsquo; scores, the researcher ascertained: student performance on Tasks 2 and 3 was significantly lower than Task 4; undergraduate students performed lower on Tasks 1 and 3 in comparison to graduate students; inter-rater reliability had a low correlation for Tasks 1, 3, and 4, but Task 2 reported a high correlation; and there were no differences between elementary teacher candidates and secondary/K-12 teacher candidates. Through analysis of qualitative data the researcher ascertained that the university supervisors and faculty found the scoring sessions for MoPTA helpful and that changes to the university&rsquo;s curriculum were necessary to better prepare teacher candidates. The researcher suggests adding more data analysis, critical thinking, and writing courses at the university would better prepare teacher candidates; and ongoing scoring sessions and further professional development regarding changes in MoPTA and inter-rater reliability would benefit teacher candidates and consistency among university supervisors and faculty. </p>

<p> Reforms in teacher evaluation are enacted to increase student achievement. Although there is research on teacher evaluation and teacher quality, there is little that addresses effective teaching as conceptualized in Danielson&rsquo;s Framework for Teaching, a commonly used evaluation tool. The purpose of this quantitative study was to determine which of the 4 domains and 76 elements of Danielson&rsquo;s framework are viewed by award-winning teachers as having the greatest impact on effective teaching and learning. Constructivism formed the theoretical basis for this study. The research questions examined to what extent state and national teachers of the year perceive differences in the importance to effective teaching and learning across each of Danielson&rsquo;s 4 domains and across the elements within those domains. A quantitative single-factor within-subject design was utilized. Framework for Teaching Survey importance ratings obtained from state teachers of the year for the past 6 years (N = 350) were compared using repeated measure one-way analysis of variances). Significant <i>F</i> values were followed by the Fisher Least Significant Difference Test to determine the domains or elements that significantly differ from one another. Significant differences in the importance ratings were obtained across each of the 4 domains. The instruction domain was rated most important followed by classroom environment, planning and preparation, and professional responsibilities. Findings may facilitate positive social change by enabling schools, districts, and states to more accurately evaluate teachers and devote limited professional development resources to domains and elements with the greatest potential for improving teacher quality.</p>

<p> The purpose of this study was to determine the reasons high-quality rural veteran educators choose to remain in small, rural district settings and to identify common factors among small rural school districts that have high numbers of highly qualified veteran teachers. The study is relevant to school leaders and school boards within small rural communities seeking to develop policies and encourage strategies to keep high-quality educators from leaving districts. The motivation-hygiene theory of job satisfaction developed by Herzberg, Mausner, and Snyderman (1993), coupled with Rosenholtz&rsquo;s (1989) 10 essential components for working together were utilized throughout the study to evaluate the motivations of high-quality veteran rural educators. A self-administered survey and telephone interviews were utilized to gather data, which revealed high-quality veteran teachers choose to remain in the small, rural school setting due to intrinsic motivators. It was learned strong support from fellow educators and the community contributed to the desire of rural educators to remain employed within their districts. Data revealed educators were interested in autonomy within the classroom and support from administrators. Research indicated small, rural schools with high numbers of highly qualified veteran teachers have high levels of administrative support. These educators have a sense of belonging within their districts and high levels of job satisfaction. Opportunities for educators to collaborate are readily available and support is given through teacher evaluations. Additionally, these educators feel connections within their school communities, which enable them to better teach the district's students. Lastly, educators voiced school climate played a large role in their decisions to stay in the small, rural setting.</p>

<p> Every year, thousands of teachers participate in California's Beginning Teacher Support and Assessment program in order to complete the requirements needed to obtain a clear teaching credential. Within this program lie various facets of support that serve the needs of beginning teachers and aid them in transitioning from university theory to classroom practice. Despite the long-standing existence of the BTSA program and the changes that have taken place since its development in 1992, the need exists for closer analysis of the programs effect on teaching practices and student achievement. </p><p> This quantitative study analyzes (a) the degree of impact on classroom practice experienced by participating teachers, (b) the components of the program reported to have high levels of strong/moderate impact on classroom practice, (c) the components of the program reported to have high levels of some/no impact on classroom practice and (d) the areas where additional support is desired in order to positively impact student achievement. </p><p> As a means to test the quality and impact of the BTSA program on teachers&rsquo; classroom performances, results from the BTSA Program survey were used. The raw survey data was arranged into a usable format by creating a unified list of questions that aligned across the three survey years. After that, descriptive statistical techniques and data visualization methods were utilized to analyze the data. The study found that there is a year by year decline in average ratings with respect to classroom impact, teacher response for desired support topics, and responses for reasons to not continue teaching. </p><p> This study focuses on the impact of the BTSA Program on classroom practice and student achievement. The study provides credence in revealing the need for changes within the BTSA Program in order to positively affect classroom practices and student achievement. Although this study is one perspective, it recognizes the need for the perpetual quality support of beginning teachers. </p>

The goal of the study was to investigate the impact of English text difficulty on English learners' math word problem solving. Booklets containing eight word problems and 5 point Likert-type rating scale items were given to 41 students. The students were asked to solve 8 math word problems written in English, and varying in grade level readability (vocabulary and grammatical complexity) as well as in the math operation (e.g., arithmetic, simple algebra). The researcher provided the students with hints as needed to ensure that students found the correct solution. The results showed that both English difficulty and Math level difficulty contributed to the students' poor achievements. Based on the results, some suggestions for improvements to an existing Web based math instructional software aimed at helping ELL students (called Animal Watch) have been made.

The purpose of this study was to examine instructor and student usage of calculators in basic mathematics and prealgebra courses at a community college. Researcher-created surveys were given to 54 instructors and 198 students. The results showed instructors were fairly evenly divided about policies regarding the use of calculators. The major reason for not allowing calculators was that students needed to develop basic skills, and the major reason for allowing calculators was to concentrate on learning concepts. Students used calculators mainly for computation and seldom reported instructors using calculators in class for any other reason. Students were more likely to see calculators as learning tools than were teachers, who saw calculators mainly as computation machines. The results also indicated that instructors were confused about department calculator policies, and students were confused about classroom calculator use policies.

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