Thesis--Wisconsin. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 94-99).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1962. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 117-121).

Thesis (Ph. D.)--Washington State University, May 2007. / Includes bibliographical references (p. 245-252).

No description available.

This study was conducted to determine if varying amounts of mathematics preparation and varying attitudes toward mathematics by teachers had a significant effect on the mathematics performance of their eighth grade students. Mathematics preparation was determined by the total number of college credits a teacher had accumulated and attitude toward mathematics was determined by a survey using the Revised Math Attitude Scale authored by Aiken and Dreger in 1961. In addition to mathematics preparation and attitude, the teacher characteristics of sex, age, years of experience, ethnicity, and type of certification were also observed and analyzed in relation to student performance. The sample population consisted of 30 eighth grade teachers from 10 middle schools in a large southwestern metropolitan school district and their 1,368 students. Student performance was measured by using the student math scores from the Iowa Test of Basic Skills. All variables in the study were tested at the .05 level of confidence using multiple regression and analysis of variance. None of the variables were significant predictors of student performance when the teachers were analyzed as an entire group. When divided into subgroups by student achievement levels, teachers with greater amounts of preparation had a significant effect at the .05 level of confidence with high achievement students; teachers with high attitudes toward mathematics had a significant effect at the .05 level of confidence for students of medium achievement. All other variables were insignificant for the subgroups. Conclusions were drawn that the individual teacher characteristics examined were not significant predictors of student performance unless students were grouped by achievement levels. This indicated that "more" in terms of math preparation for teachers or the concept of being a specialist at the middle school level was not a significant predictor of teacher effectiveness.

No description available.

Thesis (Ph. D.(Education Management and Policy Studies))-University of Pretoria, 2007. / Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1975. / Typescript; issued also on microfilm. Sponsor: Elizabeth Maloney. Dissertation Committee: Mary Ramshorn. Includes bibliographical references (leaves 112-116).

This research was designed to investigate whether there are any significant relationships between the individual's educational and professional backgrounds and the 1985 Florida Master Teacher Program. This study included information collected on 2,245 (72%) respondents out of 3,390 teachers who were selected as meritorious in Florida's 1985 program. Two instruments were used in data collection. One was the set of Frame Factor Data which was obtained from the Merit Teachers' Summative Observation forms. The Frame Factor Data included: method of classroom presentation, number of students in the observed classes, number of students in upper and lower academic quartiles, number of students in lower socioeconomic quartile, number of students with a learning disability, the grade level of the class, and the teachers' total number of years of teaching experience. The second instrument was a questionnaire developed to obtain demographic data from merit teachers. This questionnaire which was sent to all merit teachers, and it solicited the following information: the respondent's degree, the individual teaching certificate, professional association membership, enrollment in a college course related to their professional duties, date of birth, total years of teaching experience in Florida, and total years of experience at the same school, grade level, and subject area. The data obtained were analyzed using two procedures: (1) difference of proportions (two-tailed test) on those responses which could be answered by a simple "yes" or "no" response, and (2) chi-square goodness of fit on all multiple response items. The 0.05 level of significance was used with both statistical procedures. Significant items included the number of teachers who: graduated from a Florida teacher education program, were certified in more than one field or area, taught in a single field or area, were members of professional teachers' association, and had teaching experience only in Florida. Other significant items included: number of students in the class, total number of years of teaching experience, number of years teaching the same grade of subject area, the grade level of the students, and number of students in the upper quartile academically, and the teacher's classroom presentation method.

This is a study of the curriculum identity of Icelandic craft teachers. The study is based on life history interviews with 42 teachers born between 1913 and 1960. The interviews traced a life long relationship with the subject they chose to teach. Particular attention was paid to how the teachers define their subject and how they identify with it. The information gathered was analyzed with reference to the development of crafts as school subjects in Iceland. The study describes in context the relationship that teachers have with their subjects and attempts to explain it in terms of gender and class. The curriculum identity of the teacher of these subjects is crucial as the subjects are not defined by external means such as a prescriptive formal curriculum or centralized assessment. Each teacher is therefore able to construct a personal curriculum. The curriculum identity of craft teachers is defined by gender and class. The Icelandic school system includes two craft subjects; textiles formerly know as girls' craft, and wood and metalwork, formerly known as boys' craft. In the late seventies the gender segregation was abolished by a policy of equal access to education. Still the subjects retain a gendered definition. This study details the strength of gendered traditions and the complex effects of gender equity policies. Class refers here to the hierarchy of academic and vocational, or intellectual/manual pursuits. Western school systems operate on a dichotomy between mind and matter, where association with matter and the manual is less prestigious. The life histories of craft teachers manifest the effects, as the teachers perceive themselves as a low status group within the school system. The composite life histories of this group of craft teachers outline the history of the school subjects in Iceland, a history that has not been documented. The main contribution of the study is to the definition of curriculum identity, the way in which teachers define themselves and are defined by the subjects they teach. The evidence given by these teachers suggests that teachers tend to see their curriculum identity as deeply rooted in their personal history, even in their family history.