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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
561

The impact of Georgia's revised gifted education policy on placement and instruction of gifted and talented students in the Atlanta Public School System

Thomas, Inez D. 01 May 2003 (has links)
The purpose of this study was to determine if Georgia's revised gifted education policy resulted in an increase in the number of students placed in the program for gifted and talented students. Further, the study sought to determine if significant differences occurred in the instructional program after the revised policy was implemented. This study was based on the premise that the revised policy, with its broadened definition of giftedness and changes in eligibility requirements, would result in significant increases in the number of students placed in the program. Additionally, it was theorized that the new guidelines would bring about changes in the instructional program as it relates to instructional strategies, curriculum, and assessment. This was a quantitative study that involved the causal comparative method. To determine if the policy resulted in increases in the number of students placed in the program, the researcher collected data from the Atlanta Public School System's Department of Research, Planning, and Accountability and compared the figures for the three years before and the three years after the revised policy was implemented. In order to determine if the instructional program changed significantly, a survey was administered to teachers who taught in the gifted program under both policies. The research examined thirteen hypotheses to determine the main effects of the independent variables of the initial and the revised gifted policy upon the number of students placed in the program and the instructional program overall. The findings revealed that, of the thirteen hypotheses, nine were accepted and four were rejected. While there were increases in the number of students in the program, these increases did not constitute a significant difference. The major changes in the instructional program were found in the curriculum, assessment, and the strategies used at the elementary level. Since nine of the thirteen null hypotheses were accepted, it was concluded that no significant difference can be attributed to the implementation of the revised policy.
562

A qualitative study on factors that influence African-American teacher retention: implications for the principal pipeline

Turner, Dawn Monique 01 May 2003 (has links)
The United States is dealing with an unprecedented teacher shortage; especially in the area of minority teachers and particularly with African Americans. The purpose of this study was to examine and explore the "point of view" of knowledgeable and experienced African-American teachers and discover the factors that have effected their decisions to remain in the profession. The questions that directed this study were: What are African-American teachers' beliefs about why they remain in the teaching profession? What are African-American teachers' perceptions and views about what lead them to become teachers? The study involved two sets of focus group interviews as well as individual interviews. Participants interviewed for the study were asked questions concerning their perceptions about the teaching profession. Information obtained from the review of literature and results from the focus group were used to develop a structured, open-ended, teacher interview protocol for a second set of individual interviews. Interviews were conducted with eleven African-American teachers with five of more years of teaching experience. Data from the teacher interviews were analyzed and transcribed in order to identify categories and themes. The findings indicated that several factors contributed to African-American teacher retention in this district, which might enlighten educational leaders as they look to recruit and retain African-American teachers. • African-American teachers who show an "ethic of care" deliver culturally relevant instruction and act as professionals in their teaching. These teachers support and encourage their students to learn and demonstrate their dedication to meeting their students' needs. • African-American teachers who express a sense of personal responsibility feel committed to their work as teachers. These teachers understand their students and are committed to helping children become successful in school and in life. • No matter the importance of teachers' personal commitment and care for their students, administrators and educational leaders can exercise work-related factors that encourage the recruitment and retention of African-American teachers. • This study is meant for those in the education community to learn about the motivations and inspirations of African-American teachers specifically, and other teachers in general, involving teacher retention issues.
563

The effects of role conflict, educational policy and perceived effectiveness on the job satisfaction of the elementary school counselor

Tinsley, Vasanne Sheree 01 May 2003 (has links)
The study examines the relationship between role conflict, educational policy and perception of effectiveness as it relates to the job satisfaction of the elementary school counselor. The independent variables in the study were role conflict, educational policy, perception of effectiveness and counselor demographics. The dependent variable was the job satisfaction of the elementary school counselor. A quantitative survey was distributed to 114 elementary school counselors within a metropolitan Atlanta school system. Seventy-six elementary school counselors responded to the survey via U.S. mail. The results of the study indicate that there is a significant relationship between the job satisfaction of the elementary school counselor and educational policy. There also is a significant relationship between the job satisfaction of the elementary school counselor and perception of effectiveness. Three stepwise regression analyses indicated that there are factors related to each independent variable that impact job satisfaction. Based on the results of the study, it is recommended that a restructuring of the supervisory hierarchy for elementary school counselors within the school system occur to allow for monitoring of the duties of the school counselor. Educational policy should be developed on the local school level to support mandates presented in Georgia's House Bill 1187. Lastly, clarification of the elementary school counselor role statement and job description on the state and local levels should occur to ensure that role conflict does not impact counselor job performance.
564

Teachers' and principals' perceptions of the variables school leadership, school curriculum, school building facilities, teacher expectations, parental involvement, and school discipline in the Dekalb County School System

Tillman, Gerald David 01 May 2001 (has links)
This quantitative study described the perceptions of teachers and school administrators related to six variables in the Dekalb County School System. The study involved a population of 200 teachers and 75 school administrators employed in a large metropolitan school system in Georgia. The respondents from the population of 200 teachers and 75 school administrators consisted of 202 total subjects. The sample of the population was analyzed during the 1998-99 academic school year. There were a total of six variables in the study. The statistical procedures involved a t-test for Equality of Means and a Pearson Correlation Analysis. There were six significant findings according to the t-test results. The statistical review of the survey data revealed that teachers and school administrators had significantly different perceptions on all six variables. The overall mean scores were consistently higher for school administrators showing that they were more likely to agree on the tested variables than teachers. According to the Pearson test, all of the variables had a ( r ) value less than .397. The Pearson Analysis produced a weak but significant relationship between teachers and school administrators on all of the variables, thereby supporting the ttest analysis and rejecting all six hypotheses.
565

A study of faculty perceptions of leadership styles and job satisfaction in selected institutions in Taiwan

Sun, Jan-Pine 01 July 2001 (has links)
The purpose of this research is to examine the relationship between deans' leadership styles and faculty job satisfaction in Taiwan's system of higher education. The results of this study will help administrators to effectively lead their institutions toward educational reform in Taiwan. This study utilized quantitative methods to determine the relationship between leadership styles and job satisfaction. A questionnaire was sent to 900 participating faculty members. Of the 900 questionnaires mailed, 631 (or 70.1 %) were returned. The independent and dependent variables were analyzed with Pearson Correlation and ANOV A statistical tools. The 0.05 level of significance was used to test the null hypotheses. This study's results showed that there was a significant relationship between leadership styles and job satisfaction. There was also a significant difference between observed and expected leadership styles. Leadership style S3 (low tasklhigh relationship) was the most popular expected and observed leadership styles, followed by leadership style S2 (high tasklhigh relationship), leadership style S4 (low task/low relationship), and leadership style S 1 (high task/low relationship). However, faculty members expected a much higher relationship behavior in leadership style S3. In general, faculty members had a moderate level of job satisfaction. Significant difference was found between leadership styles and job satisfaction in terms of type of institutional governance, faculty gender, faculty size, faculty years of experience, and faculty age. There was no significant difference between leadership styles and job satisfaction in terms of type of administrator gender and institutional type. In leadership style S2, younger faculty members had significant lower extrinsic job satisfaction than older faculty members. In general, faculty members who served in larger faculty size institutions had higher job satisfaction than faculty members who served in smaller faculty size of institutions. In leadership styles S2, S3, and S4, faculty members who had lesser years of experience had significant lower job satisfaction than faculty members who had longer years of experience. In leadership style S3, females had significant lower job satisfaction than males. In leadership styles S2, S3, and S4, faculty members who served in public institutions had significant higher job satisfaction than faculty members who served in private institutions.
566

Factors influencing the selection of multi-age programs in the United States

Smith, Terie 01 May 2000 (has links)
The purpose of this study was to determine factors that have influenced decisions made by principals and teachers to initiate multi-age classrooms in the United States. A descriptive research design was utilized for the purpose of this study. Principals and teachers who had implemented multi-age programs were mailed a questionnaire. Three hundred fifty-seven principals and teachers responded. Data were collected and analyzed to determine if principals and teachers differed in their perception of the factors that may have influenced the selection of multi-age classrooms. Five statistical tests were used to evaluate the hypotheses. An alpha level of .05 was used for hypothesis testing. Statistical analyses revealed that principals and teachers held the same level of perception about the selection factors of retention, student achievement, social development and developmentally appropriate practices, regardless of their school size or its location. Principals and teachers rated each selection factor as important; however, social development and developmentally appropriate practices were rated higher than retention and academic achievement. Principals and teachers should not expect this organizational and structural method alone to solve all of the educational problems of today. The practice of multi-age grouping must be thoroughly researched along with developmentally appropriate practices and the effects of retention on student achievement and social development.
567

Character education and student discipline in selected elementary schools

Senior-Gay, Bonita J. 01 May 2004 (has links)
This study examines the inclusion of character education and its impact on student discipline in a metro Atlanta school district. Character education influence on student discipline is associated with accompanying variables. Therefore, it was necessary to examine the relationship among character education, building leadership, teacher's role, subject taught, amount of time, staff development, socioeconomic status of school, parental involvement, teacher's race, racial make-up of class, and student discipline while controlling for teacher demographics. Teacher perceptions concerning character education and student discipline were surveyed by a 74-item questionnaire in a systematic random sample in six metro Atlanta elementary schools. Analysis of the Pearson Correlation revealed a significant relationship between character education, teacher's role, parental involvement, socioeconomic status of school, racial make-up of class, and student discipline. In contrast, no significant relationship was found between building leadership, subject taught, amount of time, staff development, teacher's race, and student discipline. A Factor Analysis of building leadership, character education content, staff development, parental involvement, and teacher's role was placed in the same factor, but student discipline stood alone. In a Regression Analysis of the data, free and reduced lunch as well as character education were the only significant predictors of student discipline. The conclusion is that since character education improves student discipline, schools should invest in a character education curriculum, carve daily time for character education along with other school courses, monitor and evaluate the level of implementation of character education programs, and provide the necessary resources that will enable classroom educators to help young people acquire a sense of social responsibility.
568

Administrators' and teachers' perceptions of the level of importance of the five key components of the middle school concept relative to the success of middle schools

Stephens-Allen, Joalveta A. 01 May 2002 (has links)
The purpose of this study was to investigate the perceptions of administrators and teachers of the level of importance of the five key components of the middle school concept. More specifically, the study sought to determine if there was significant differences and significant relationships between the perceptions held by teachers and administrators regarding the level of importance of: (1) interdisciplinary teaming; (2) advisory programs; (3) varied instruction; (4) exploratory or connection programs; and (5) transition programs relative to the success of their middle school program. The research population consisted of 48 administrators and 120 teachers from a large metro Atlanta school system in Georgia. The respondents from the population of 48 administrators consisted of 34 subjects. The respondents from the population of 120 teaches consisted of 92 subjects. The independent and dependent variables were subjected to Pearson r correlation and t-tests for Equality of Means analyses. Data were gathered by a questionnaire. The findings from the data analysis suggested that were no significant differences and no significant relationships in administrators' and teachers' perceptions of the level of importance of the five key components of the middle school concept. The main recommendations from the findings were: (1) make sure administrators and teachers at the local middle school level continue to focus on the collegiality and continuation of staff development to strengthen what appears to be an existing level of professional agreement, and (2) central or district level administrators who are in charge of expanding the middle school program should they make sure as they select, prepare, and assign staff, that they take advantage of some of the persons who are currently working in existing middle schools by allowing these people to develop orientation programs and become mentors.
569

The effect of Classroom P.T.A on student achievement in a selected elementary school

Sellers, Robert L. 01 July 1989 (has links)
Purpose of the Study: The purpose of this study was to examine the effects of Classroom P.T.A. on student achievement in a low socio-economic elementary school. The time frame involved the 1985-86/1987-88 school year before and after the establishment of Classroom P.T.A. Methodology: This was a case study using a comparative analysis of the Iowa Tests of Basic Skills for grades 1-5 for the 1985-86/1987-88 school year. The achievement scores before and after the establishment of Classroom P.T.A. were analyzed using the "t" test. Also, the responses from the teacher perception questionnaire were tabulated using percentages to determine the level of parental expectations since the establishment of Classroom P.T.A. Conclusions: It appears that: 1. When teachers organize Classroom P.T.A.s and promote teacher-student-parent conferences, low SES parents feel a sense of success in schooling for their children. 2. When teachers construct a profile analysis for each student in order to adjust or create a new curriculum to meet the needs of the individual learner, then, students' test scores are likely to improve. Findings: 1. The mean reading score for Ragsdale School in 1985-86 was 41.754 and in 1987-88, 49.3216. The calculated "t" value was 2.99 with 170 degrees of freedom. This was significant at the .003 level. Hence, there is a significant increase in students' reading scores for 1987-88. This shows that Classroom P.T.A. had a significant impact on the reading score, and the null hypothesis is rejected. 2. The mean mathematics score for Ragsdale School in 1985-86 was 49.1579 and in 1987-88, it was 65.8598. The calculated "t" value was 5.40 with 170 degrees of freedom. This was significant at the 0.000 level. Hence, there is a significant increase in student mathematics scores for the school year 1987-88. This shows that Classroom P.T.A. had a significant impact on mathematics scores, and the null hypothesis is rejected. 3. The improvement of test scores does not arise from any change in the SES for 1985-86/1987-88. Recommendations: 1. That further study be made using Classroom P.T.A. chosen for this study, but using a larger sample. 2. That in-service workshops be provided for teachers to sharpen their interpersonal skills to work ·more effectively with parents.
570

In-school teacher training in high definition planning, teaching, and evaluation and the impact on higher order thinking skills at a selected school

Reid, Richard W. 01 December 2005 (has links)
This study was conducted to investigate the extent to which teachers could be trained by a school administrator to conduct teaching following High Definition teaching strategies in order to increase the teaching of higher order thinking skills. High Definition teaching was expected to facilitate students' acquisition of higher order thinking skills by teachers explaining, asking questions and using answers along the lines of Bloom's Taxonomy (application, analysis, synthesis and evaluation) while covering text book knowledge, inferential concepts, students' experiences, previous lesson concepts, related subject concepts and test concepts. This study assumed that if the methods were successful, it would indicate that instructional administrators could conduct in-the-teaching process teacher development to improve the teaching of higher order thinking skills, thereby enhancing student performance on standardized tests. In this study, the following variables were measured as the dependent variables: (1) higher order thinking skills (2) lesson planning skills and (3) knowledge about students. The independent variables were the experimental group in comparison to its baseline performance (pretest) and a control group with no treatment. The design chosen for this study was an experimental design that involved both an experimental and a control group in a pretest-posttest data analysis. The control group was defined as the group of 14 teachers who were randomly selected from the faculty and assigned for no treatment. The experimental group was defined as the group of 15 teachers who were randomly selected from the faculty and assigned for treatment. The teachers in the pretest-posttest settings: (1) wrote their views about students as learners (2) had their lesson plans analyzed, (3) had their teaching videotaped for the purpose of comparison with their own pretreatment video, (4) had their teaching videotaped for the purpose of comparison with the control group and (5) wrote their views about students as learners after treatment. An analysis of the videotape data indicates that training of teachers in High Definition planning, teaching and evaluation improved the number and types of higher order interactions occurring in the classroom with respect to some of the dimensions measured. An analysis of lesson plans indicated improvement by some teachers in their understanding of the strategies taught. An analysis of the questionnaire data with respect to each question indicates posttreatment changes in teaching values by the teachers.

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