This study examined willingness to communicate (WTC) of language learners who were studying English as a foreign language in a Chinese college setting by adapting variables from four theoretical sources: McCroskey and Richmond's (1987) WTC construct, Gardner's (2001a) Socio-Educational model, MacIntyre et al.'s (1998) WTC model, and Wen and Clément's (2003) conceptualization of WTC in a Chinese setting. Three objectives guided this study: 1) to examine the relationships among willingness to communicate, communication apprehension, and self-perceived communication competence in Chinese and English language contexts respectively; 2) to examine the relationships between integrativeness, attitudes toward the learning situation, motivation, and instrumental orientation with WTC in English; 3) to test the proposed relationships among communication variables (i.e., communication apprehension and self-perceived communication competence), affective variables (i.e., integrativeness, attitudes toward the learning situation, motivation, and instrumental orientation), teacher immediacy, and WTC in English. Two hundred and thirty-five (235) sophomores and juniors majoring in English at a public university in China participated in this study. A quantitative research method using self-report questionnaires was employed to collect data that addressed ten different aspects or variables concerning the participants' communication and affective orientations, as well as the perceived teacher immediacy behaviors. Pearson correlation coefficient, multiple regression, and a path model were utilized as statistical analysis methods in line with each research question. The results of the study showed that all of the communication variables were significantly correlated with each other at the .01 level in both Chinese and English communication settings. Moreover, the correlations between Chinese and English for communication apprehension, self-perceived communication competence, and willingness to communicate were all positive and statistically significant, indicating their trait-like predisposition which remained constant across languages used in communication settings. All of the four affective variables (i.e., integrativeness, attitudes toward the learning situation, motivation, and instrumental orientation) and the variable of willingness to communicate in English were significantly correlated with each other at the .05 level. However, only attitudes toward the learning situation and motivation contributed significant predicative power to WTC in English. Communication apprehension and self-perceived communication competence were the only two direct effects on WTC in English. Communication apprehension also had indirect effect on WTC in English through its negative effect on self-perceived communication competence. Teacher immediacy had direct positive effect on communication apprehension and negative effect on self-perceived communication competence. WTC in English was indirectly dependent on teacher immediacy through the mediation of communication apprehension and self-perceived communication competence. Motivation had direct effect on communication apprehension and self-perceived communication competence. The hypothesized predictive relationships from attitudes toward learning situation, integrativeness, and instrumental orientation to motivation were supported. Motivation could indirectly predict WTC in English through the mediation of communication apprehension and self-perceived communication competence. The importance of this study lies in its theoretical contributions to the WTC research and the pedagogical implications for second language teaching and learning. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Spring Semester, 2009. / Date of Defense: December 12, 2008. / Chinese, Self-Perceived Communication Competence Foreign Language Learner, Willingness to Communicate, Communication Apprehension / Includes bibliographical references. / Susan Nelson Wood, Professor Directing Dissertation; Gretchen Sunderman, Outside Committee Member; Alysia D. Roehrig, Committee Member; John Keller, Committee Member.

The purpose of this study is to seek a greater understanding of the political dynamics influencing the involvement of Florida institutions of higher education in alternative teacher certification policies and programs. Adapting J. Victor Baldridge's Interest Articulation Model, the analysis focuses on three stages of organization-level policy formation: social context, interest articulation, and legislative transformation. The political analysis centers on deans (authorities) and teacher education faculty (partisans) as they maneuver within an institutional context that is influenced by a number of external forces such as state policy, market forces, and competing ideas about the future of teacher education and certification. Differences among teacher education institutions and alternative certification programs are considered in the analysis. Data are drawn from 26 semi-structured interviews with administrators and faculty members from the colleges of education at Florida's state universities and a web-based survey of 64 higher education administrators across the state. The study found that state policy has catalyzed and legitimized new alternative pathways and has influenced state universities and community colleges to engage in alternative preparation. Twenty-two (68%) of the 32 survey respondents report that their institutions have been involved in the development or implementation of AC programs, and 12 IHE-operated programs were identified in the survey. Administrators perceive that their faculty are supportive of both the district-based and state AC programs. Survey data suggest that community college administrators are more supportive of AC than their counterparts in the state universities and independent colleges and universities. Deans and faculty at state universities have put up little resistance, realizing that the process will move forward with or without them. Many deans feel obligated to engage so they can be seen as team players in the state. In addition, deans are using their support of a state alternative certification initiative as quid pro quo for more flexibility in the state's regulatory framework for approved teacher education programs. For the most part, however, programs at the state universities are campus-based, center on graduate coursework, and are modified variations of "traditional" programs, which is far from the on-the-job, competency-based programming envisioned by the state. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Fall Semester, 2005. / Date of Defense: September 12, 2005. / Colleges of Education, Teacher Education, Alternative Teacher Certification, Politics of Education / Includes bibliographical references. / Lora Cohen-Vogel, Professor Directing Dissertation; Dave Foulk, Outside Committee Member; Carolyn Herrington, Committee Member; Sande Milton, Committee Member.

This qualitative study examined the unique perspectives of participants, who recently completed their elementary teacher education training, of their sense of effectiveness in leading students to learn, also known as teacher efficacy. This study used a comparative case study approach to compare and contrast the differences in teacher efficacy as impacted by the internship experiences and supervision of cooperating teachers, within two different teacher preparation models. Volunteers were selected from a population of 2017 elementary teacher education graduates from Florida Atlantic University and Florida State University who had completed their pre-service internships during the 2016-2017 academic year. Participants responded to open-ended questions during telephone interviews. Data were analyzed to compare participants’ descriptions of their teacher efficacy, how their teacher efficacy may have developed through the progress of their programs and impacted by their internship experiences. This study also examined whether comprehensive training in coaching and mentorship, as provided by one of the two state universities, contributed to the participants’ level of teacher efficacy. The outcomes corroborated current research literature but also revealed unique findings in the formation and development of perceived teaching effectiveness through the preparation program experience. The findings for show that pre-service teachers do not succinctly connect their perceived teacher efficacy to students’ learning and accomplishing instructional goals. Also, that internships need to provide frequent, timely and diverse experiences within an environment of learning and support. The key differences between FAU and FSU were in consistency within placements and in diversity of student populations. Impactful events were noted by participants of both FAU and FSU as opportunities for instructional growth and improvement. Finally, the deepest connection with pre-service teachers in developing their teacher efficacy is the mentor/mentee relationship that encourages and supports instructional practice and improvement. Although FAU has provided multiple professional development trainings for supervising pre-service teachers, other factors such as support, encouragement, flexibility and empathy led to developing a more positive teacher efficacy. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Summer Semester 2018. / June 13, 2018. / Includes bibliographical references. / Courtney Preston, Professor Directing Dissertation; Fengfeng Ke, University Representative; Stacey Rutledge, Committee Member; Marytza Gawlik, Committee Member.

The primary purpose of this study was to develop a valid and reliable instrument to examine science teachers' assessment beliefs and practices in science classrooms. The study also investigated the relationship between teachers' beliefs and practices regarding assessment issues, the certain factors, influencing their assessment practices and teachers' feelings towards high-stakes testing. The participants of the study were 408 science teachers, teaching at middle and high school levels in the State of Florida. Data were collected through two modes of administration of the instrument as a paper-and-pencil and a web-based form. The response rate for paper-and-pencil administration was estimated as 68% whereas the response for the web administration was found to be 27%. Results from the various dimensions of validity and reliability analyses revealed that the 24 item-four-factor belief and practice measures were psychometrically sound and conceptually anchored measures of science teachers' assessment beliefs and self-reported practices. Reliability estimates for the belief measure ranged from .83 to .91 whereas alpha values for the practice measure ranged from .56 to .90. Results from the multigroup analysis supported that the instrument has the same theoretical structure across both administration groups. Therefore, future researchers may use either a paper-and-pencil or web-based format of the instrument. This study underscored a discrepancy between what teachers believe and how they act in classroom settings. The majority of teachers reported that instruction time, class size, professional development activities, availability of school funding, and state testing mandates were the primary factors, influencing their assessment routines. Many teachers drew attention to several negative impacts and consequences of the high-stakes testing both on teaching and learning. Teachers stated that both the preparation process and the results of the test created unbelievable tension both on students and teachers. Implications of the study indicated that it would be valuable to conduct alignment studies to examine whether state tests are fully aligned with the state standards and classroom assessment. Perhaps, such analyses would assist state level decision makers in reconsidering the current policies and "unintended" influences of mandated tests on classroom practices. / A Dissertation submitted to the Department of Middle and Secondary Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Fall Semester, 2005. / Date of Defense: November 7, 2005. / Self-Reported Practice, Teachers' Beliefs, Instrument Development, Assessment, Science Education / Includes bibliographical references. / Alejandro J. Gallard, Professor Directing Dissertation; Paul H. Ruscher, Outside Committee Member; Akihito Kamata, Committee Member; Nancy T. Davis, Committee Member.

Thesis (Ed.M.)--Boston University

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Focus on education for the future, often termed 21st Century education, is on the minds of educators and much is being said about particular ways to enact curricula and teaching that supports the needs of 21 century thinking, learning, and teaching. 21st century skills, frameworks, system/practitioner examples that apply these skills and a variety of literature on the different structures and content have been disseminated through articles, professional development, and district-wide initiatives. However, there is an absence of literature that focuses on how system wide initiatives, rooted in 21st Century research, impacts teachers and their perceptions of teaching and learning. In this study, the discourse on 21st Century education is defined in relation to educational frameworks that outline specific skills students and teachers need in order to be successful in academic and workplace settings in the 21st Century. The objective of the study was to answer the following research questions (1) How does a district-wide PD initiative focused on educating students for the 21st Century impact teachers' examinations and revisions of assessments, curricula, and instructional activities? (2) How does a district-wide PD initiative focused on educating students for the 21st Century impact three 10th Grade English teachers' examinations and revisions of their literature curricula and instructional activities? (3) What factors influence the ways teachers react to the PD plan implemented in the EEF initiative? Through a qualitative examination of a professional development initiative called Envisioning Education for the Future (EEF) 2010-2013, this research study aims to bridge a gap between theory and practice by examining how Parnell School District attempts to achieve the goal of enhancing their teaching and preparation of students for the 21st Century. I explore how Parnell School District provided its teachers opportunities to focus on providing a more global-focused education by offering, a coherent professional development plan that focused on activities that included: assessment creation, instructional activity adaptation, curriculum design, practitioner reflection, and student work analysis. Outcomes from this study include recommendations for how to overcome logistical obstacles; address teachers' varying levels of self-efficacy; adapt curricula, teaching strategies/activities, and classroom assessments to reflect more 21st Century skills. What was also revealed during this study was the emergence of a new discourse amongst teachers and researchers as they attempted to create a common language around 21st Century education. This discourse is referred to as a Critical 21st Century Discourse. The EEF PD initiative encouraged individuals to examine their assumptions and biases by engaging teachers in deep questioning about their teaching philosophies in their particular disciplines, providing teachers with activities that facilitate teachers reflections on existing beliefs and ideologies and the impact thereof, and by providing teachers with the research literature and experiences that help broaden perspectives of underlying critical issues to investigate how teaching is impacted

Thesis (Ed.D.)--Boston University / Statement of the problem: The two-fold purpose of this studY was to compile and validate from the field of sociological theory a list of basic sociological concepts and to construct and validate a test of basis sociological concepts for secondary school teachers of the social studies. Source: The concepts were compiled from the literature of sociological theory based primarily upon the research of recognized sociological theorists. Procedure: A list of 309 concepts was compiled from the collected data. These were submitted to a seventeen-member jury for the purpose of selecting the most basic concepts. Thirty-nine concepts were retained for use in the construction of the test instrument. The selection of textbooks from which definitions of concepts were drawn was limited to nine introductory sociological textbooks chosen on the basis of the extent to which they are used. From these textbooks, concept definitions were selected and evaluated and a synthesized definition constructed. Concepts not specifically defined in at least two textbooks were eliminated. Eight concepts failed to meet this criterion. A proposed test of sociological concepts was constructed and submitted to a five-man jury for keying and scoring. The result of this procedure was a one-hundred item test believed to be a content valid and construct valid instrument. Item analysis study: The test was administered to ninety-six social studies teachers in six New England colleges. Using the Chi-square technique, fifty-nine items were found to be highly significant at the 1% level; six items were significant at the 5% level; twenty-five items were rejected as not being significant; and ten items were rejected because the lower 27% scored higher than the upper 27%. The Mean was 53.93 and the Standard Deviation was 12.61. The following concepts received the highest percentage of correct answers: culture, mores, population, role, society, stratification, and values. The following concepts were most frequently answered incorrectly: conflict, division of labor, ethnocentrism, mobility, race, secondary groups, social control, stereotype, and structure. Final test: The refined instrument was administered to four hundred thirty-five social studies teachers in ten New England colleges. The reliability of the instrument was .82 using the test of rational significance. The Mean was 33.46; the Standard Deviation was 9.12. The validity of the test was determined through content and construct analysis. Conclusions: A majority of the teachers do not know the distinction between mores, folkways, and laws. They do not recognize consistent interaction as an essential feature of social groups. They failed to make the distinction between the structure and source of personality. Teachers view societal values as inflexible and unchanging. Culture was considered in terms of the social heritage of the arts and cultural lag was seen in terms of the failure of culture to keep pace with the advances in science and technology. The differentiation between status and role was not clear and apparently not understood by most social studies teachers. Highest scores were obtained respectively by teachers graduating from liberal arts institutions, schools of education and teachers colleges. Teachers-in-service scored higher than prospective teachers, and male teachers scored higher than female teachers. In summary, teachers of the social studies appear very weak in their knowledge of sociological concepts. In order to heighten the change in social situations, a clearer understanding of these basic sociological concepts is implicit.

The purpose of this study was to explore the development of second graders' spelling knowledge across the academic year using a researcher developed, word-dictated spelling test administered in fall, winter, and spring of second grade. Second grade students (N =100) from 10 classes were the participants in this study. Students' spelling tests were analyzed for patterns of overall growth, spelling pattern, and linguistic knowledge (i.e., phonological, orthographic, and morphological). Words were crossed with students to identify significant predictors of spelling accuracy. Hierarchical linear modeling and descriptive statistics were used to analyze the data. Results revealed that students demonstrated significant growth in their spelling performance from fall to spring. Number of letters predicted spelling accuracy at the end of the year, but word frequency and number of phonemes did not. Females were more accurate at spelling words than males. Students struggled with mastery of the spelling patterns expected to be taught and learned during second grade. There were relatively few phonological errors made in comparison to orthographic and morphological ones. Students in second grade, even those who made many spelling errors, tended to represent all the phonemes in their spellings. Orthographic errors occurred most frequently and there were no significant differences based on student demographics. Morphology remained difficult for all students throughout the year and would benefit from explicit instruction. Interestingly, results indicated that students and classes varied significantly in their spelling performance at the beginning of the year, but did not vary in their rate of growth. It is speculated this could be due, in part, to the lack of meaningful spelling instruction occurring at school. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Spring Semester, 2010. / Date of Defense: December 8, 2009. / Second Grade, Spelling, Literacy / Includes bibliographical references. / Barbara R. Foorman, Professor Directing Dissertation; Christopher Schatschneider, University Representative; Stephanie Dent Al Otaiba, Committee Member; Young-Suk Kim, Committee Member.

This descriptive research study was designed to investigate the relationship between the personal characteristics of high school mathematics teachers and the frequency of technology use in their classes, while describing the strategies high school mathematics teachers utilize to integrate technology into their curriculum as the hindrances or obstacles to their technology use was examined. The Mathematics Teacher Technology Usage Survey (MT-TUS) was designed as a web based questionnaire instrument to gather data from high school mathematics teachers across the state of Florida. 813 teachers responded to the survey offering insights into their usage of technology. Data analyses revealed that the majority of the teachers in the sample population made use of graphing calculators and projection devices (overhead or lcd) on a regular basis. Most teachers classified themselves at the "Developing Tech" level of technology integration and used technology as a supplement to instruction as their students used technology to test and practice for skill mastery. The biggest obstacle to technology use was access to technology resources. The results of the study provided information that is useful to mathematics educators, professional development leaders, local, state, and national policy makers and teachers of mathematics who are interested in understanding the factors that affect technology usage in the mathematics classroom. By examining teachers' technology use within the context of demographics, approaches, and hindrances, this study sheds new light on the role of technology in mathematics education. / A Dissertation submitted to the Department of Middle and Secondary Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Fall Semester, 2007. / Date of Defense: October 17, 2007. / Technology, Survey, Integration, Mathematics / Includes bibliographical references. / Elizabeth Jakubowski, Professor Directing Dissertation; Paul Ruscher, Outside Committee Member; Leslie Aspinwall, Committee Member; Pamela Carroll, Committee Member.