published_or_final_version / Education / Master / Master of Education

Digitized by Kansas Correctional Industries

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There is no abstract available for this dissertation.

The purpose of the study was to determine if teacher appraisal instruments used in Indiana public schools contained teacher performance criteria identified by teaching effectiveness researchers. Student scores from the 1986 Indiana Basic Competency Skills Test were examined to determine the relationship to the use of teaching effectiveness criteria on teacher evaluation instruments, per pupil expenditure, and other selected variables.A questionnaire was mailed to each Indiana public school superintendent along with a request to return the teacher evaluation instrument currently being used. Each evaluation instrument was judged to determine the percent of teacher evaluation criteria matching the twenty effective teaching criteria identified by Manatt and Stow. Data obtained from the questionnaire and teacher evaluation instruments were analyzed using frequency tabulations, percentages, and statistical treatment. The Spearman Rank Order of Correlation and the Kruskal-Wallis one-way analysis of variance were used to determine significance between student test scores, effective teaching criteria and selected variables. P=<.05 was used as the statistical measure to determine the level of statistical significance.Among others, the following conclusions were drawn:1. There is no significant difference between student achievement scores on the Indiana Basic Competency Skills Test and school corporations having a higher or lower percentage of research-based criteria on teacher evaluation instruments, except in 6th grade Math.2. There is no significant difference between student achievement scores and school corporations spending more or fewer dollars per pupil.3. Students from school corporations with larger student enrollments score significantly lower on the Indiana Basic Competency Skills Test. / Department of Educational Administration and Supervision

M.Ed. (Educational Psychology) / The motivation for this research-project is to find criteria to identify a good teacher. The education-profession can not afford to train teachers if they are not completely dedicated. Such criteria can also be used for the appointment and/or promotion of efficient teachers. Therefore the purpose of this research is to find a set of criteria founded on theory and an empirical study which may be used to identify an efficient teacher. The focus must be on those factors which make a teacher efficient and effective. In this research a questionnaire was used, using post-graduate education students at the Randse Afrikaanse University. No differences in emphasis were found between the different groups, therefore the findings of the group as a whole were accepted. Emphasis was placed on the following: a teacher must have respect for pupils' uniqueness and that children must also be accepted as valuable. Such teachers must have a love for children; and have a positive attitude towards and respect for the teaching-profession. Educational implications of this study is founded in the fact that a good teacher is a teacher that is n master in his subject and thoroughly prepare his lecturers and also prepare the children for adulthood.

The purpose of this study was to investigate the perceptions held by building administrators and teachers of the evaluation system being used in the Vancouver (Wash.) School District. Through the administration of separate questionnaires for building administrators and teachers, research was conducted to determine if significant differences existed among groups of teachers, among groups of building-level administrators, and among building-level administrators and teachers. The population of the study consisted of 235 randomly selected teachers from kindergarten through high school and 29 building-level administrators. Two different questionnaires were administered, one to teachers and one to building administrators, to determine the sample's perceptions of the current evaluation system being used in the Vancouver School District. Results of the questionnaires were examined based upon the categories of evaluator quality: comfort with evaluator; frequency of classroom visitations; evaluation procedural points; and utilization of evaluation results. Data within the building administrator group were examined through Chi Square, as also were comparative data between the building administrator and teacher groups. Data within the teacher group were examined both through Chi Square and through MANOVA and ANOVA statistical analysis. The results of the study indicated that teacher grade level may have a significant impact upon a teacher's perception of the evaluation process, but gender, age and teaching experience may not significantly impact teacher perceptions. The data further showed that grade level may not be significant in building administrator perceptions. In regards to comparing teacher and building administrator perceptions, it was found that these two groups may have different perceptions of a teacher evaluation system and process. Recommendations for improvements in the evaluation system for the school district are included. These same recommendations may also be appropriate for other school districts as well. Other districts are encouraged to review their evaluation process in a similar manner to determine its perceived effectiveness by the practitioners that use it.

The purpose of this study was to investigate the perceptions of elementary teachers and principals of the evaluation system used in two suburban school districts near Portland. Oregon. The two districts involved in the study used the ITIP model for instruction and teacher evaluation over a period of several years. The Teacher Evaluation Profile (TEP) developed by the Northwest Regional Education Laboratory was the instrument used in the study of teachers. A modified version of the TEP was used with elementary principals. The population of the study consisted of 233 elementary teachers from grades K-6 and 14 elementary principals. The study examined their perceptions of the teacher characteristics, evaluator characteristics, evaluation procedures, the feedback, the evaluation context, and experience with Madeline Hunter's Instructional Theory into Practice. In addition to examining the general perceptions of teachers and the principals, the study also investigated four research questions: (I) Is the value that teachers place on teacher evaluation related to the characteristics of the evaluation? (2) Does the amount of training that teachers receive in ITIP affect the value they place on teacher evaluation? (3) Do probationary and tenured teachers have different perceptions about the nature and value of teacher evaluation? (4) Do principals and teachers have different perceptions about the nature and value of teacher evaluation? The results of the questionnaires were examined using ANOVA and correlational techniques. In addition, alpha coefficients were computed to estimate the internal reliability of the instruments. The findings suggest that teachers and principals had positive perceptions of the quality, impact, and value of the evaluation process. Teachers perceived a positive working relationship with their principals in the evaluation process, and they rated the principals high on their evaluation skills. Teachers reported that feedback from principals was specific and that feedback was generally helpful. Teachers and principals agreed that there was value in sharing a common terminology (from lTIP) for discussions in the evaluation conference.

published_or_final_version / Education / Master / Master of Education

The purpose of the research was to treat immunodeficient mice, implanted with colon-25 tumors, with continuous and interrupted electrochemical therapy (ECT). ECT involves the placement of two electrodes, an anode near the center of the tumor and a cathode into the tumor periphery. A constant voltage is applied across the electrodes for a given period of time. The data showed that the interrupted and continuous ECT resulted in a decrease in mean tumor growth as compared to that of the sham controls. The histology of both ECT groups showed an increase presence of large vacuoles, randomly distributed tumor cells as well as the presence of "crevicing" in the medullary tissue. The differential leukocyte counts showed a distinct neutrophilia and lymphopenia in all groups at day 20 post tumor implantation. The results from the experimental groups appeared to support the findings of previous investigators.