Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Supporters of the National Board for Professional Teaching Standards (NBPTS), founded in 1987, hoped that its certification process would create a cadre of publicly recognized master teachers who would take on professional roles that have traditionally been the responsibility of administrators rather than teachers. Such a change would allow teaching to become a true profession, regulated collegially instead of bureaucratically. A national survey of national board certified teachers (NBCTs) administered in 2001 found little evidence that they were in fact taking on new professional roles. This study examines fifteen schools with large numbers of NBCTs in three North Carolina school districts to determine if NBCTs in these exceptional places are gaining new professional roles, and what factors are enabling or preventing that change. Telephone interviews were conducted with state level officials in North Carolina, district level officials in each of the school districts, and one NBCT, the principal, and one non-NBCT at each school. Interviews were transcribed and coded for analysis. The results indicate that NBCTs in these schools are not taking on significant new professional roles as a result of their certification, and suggest two reasons for this lack of change. One is structural: the NBPTS, the state of North Carolina, and the three school districts studied appear to have narrowed the focus of national board certification so that it is concerned primarily with identifying and rewarding excellence in classroom teaching. This study found few explicit attempts to use NBCTs in professional leadership roles or to provide them with opportunities for professional leadership in addition to classroom teaching. Another concerns the perceived validity of the certification process: board certification is not broadly accepted among study respondents as a consistent and accurate designation of teaching excellence. The results of this study also raise questions about the persistence of egalitarian norms among teachers in schools with significant numbers of NBCTs. / 2031-01-01

O objetivo desse trabalho foi caracterizar a Escola de Aprendizes Artífices de São Paulo, criada em 1909, como uma instituição que atendia às especificidades de São Paulo na época, como nacionalizar os trabalhadores, majoritariamente estrangeiros. Assim, cuidava-se de transmitir a língua e a cultura brasileira; a disciplina baseada na assiduidade, pontualidade, respeito à hierarquia e principalmente educar os futuros artífices, mestres e contra mestres, através de um ensino racional e científico, no sentido de descaracterizar o conhecimento empírico desses trabalhadores. A referida escola, apesar de ter sido criada por Nilo Peçanha, possivelmente, no sentido educar os desfavorecidos da fortuna, ilustrando a tese de uma elite brasileira, não representativa do polo dinâmico e que propunha, no Congresso Agrícola de 1878, no Rio de Janeiro, o aproveitamento da mão-de-obra livre pobre e ex-escrava, acabava por corresponder às expectativas da burguesia moderna paulista, que, no mesmo Congresso, fora vencedora ao propor o uso do imigrante no mercado de trabalho livre nacional. Diferentemente de suas congêneres nacionais. o seu alunado era formado por filhos de operários, profissionais urbanos e pelos próprios operários. Enquanto isso, e dando continuidade ao projeto da fração de elite moderna paulista, houve na década de 1920 a criação da Escola de Mecânica Prática do Liceu de Artes e Ofícios , a criação do Centro Ferroviário de Ensino e Seleção Profissional em 1934 e em 1942 a criação do SENAI, tendo como figura chave o engenheiro suíço Roberto Mange, inaugurando a seriação metódica, com a parcelização da produção e a requalificação por função, indicando um processo que iria ocorrer nas Escolas de Aprendizes Artífices de modo muito mais moroso. / The purpose of this work was to characterise the São Paulo School of Apprentice Artificers (\"Escola de Aprendizes Artífices de São Paulo\"), founded in 1909 as an institution to meet the specific needs of the city then, such as nationalising the workers, which were mostly foreigners. Being so, the Brazilian language and culture were taught there, as well as a discipline based on assiduity, punctuality and hierarchical respect ; and above all, the future artificers, masters and quartermasters were educated by means of a rational and scientific teaching, aiming to disqualify these workers previous empirical knowledge. This school, although having possibly been created by Nilo Peçanha in order to educate the unfortunate, illustrating, thus, the thesis of a Brazilian elite which did not represent the dynamic pole and which proposed, at the 1878 Agricultural Congress in Rio de Janeiro, the use of the free, poor and ex-slave work force, in fact turned out to meet the modern São Paulo bourgeoisies expectations. At such Congress, this class succeeded when proposing the use of immigrants in the free national job market. Unlike its national counterparts, the pupils at this school were workmen, their children and urban professionals. Meanwhile and continuing the project of part of this modern elite in São Paulo, in the 1920s the School of Practical Mechanics at the Arts Lycée (\"Escola de Mecânica Prática do Liceu de Artes e Ofícios\") was created, as w3ell as the Railroad Centre for Professional Teaching and Selection (\"Centro Ferroviário de Ensino e Seleção Profissional\") in 1934 and SENAI in 1942, headed by the Swiss engineer Roberto Mange. An orderly and mass production sequence was then initiated, together with requalification by functions, indicating a process which would take place at the Schools of Apprentice Artificers, but at a much slower pace.

A United States organization, called the National Board of Professional Teaching Standards (NBPTS), was initiated to strengthen the pedagogy of teaching and, subsequently, improve student achievement. The purpose of this study was to investigate the effectiveness of the NBPTS in terms of whether National Board Certified (NBC) teachers are effective in promoting positive classroom environments and student attitudes and in enhancing student achievement. The sample consisted of 927 Grade 8 and 10 science students from 12 secondary schools. Altogether, 443 students in 21 classes comprised the NBC teacher group and 484 students in 17 classes comprised the non-NBC teacher group. Students completed a learning environment questionnaire, the What Is Happening In this Class? (WIHIC), and an attitude scale based on the Test Of Science-Related Attitude (TOSRA). Scores from the science portion of the Florida Comprehensive Assessment Test FCAT, a state-mandated examination, were collected to measure achievement. This research is unique in that it is the first time that a learning environments study has included a sample of National Board Certified (NBC) and non-NBC teachers in order to compare their effectiveness in terms of secondary students' perceptions of their science learning environment, attitudes toward science, and science achievement. The study revealed that the revised version of the WIHIC and the modified attitude scale are valid and reliable instruments for assessing perceptions of the classroom environment and attitudes toward science among secondary science students in Miami-Dade County, Florida. / In addition, a much stronger association with learning environment was found for students' attitude than for students' achievement. The contributions and significance of this study are not only that it adds to the area of research that pertains to the efficacy of NBC teachers, but it also adds to the field of learning environments research. This study is useful because it could be replicated to provide additional empirical evidence about the effect National Board teachers have on students in the classroom and add to the growth of educational data on the impact of National Teacher Certification and classroom learning environments research.

Throughout the 1980's, the notion of standards came to the forefront throughout the education world. Groups questioned how to define quality teaching. The National Board for Professional Teaching Standards was developed to meet this need providing a voluntary national certification to identify accomplished teachers. Since its inception, researchers have explored NBPTS. Yet, few studies sought the perspective of critical stakeholders, building principals, in evaluating the effectiveness of the NBPTS process. This study seeks to gain the perspective of those key administrators by comparing their perceptions of the National Board Certified Teachers and non-National Board Certified Teachers on their instructional staff. <br>A portion of this study replicates a study originally conducted by Dr. Robert Alvin Griffin of Auburn University. The current researcher added components exploring the leadership roles of NBCTs and the influence of school location. This study is important in Pennsylvania due to the focus on teacher effectiveness and the link between principal leadership and student achievement. <br>The study revealed a significant difference between principal perceptions of NBCTs and non-NBCTs when considering characteristics connected to the Five Core Propositions of NBPTS: Commitment to Student Learning, Knowledge of Subject Matter and How to Teach It, Management and Assessment of Student Learning, Systematic Thought about Practice, and Membership in Learning Communities. These findings are similar to those in Griffin's study. In terms of leadership, mixed reviews were noted. The majority of respondents indicated that there is no difference in leadership between NBCTs and non-NBCTs on their staff. There were no significant differences noted based upon school location of rural, urban, and suburban. <br>Findings suggest the National Board Certification process is effective and NBCTs are perceived to be more effective than their non-NBCT counterparts in all of the areas assessed on the core survey. However, the leadership piece remains unclear. Most principals perceived NBCTs as engaging in a variety of leadership activities but in generally the same ways and roles as non-NBCTs. There is work to be done by both principals and NBCTs to cultivate the leadership potential of NBCTs and increase the collective expertise of NBCTs in schools. / School of Education / Instructional Leadership Excellence (ILEAD) / EdD / Dissertation

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 219-241). Also available via the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 120-125). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 120-125). Also available on the Internet.

Thesis (Ed. D.)--Illinois State University, 2002. / Title from title page screen, viewed March 2, 2006. Dissertation Committee: R. Kay Moss (chair), Barbara Nourie, Kathleen Crawford, Michelle Mueller, Barbara Heyl. Includes bibliographical references (leaves 192-199) and abstract. Also available in print.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 10, 2007) Vita. Includes bibliographical references.

Made available in DSpace on 2014-06-11T19:35:04Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-06-25Bitstream added on 2014-06-13T20:06:17Z : No. of bitstreams: 1 motta_ptr_dr_assis.pdf: 4154509 bytes, checksum: 835cd1180040f0748945fb21923a9caf (MD5) / Existe uma procura crescente pelas vagas oferecidas pelos cursos técnicos. As matrículas cresceram para além dos 70% entre 2002 e 2010. Tornou-se fundamental voltarmos o olhar para tal segmento educacional, pois, as mudanças no mercado de trabalho formal, aliado a promulgação da Lei nº 11.741, que desvincula o Ensino Médio da Educação Profissional, forçou-nos a compreender essa população diferenciada, que hoje adentra os bancos escolares da Educação Profissional. Após a aplicação de questionários e da utilização do critério socioeconômico da ABIPEME (Associação Brasileira de Institutos de Pesquisa de Mercado) o perfil do aluno que está matriculado nos diversos cursos da Escola Técnica Estadual Pedro D’Arcádia Neto, em Assis, é o de uma população com uma pequena superioridade numérica feminina, nascidos, em sua maioria, na cidade de Assis, com idade média em torno de 24 anos, que estudam no período noturno, são solteiros, sem filhos, moram com os pais, muito interessados nas novas tecnologias, trabalham, não freqüentam a biblioteca, são oriundos de escola pública, apresentam objetivos claros e esperam uma boa formação voltada para o mercado de trabalho, pretendem, em curto prazo, trabalhar e continuar estudos universitários; entendem que a Internet, os amigos e a televisão atendem suas necessidades de lazer e dependem financeiramente dos pais, que por sua vez, apresentam o Ensino Médio completo e trabalham, em sua maioria, na área de serviços. Os respondentes caracterizam-se por pertencerem às classes socioeconômicas B e C / There is an increasing demand for the vacancies offered by the technical courses. The enrollments outgrew above 70% between 2002 and 2010. It has rendered fundamental to turn our eyes to such an educational segment because the changes in the formal job market, associated with the promulgation of the Law 11.741, that disentails the High School from the Professional Education, has forced us to comprehend this distinct population, which goes into the Professional Education. After the application of questionnaires and the utilization of the socioeconomic criteria established by ABIPEME (Associação Brasileira de Institutos de Pesquisa de Mercado) the profile of the student enrolled in the various courses of the Escola Técnica Estadual Pedro D’Arcádia Neto, in Assis, is that of a population with a small numerical feminine superiority, born mostly in Assis, with a mean age around 24 years old, studying at night, single, without children, living with their parents. They are very interested in new technologies, they work, they do not attend library, they came from public schools and show clear objectives and hope for a good formation directed to the work market. They also intend to work and get into college, they understand that Internet, friends and television fulfill their needs of leisure. Finally, they are financially dependent from their parents, which, in turn, present complete High School studying and do outside works. The respondents characterized themselves as pertaining to B and C socioeconomic classes