<p> The purpose of this study was to determine the relationship between a teacher's observation score and the academic achievement of his or her students. Little research has been conducted in this area and no studies have been conducted that looked specifically at the Network for Educator Evaluation (NEE) observation instrument. Included in the study were 25 teachers of communication arts and 29 teachers of mathematics. These teachers were selected from schools that utilized both the NEE observation instrument during the 2012-2013 school year and were members of the Southwest Center for Educational Excellence (SWCEE). A Pearson Product Moment Correlation was applied utilizing teacher scores on the NEE observation instrument as the independent variable and the teacher effect size as the dependent variable. This study found no statistically significant relationship between a teacher's score on the observation instrument and the academic achievement of his or her students in either communication arts or mathematics.</p>

No description available.

No description available.

<p> Since No Child Left Behind legislation was enacted, accountability features intended to assure that all students receive quality education have influenced teachers' perceptions and actions in the classroom leading many to leave the profession. The problem is that high teacher attrition rates plague education. The intent of this research was to explore and discover teachers' experiences with NCLB, including how they made sense of their experiences, and how it affected their patterns of behaviors and decision making. Fifteen instructors of grades three through five in Texas participated in interviews and responded to a grand tour question. Utilizing classical grounded theory methodology, the core variable, <i>Caring Less,</i> emerged from the data. Initial stages began with conditions and consequences that were present in participants' experiences in the substantive area of teachers working with NCLB legislation, forming the framework for the theory. The theory, Caring Less, accounted for the greatest variation in participants' behavior explaining how educators resolved their main concerns. It established four main categories: conforming to the mandate, obeying authority, being in relationship, and wanting out. Overwhelmed and overloaded educators de-prioritized critical portions of their work, caring less about components of their employment that affect students. The high level of stress associated with the pressures of testing and accountability seriously impacted their role as educators and contributed to teacher demoralization and instructor attrition. Conclusions include the necessity for pre-service training at the university level to include instruction and practical experiences with co-teaching, new teacher induction and mentoring, and training for social and emotional competence. For veteran instructors, districts' likelihood of retaining teachers is greater if choices in voluntary staff development are offered, training in social emotional competence is available, and teacherpreneural opportunities are supported by school administration. For school districts, campus studies of burnout and modifying hiring practices to measure grit as part of the hiring process may improve teacher retention. Recommended for future research is administrative leadership due to its effect on campus culture. In this study, effective school leadership was the most significant factor in determining how educators perceived their ability to navigate their employment under NCLB.</p>

<p> It is estimated that there are 1 million paraeducators working directly with children in public and private schools in the U.S. Other titles for paraeducators include teacher aide, teaching assistant, paraprofessional, 1:1, aide, and educational assistant. Responsibilities include instructional support, personal hygiene, motor development, self-help skill development, behavior management, and clerical support. Despite this group's critical presence within schools, little research has been conducted to determine the extent that paraeducators experience job satisfaction, role conflict and role ambiguity. The purpose of this study is to gain an understanding about role conflict from 419 paraeducators working in 12 private special education schools in New York State. Data was collected using Rizzo, House and Lirtzman's Role Conflict and Ambiguity Scale, demographic questions, and an open-ended, narrative item. Multiple regression analysis determined if role ambiguity and/or demographics of age, gender, education, relevant experience, length of time in the position, plans to become a teacher, and status as a certified teacher or teaching assistant were statistically significant predictors of role conflict. Findings include five statistically significant predictor variables: role ambiguity, gender, age range of 50 years and older, experience of 5-9 years working with children who have disabilities, and seniority in one's current position. Qualitative data from 100 of the respondents yielded strong negative sentiment toward remuneration, coupled with strong expressions of commitment, concern, and deep affection for the students. The study concludes with recommendations to decrease role conflict and role ambiguity among paraeducators in private special education schools.</p><p> Keywords: paraeducator, role ambiguity, role conflict, job satisfaction. </p>

No description available.

No description available.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Technology, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3813. Adviser: Thomas Brush. Title from dissertation home page (viewed Apr. 30, 2008).

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2507. Adviser: Joe Grant. Includes bibliographical references (leaves 136-145) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3812. Adviser: Thomas A. Brush. Title from dissertation home page (viewed May 8, 2008).