Thesis (Ed.D.)--University of Tulsa, 1984. / Bibliography: leaves 42-45.

Dissertation (Ph.D.)--Auburn University, 2005. / Abstract. Vita. Includes bibliographic references (p.87-95).

Thesis (Ed. D.)--Illinois State University, 1976. / Title from title page screen, viewed Dec. 10, 2004. Dissertation Committee: Clayton Thomas (chair), J.H. McGrath, D. Gene Watson, Frederick Kagy, R. Dean Blomgren. Includes bibliographical references (leaves 100-102) and abstract. Also available in print.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed June 24, 2010). PDF text: iv, 123 p. ; 2 Mb. UMI publication number: AAT 3365839. Includes bibliographical references. Also available in microfilm and microfiche formats.

The purpose of this study was to determine the significance of certain factors relating to successful completion of the program by students in the Doctor of Education program at North Texas State University. Specifically, these factors were determined by a screening of judgments of North Texas State University graduates who had successfully completed the program, students engaged in the program, and from analysis of the factors derived from student records and research in related studies.

One of the most elusive problems in the education profession continues to be the determination of sound reliable means of recruitment and selection of teacher candidates. The present report is of a study designed to explore this general area as it pertains to elementary teacher education at the University of the Pacific. This investigation was planned to contribute toward the following general purposes: To avoid waste of student and faculty time and effort by early identification of students whose attitudes and interests are not congruent with those of successful teachers. To be able to furnish accurate descriptive information for counseling students making vocational decisions. To help students, and especially prospective teachers, understand their strong and weak points in order that they may better be able to direct their efforts toward efficient use of their strengths and toward development in areas of weakness.

This thesis attempts to predict the success of homemaking teachers from interest and personality scores.

Problem. The purpose of this study was to assess the effectiveness of elementary school teachers who had received intensive training in the Essential Elements of Instruction model, a teaching methodology composed of specific teacher behaviors. Teacher effectiveness was measured by analyzing student achievement results in reading. Procedure. Elementary teachers at specified grade levels in two selected school districts were divided into two groups: Group A, teachers who had received training in the Essential Elements of Instruction, and Group B, teachers who had not received this training. In School District I, a student population of approximately two hundred and twenty-five students was selected as the treatment group and a student population of approximately two hundred and ten students was selected as the control group. In School District II, a student population of approximately one hundred and forty-five students was selected as the treatment group and a student population of approximately one hundred and forty students was selected as the control group. The Gates-MacGinitie Reading Test (Form A-E) was used as the post test measure of achievement for all students. This test was used to determine if a teacher's training in the Essential Elements of Instruction model would result in greater student achievement gains as measured by the selected reading test. Results. The analysis of variance treatment of the data indicated that there were significant differences between the reading scores of students whose teachers had received training in the Essential Elements of Instruction model and those students whose teachers did not receive this training. Thus, the data did allow for the rejection of null Hypothesis 1. The analysis of variance treatment of the data indicated that there were no interaction effects of teacher training and student reading achievement by the grade level of the student, the socioeconomic level of the student, or the interaction of student grade level and student socioeconomic level. Thus, the data did not allow for the rejection of null Hypothesis 2, null Hypothesis 3 and null Hypothesis 4.

Beginning school teachers in Indiana in school years 1986-87 and 1987-88 who graduated from Ball State University, Indiana State University, Indiana University, and Purdue University (D=1,607) were studied to determine the relationship of NTE Core Battery subtest scores, Scholastic Aptitude Test (SAT) scores, and undergraduate grade point average (GPA) to beginning teaching effectiveness as measured by the Beginning Teacher Assessment Inventory (BTAI). The BTAI is an inventory listing eight criteria for which a beginning teacher must demonstrate minimal competence in order to complete the Indiana internship requirement. Findings were based on an analysis of data obtained from 663 beginning teachers in 163 Indiana school corporations. No empirical evidence indicated that NTE Core Battery subtest scores provide useful information for predicting beginning teaching effectiveness. Undergraduate grade point average (GPA) provided more accurate predictions of beginning teaching effectiveness than did the NTE Core Batter subtests. The ability of Scholastic Aptitude Test (SAT) scores to possess a statistically significant relationship with values on the Beginning TeacherAssessment Inventory (BTAI) was not substantiated. Females systematically scored higher than males on the BTAI assessment areas. Results were consistent for graduates from all four major state universities in the study. / Department of Educational Leadership

The focus of the present study was to determine the most effective assessment method to demonstrate beginning teacher competency as perceived by school administrators, teacher education faculty, and practicing teachers in Indiana. Earlier studies examined the compelling reasons why traditional assessments (such as Praxis I and II) were developed and the arguments that supported or negated their continued use. Research relating to nontraditional or alternative assessment (Assessment Portfolio) uncovered a different perspective toward teacher evaluation. The literature produced examples of portfolios used at a variety of levels to instruct and assess. Finally, several studies focused on the competencies needed by beginning teachers. The present study sought to investigate the perceptions of three categories of education experts as demonstrated by their selection of the assessment method(s) for each INTASC disposition competency. In addition, each participants' years of experience were included to allow a comparison between the method selected and the level of experience.Participants from 25 colleges and universities plus 119 school corporations (N=372) responded to the Beginning Teacher Competency Assessment Survey. The survey consisted of thirty-seven disposition competencies from the newly adopted INTASC Standards and a choice of one of the following assessment methods: Praxis, Indiana Beginning Teacher Internship Program, Assessment Portfolio, or None. Respondents were asked to select the best assessment method to provide evidence of each competency.The assessment method selected most frequently was the Indiana Beginning Internship Program (66%). Next, the Assessment Portfolio was selected by an overall 27%. Praxis was selected least by the participants (7%). Results revealed teacher education faculty were more likely to select the portfolio than either school administrators or practicing teachers for specific disposition competencies. No empirical evidence indicated that the level of experience influenced the assessment selection. Finally, differences within each category in relation to assessment method selection could not be computed through an interactive nominal logistical regression due to the low number of Praxis responses. However, a simple cross tabulated analysis suggested several within group differences. The meaningful differences within each category were between the Indiana Beginning Teacher Internship Program and the Assessment Portfolio based on four or more years of experience. / Department of Special Education