Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Digitized by Kansas Correctional Industries

Thesis (Ed. D.)--Victoria University (Melbourne, Vic.), 2007. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (Ph.D.)--Cleveland State University, 2009. / Abstract. Title from PDF t.p. (viewed on July 29, 2009). Includes bibliographical references (p. 376-390). Available online via the OhioLINK ETD Center and also available in print.

This research is an exploratory study of role conflict and role ambiguity and their relationships to effectiveness in the substitute teaching services. In many public school systems, large numbers of substitute teachers are assigned to a classroom on a daily basis when the regular teacher is absent. The assignment is usually done through a central administrative office. Substitutes are assigned with very short notice; and since their assignment is based on availability, they may be asked to teach a subject outside their certified field. In addition, the lesson plans left for the substitutes by regular teachers may be incomplete or too complex. These situations prevent the school district's goal of instructional continuity from materializing. Thus, some studies have shown substitute teachers to be ineffective in the classroom because they were unable to effect the continuity principle. These studies, however, do not show the relationship between role clarity and effectiveness. This research uses role theory as a framework in which to examine the performance of substitute teachers. The literature suggests that role conflict/ambiguity may be related to certain personal and behavioral outcomes. Conceptual models have also shown other indirect factors that may influence the final performance outcome. The primary question of this research was what needs to be done to improve the substitute teaching services. Specific questions include: (1) To what extent, if any, is there an inter-sender role conflict? Do regular teachers and administrators have a common view regarding the role of the substitute teacher? (2) According to administrators, regular teachers, and substitute teachers, is there role ambiguity regarding the work of substitute teachers? (3) According to administrators, regular teachers and substitute teachers, how effective are substitute teachers at specified tasks? Hypotheses were also tested to determine the relationship between role ambiguity and effectiveness, and the relationship between the socio-economic status of the work-place and the perceived performance. Data on the perceived role, and effectiveness of substitute teachers were collected by random sampling from three groups of educators in two socio-economic areas in the city. ANOVA was used to compare role ambiguity and role conflict. A constructed effectiveness scale gave a reliability coefficient alpha of .82. Pearson correlations were also used to test hypotheses. The results show a negative relationship between role ambiguity and substitute teacher effectiveness. However, there was no role conflict among the three groups of educators tested, nor did the socio-econanic status of the work-place make any difference in their perception of the substitute teaching services.

In-situ EBSD on profuse {10ˉ12} twinning in magnesium revealed that the twinning stress for nucleation is not totally rate-insensitive but highly dependent on grain boundary misorientation ranging between 10° and 15°. A new regime in the theta-strain curve; Regime-D, before Regime II, was identified for axisymmetric textures and corresponded to mitigation of twin propagation which was markedly rate-sensitive, such when the strain-rate fell below 10-5/s, twin propagation, but not twin nucleation, was completely halted and this fact substantiates the predominant effect of transmutation on Regime II hardening over that of Hall and Petch by twin segmentation. This technique revealed that twin nucleation dominates twin growth rate over twin propagation in grains undergoing multi-variant twinning under high-Schmid factors. Pseudo-elasticity in Mg was revealed to originate from an unusual detwinning phenomenon of residual twins. This effect was attributed to incomplete accommodation slip necessary for the shape change by twin to take place.

A total of 259 educators participated in a survey to assess whether substitute teachers in Southern Alberta enjoy the same professional regard and the same wages, benefits, and professional development opportunites as regular classroom teachers. The finding indicated that: substitute teachers are professional in that they are certificated teachers with Education Degrees; substitute teachers are not in accordance with other educators in their assessmentd of the reality of equal professional status of substitute teachers in matters of professional regard; principals and teachers do not agree that substitute teachers should be given equal wages, benefits, and paid professional development opportunities; the defintion of equal professional status as it pertains to substitute teachers needs to be redefined; and substitute teacher must understand their professional responsibilites so they can take control of their own professionalism. Within the framework of the sociology of professionalism the results of the study help to explain why stubstitute teachers should be taking control of the work they do in order to define their professional role. Workshops for educators on substitue issues and concerns will help alleviate the contradiction of the concept of the professional status of substitute teachers. Substitute teacher involvement in their professional associations may ease the conflict between substitutes and other educators in matters of professionalism and economic parity. A follow-up study on student perception of substitute authority in the classroom is needed. / ix, 231 leaves ; 28 cm.

Thesis (M.A.)--Bristol University, 2002. / Title from PDF title screen. Also available to download as a zipped file in Microsoft Word format.

Teacher absenteeism, retirement, and attrition have led to a widespread shortage of substitute teachers throughout the United States , resulting in the hiring of individuals who lack teacher certification and educational pedagogy. In the past decade, West Virginia joined many other states confronted with the decreased substitute teacher pool and the hiring of non-certified individuals in the classrooms. With the <i>highly qualified teacher</i> requirements of the No Child Left Behind Act of 2001 (NCLB), focus was situated on the adequate qualifications of substitute teachers. Many substitute teachers do not have the educational pedagogy or teacher certification necessary to be considered <i>highly qualified</i> by the NCLB. Mandatory training for non-certified substitute teachers lacking proper certification and educational pedagogy became the focus to <i>qualify</i> these individuals for the classroom. This study focuses on the self-efficacy of non-certified individuals attending the substitute teacher training in the Regional Education Service Agencies (RESAs) in the state of West Virginia to determine if their self-efficacy beliefs change after two days of mandatory substitute training or after classroom experience. The Teacher's Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk-Hoy (2001) was the instrument used to measure the self-efficacy of non-certified substitute teachers. Findings indicate that the teaching self-efficacy of non-certified substitute teachers significantly increased from pre-training to post-training, but significantly decreased from post-training to post-teaching experiences. Additionally, findings revealed that age and gender did not have a significant influence on self-efficacy from pre-training, to post-training, to post-teaching. Finally, applications and ramifications of these results are then discussed. / Ph. D.