This mixed-methods study examined the extent to which teacher performance and student performance measures correlated, and to understand which specific practices of mathematics teachers in Grades 3-5 related to student performance. Research was conducted at five elementary schools in a large, urban north Texas school district. Data sources included component scores and recorded evidence from observation rubrics, interviews with campus administrators, and value-added modeling (VAM) student growth scores. Findings indicated a modest relationship between teacher performance levels and student performance levels. Lack of access to individual teacher VAM data, per district policy, might have impacted the strength of the relationship. Interviews with administrators and an examination of the evidence cited in the observation rubrics identified specific practices associated with highly rated mathematics teaching. Differences in administrators’ experience levels with both mathematics instruction and the observation instrument might have influenced rubric scores and the level of specificity shown in evidence statements.

DEd (Curriculum Studies) / Department of Curriculum Studies and Education Management

The purpose of this study was two-fold: (a) to determine the relationship between the number of classroom observations and teacher VAM scores and (b) to identify the relationship between the types of feedback provided to teachers and student achievement outcomes as measured by VAM scores. De-identified data for the sample set of teachers in a large urban school district was gathered for the 2013-2014 year from iObservation by administrators observing teachers using the domains of the Marzano instructional model. The number of observations were compared to VAM scores to determine if teachers with a greater number of observations received higher VAM ratings. The comments recorded and submitted as feedback were also reviewed. Data were analyzed to identify relationships between the types of feedback provided to teachers and student achievement outcomes as measured by VAM scores. No significant relationship existed between VAM scores and number of observations or percentage of comments for teachers at any grade level. In addition, no significant relationship existed between predominant feedback for teachers and VAM scores. The information in this study was valuable for understanding the relationships that exist among instructional practice scores, value-added measures, and learning gains to drive conversations with teachers regarding rigorous instruction. Observations and feedback should be a tool for improvement of instruction, but the data confirmed this process continues to be compliance based with inflated scores that do not match the level of performance of students. Changing this is strongly linked to the provision of feedback associated with improving instruction and holding teachers accountable in meeting the standards outlined in the feedback. Observers are in need of professional development on how to provide effective feedback in the areas of instruction that will make the biggest impact on student achievement. Continuing to put time and effort into implementing and monitoring evaluation systems without further training and emphasis on feedback will result in the same lack of impact on student achievement outcomes and may even undermine the role of observers in providing support to teachers.

Despite an intense focus and considerable financial commitment to remediate nonproficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in practice will inform future decisions related to staffing, scheduling, and professional learning. This study sought to identify the underlying professional and instructional differences between the most effective and least effective teachers of tenth grade intensive reading courses through teacher and principal/assistant principal surveys along with teacher evaluation data. This study revealed with regards to a teacher’s preparation to teach reading (research question one), that years of experience in the classroom and years of experience as a high school reading teacher were the only significant factors that influenced a teacher’s effectiveness. For research questions two and three; which had to do with the beliefs and professional practices of the teacher, the educationally relevant belief that the more effective teachers were more confident about their abilities than their less effective peers was noted. Research question four provided the data with regards to the general classroom teaching strategies and the adolescent reading strategies the effective teachers employed. This data revealed that the more effective teachers implemented posting and communicating daily and long term learning goals more frequently than their less effective peers. In addition, the general classroom teaching practices of efficient use of iii learning time, establishing and maintaining classroom routines, and checking for understanding proved to be educationally relevant. Additionally, the adolescent reading strategies of sustained silent reading, paired/partner readings, and students reading oneon-one with teacher, were educationally relevant as well. Finally, in regards to research question five, it was of statistical significance that administrators valued the use of the general classroom teaching strategy of posting and communicating daily and long term learning goals and were able to recognize the use of this strategy when observing and evaluating the teachers.

Much attention in recent years has gone to the evaluation of teacher effectiveness, and some scholars have developed conceptual models to evaluate the effectiveness. The purpose of this study was to compare three teacher evaluation models – the Texas Professional Development Appraisal System (PDAS), the teacher index model (TI), and the value-added model (VAM) – to determine teacher effectiveness using student demographic and longitudinal academic data. Predictive data from students included economic disadvantage status, ethnicity, gender, participation in special education, limited English proficiency, and performance on Texas Assessment of Knowledge and Skills (TAKS). Data serving as dependent variables were scores from Scholastic Aptitude Test (SAT®) verbal/critical reasoning and mathematics. These data came from 1,714 students who were 9.7% Hispanic, 9.2% African American, and 81.2% White. The models were tested for 64 English language arts teachers and 109 mathematics teachers, using student examination scores from the SAT® verbal/critical reasoning and mathematics. The data were aligned for specific faculty members and the students whom they taught during the year of the study. The results of the study indicated that the TI and VAM explained approximately 42% of the variance in college entrance exam scores from the SAT® verbal/critical reasoning and mathematics (R2 = 0.418) across mathematics and English language arts teachers, whereas the TI model explained approximately 40% of the variance in the SAT® scores (R2 = 0.402). The difference, however, in the R-squared values between the VAM and the TI model was not statistically significant (t (169) = 1.84, p > 0.05), suggesting that both models provided similar results. The least effective model used to predict student success on college entrance exams was the PDAS, which is a state-adopted model currently in use in over 1,000 school districts in Texas, The teacher PDAS scores explained approximately 36% of the variance in student success on the SAT® (R2 = 0.359). The study provides school leadership with information about alternative methods of evaluating teacher effectiveness without difficult formulas or high costs associated with hiring statisticians. In addition, results indicate that the models vary significantly in the extent to which they can predict which teachers are most effective in preparing students for college. This study also emphasizes the critical need to provide teacher evaluations that align with student achievement on college entrance exams.

No description available.

Thesis (M. Ed. (Educ. Psych.)) - Central University of Technology, Free State, 2013 / ABSTRACT The aim in doing this study was to consider what research reports about efficacious teachers and the extent of their locus of control. Teacher Efficacy and Locus of Control was evaluated as part of the teacher’s personal characteristics. Specifically, individuals with a high self-efficacy and internal locus of control believe that outcomes are a result of their own actions. Individuals possessing low self-efficacy and an external locus of control will conclude that external factors of which they had no control, such as luck, contributed to the specific outcome. Research shows that efficacious teachers are capable of changing learners’ attitudes about school, increasing their motivation to learn, and boosting academic achievement. Teachers provide school education and teacher efficiency is reflected in the teaching process and practice. Teacher effectiveness ultimately determines the success of long lasting learning in the classroom. Teachers’ successes are also displayed in learner outcomes. The role of the teacher is to teach his or her learners through interacting with them and to provide an ultimate learning climate. During this interaction, there are various factors that affect the effectiveness of the teacher. Some of these factors, amongst others, include influences of the environment, learner attitudes, the status of the teaching profession and utmost the teacher’s personal characteristics. Combined with teacher personal qualities, teaching will pursue an educational perspective for the development of such learners that will perform to societal expectations, demonstrating comprehensive academic skills for the promotion of quality education. The study ascertained the perceived levels of Teacher Efficacy and Locus of Control with regard to classroom teaching among Further Education and Training (FET) teachers in the Lejweleputswa district inclusive of the underlying reasons for the latter. As a result, this study attempted to outline the challenges facing education in South Africa today. Applied Teacher Efficacy and Locus of Control will enhance teaching and learning in our schools and; simultaneously, elevate our schools to a status of our education system in South Africa to a competitive edge internationally. This study followed a concurrent explanatory approach whereby a quantitative analysis was followed by a qualitative approach. The data was thus integrated to lend itself to reliability and validity. Various tests were done in this regard complimented by tests of normality and homoscedasticity. The analysis of results was taken on a ‘step-down’ approach where the researcher conducted Multivariate analysis (MANOVA) tests, Univariate analysis of variance (ANOVA) tests, t-tests and item analysis for the purpose of further explanation. Statistical significance was substantiated by practical significance through item analysis and qualitative analysis of results. Although levels of Teacher Efficacy and Locus of Control statistically satisfied the desired outcome, item analysis indicated that extraneous variables were present, impinging on these levels. These variables, inclusive of job satisfaction, training programmes, parental involvement and leaving the teaching profession, amongst others, were discussed as part of the results of the study. Significant variations were found in the different age groups of teachers whereby the researcher in addition analysed ‘age’ as an independent variable to the study. This study recommends revisiting of essential aspects pertaining to the teacher and the educational environment that will facilitate effective functioning of the teacher workforce, complimenting levels of teacher efficacy and locus of control.

South Africa's decade of democracy inevitably gave rise to a transformed South Africa. She enjoys international status in the world and is one of the foremost countries in Africa. This status requires communication to engender good relations. Language is one of the key issues facing South Africa. There are eleven official languages in South Africa alone and a host of other languages in the world. English plays a very important role. It has become the lingua franca for South Africans. This qualitative case study investigated how English how English was taught to primary school pupils. Five teacher-trainees were observed and the lessons they delivered were captured on video camera. The trainees and the pupils have as their mother tongue, Xhosa. The researcher used purposeful sampling when selecting the teacher-trainees. The schools chosen were in close proximity to the college where the trainees lodged. This was convenient and economical. The purpose of the study was to establish how orientated the trainees were towards the communicative approach, the recommended approach by the Collegiate of Education, an arm of the University of Transkei. All colleges of education in the former Transkei fell under the jurisdiction of that Collegiate. Another factor was the transformation and its impact in the classroom. This study addressed the following issues. * Colleges of Education in transition * General educational transformation * State of feeder schools * Culture of learning and teaching The literature study included current changes in education that appeared in newspapers of the day. The paradigm shift from the apartheid system to present day was examined in this qualitative research. The focus of this empirical study was on the method of teaching English adopted by the teacher-trainees. Left to their own resources, the trainees delivered lessons. The data obtained from these lessons were analysed and interpreted using an evaluation sheet. There was clear indication that the lessons generally were teacher-centred. There was a lack of healthy communication in the classrooms. The passive pupils responded to questions posed by the trainees. The pupils were not given much chance to talk freely to the trainees or even among themselves, though they were seated in groups and groupwork was indicated.. Emerging out of these findings are implications for all concerned : the prospective and present teachers ; tertiary teacher training institutions ; and the Department of Education. In conclusion, there is recommendation for INSET and PRESET training for teachers, not only for English language teaching but also other subjects across-the-curriculum as the medium of instruction in a majority of schools in South Africa is in English. / Educational Studies / M.Ed. (Didacties)

Bibliography / Thesis (MEd)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This study attempted to present a nuanced perspective on the frames of mind of teachers regarding the term sustainable development and the way it impacts on their educational practices. In the study, the researcher investigated the frames of mind of six Grade nine teachers teaching the Social Sciences and Natural Sciences learning areas at three different high schools in the Stellenbosch vicinity. The research report comprises two components, namely (a) a theoretical-philosophical component, and (b) an empirical component. The aim of the theoretical component was to explore the idea of “sustainable development as a frame of mind” critically. This was done firstly, by emphasizing the controversial nature of the term sustainable development, secondly, to present more clarity on the term frame of mind, and lastly, to integrate the two concepts by discussing the potential and development of “sustainable development as a frame of mind”, as well as the implications this has for education. Against the background of frames of mind and sustainable development, I critically analysed the South African curriculum statements of the Social Sciences and Natural Sciences learning areas for Grade nine, in order to determine which frames of mind regarding the phenomenon under investigation are most dominant within the statements. Teachers are confronted with these statements on a regular basis and the assumption is that frames of mind prevalent in the statements might have an impact on their frames of mind. This assumption was further explored in the interviews that were conducted with teachers, in an attempt not only to determine their frames of mind, but also to understand these. Therefore, it was important to determine the possible influences (experiences, role players, reading materials, etc.) that played a role (or are still playing) in the shaping of their frames of mind as these factors might serve as important points of departure in offering suggestions and recommendations for in-service teachers as well as for pre-service teachers. This study served as a confirmation of the controversy regarding the term sustainable development and the effect it has on teachers and the education system itself. The study also shows that the possibility of “sustainable development as a frame of mind” is locked up in the complexity of this idea. / AFRIKAANSE OPSOMMING: Hierdie studie het ten doel gehad om ’n genuanseerde perspektief te bied van onderwysers se denkraamwerke aangaande die term volhoubare ontwikkeling en die invloed wat dit op hul opvoedkundige praktyke het. Tydens die studie is die denkraamwerke van ses graad 9-onderwysers aan drie verskillende hoërskole in die Stellenbosch-omgewing aangaande volhoubare ontwikkeling binne die Sosiale Wetenskappe en Natuurwetenskappe ondersoek. Die navorsingsverslag bestaan dus uit twee komponente, naamlik (a) ’n teoreties-filosofiese komponent en (b) ’n empiriese komponent. Met betrekking tot die teoretiese komponent is daar beoog om die gedagte van “volhoubare ontwikkeling as ’n denkraamwerk” te verken deur dit krities te ondersoek. Dit is gedoen deur eerstens die omstredenheid ten opsigte van die term te beklemtoon, tweedens meer duidelikheid omtrent die term denkraamwerk te verkry en laastens om die twee begrippe te integreer deur die moontlikheid en ontwikkeling van “volhoubare ontwikkeling as ’n denkraamwerk” sowel as die implikasies wat dit vir die onderwys inhou, te bespreek. Wat betref denkraamwerke en volhoubare ontwikkeling, is daar verder beoog om die Suid-Afrikaanse kurrikulumverklarings ten opsigte van die leerareas Sosiale Wetenskappe en Natuurwetenskappe vir graad nege krities te analiseer om te bepaal watter denkraamwerke aangaande die verskynsel hierdie verklarings oorwegend onderlê. Onderwysers word op ’n daaglikse basis met hierdie verklarings gekonfronteer en die aanname is dat denkraamwerke wat daarin voorkom, ’n impak op hul denkraamwerke as sodanig sal hê. Hierdie aanname is verder verken in die onderhoude wat met onderwysers gevoer is waar daar nie net gepoog is om hul denkraamwerke te bepaal nie, maar ook om dit te verstaan. Dit was dus belangrik om die moontlike invloede (ervarings, rolspelers, leesstof, ens.) iii wat ’n rol in die vorming van hul denkraamwerke gespeel het (of steeds speel), te bepaal aangesien hierdie faktore as belangrike vertrekpunte dien tydens die ontwikkeling van voorstelle en aanbevelings vir onderwysers-in-diens sowel as onderwysers-in-opleiding. Die studie dien as ’n bevestiging van die omstredenheid ten opsigte van die term volhoubare ontwikkeling en die uitwerking wat dit op onderwysers en die onderwysstelsel self het. Die studie toon ook dat die moontlikheid van “volhoubare ontwikkeling as ’n denkraamwerk” in die kompleksiteit van hierdie gedagte opgesluit lê.

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2010. / Bibliography / ENGLISH ABSTRACT: Evaluation is seen as one of the key elements to enhance the teaching skills and subject knowledge of teachers, thereby facilitating effective and quality teaching and learning. One way of ensuring that this becomes a reality at South African schools is the introduction of an evaluation policy, namely the Integrated Quality Management System, as contained in the document Integrated Quality Management System (IQMS), Collective Agreement Number 8 of 2003 of the Education Labour Relations Council. This research was conducted against the backdrop of IQMS implementation in South African schools since 2005, and explored answers to the following questions: How do teachers experience the implementation of the IQMS (a form of evaluation)? To what extent does the IQMS contribute to the support, development and growth of teachers? Has the implementation of the IQMS had any positive impact on the quality of teaching and learning in schools? The data for the research were collected in 39 schools in Paarl and surrounding areas. The findings of the research study are based on a quantitative (questionnaire) investigation in the framework of an interpretive and positivistic paradigm. The results of the research showed that a significant number of teachers experience the goal and implementation of the IQMS as problematic. This leads to the conclusion that the implementation of the policy has not necessarily contributed to a fundamental improvement in the quality of teaching and learning in the participating schools. This conclusion is also based on the lack of meaningful and ongoing support and assistance that respondents receive before and after the evaluation process. The findings of this study correspond with those of international studies on the same topic, and indicate that teachers face universal problems, particularly with regard to the implementation of evaluation policies. This study could contribute to further research on the topic. / AFRIKAANSE OPSOMMING: Evaluering word as een van die kernelemente beskou om onderwysers se onderrigvaardighede en vakkennis te verbeter, en sodoende doeltreffende en goeie onderrig en leer in die hand te werk. Een manier om toe te sien dat dít in Suid- Afrikaanse skole werklikheid word, is die instelling van evalueringsbeleid, oftewel die Geïntegreerde Gehaltebestuurstelsel (GGBS), soos dit in die dokument Integrated Quality Management System (IQMS), Collective Agreement Number 8 of 2003 van die Raad op Arbeidsverhoudinge in die Onderwys vervat word. Hierdie studie is teen die agtergrond van GGBS-inwerkingstelling in Suid-Afrikaanse skole sedert 2005 onderneem, en soek na antwoorde op die volgende vrae: Hoe ervaar onderwysers die inwerkingstelling van die GGBS ( vorm van evaluering)? In watter mate dra die GGBS by tot die ondersteuning, ontwikkeling en groei van onderwysers? Het die inwerkingstelling van die GGBS enige positiewe invloed op die gehalte van onderrig en leer in skole? Die data vir die navorsing is in 39 skole in die Paarl en omgewing ingesamel. Die bevindings van die navorsingstudie is gegrond op kwantitatiewe (vraelys-) ondersoek in vertolkende en positivistiese paradigma. Die navorsingsresultate toon dat beduidende aantal onderwysers die doel en inwerkingstelling van die GGBS as problematies ervaar. Dít lei tot die gevolgtrekking dat die inwerkingstelling van die beleid nie noodwendig tot grondliggende verbetering in die gehalte van onderrig en leer in die deelnemerskole gelei het nie. Dié gevolgtrekking berus ook op die gebrek aan sinvolle en deurlopende ondersteuning en hulp wat die respondente voor en ná die evalueringsproses ontvang. Die bevindings van hierdie studie stem ooreen met dié van internasionale studies oor dieselfde onderwerp, en toon dat onderwysers, bepaald wat die inwerkingstelling van evalueringsbeleid betref, met universele probleme te kampe het. Hierdie studie kan tot verdere navorsing oor die onderwerp bydra.