<p> The purpose of this study was to examine the differences between mathematics preparation and teachers' perception of self-efficacy for teaching mathematics at low- and high-performing schools. Bandura's theory of self-efficacy was the guiding theoretical framework. The study used a descriptive comparative method to obtain quantitative data regarding teacher backgrounds and teacher efficacy level. Self-reported data from the Mathematics Teacher Efficacy Belief Instrument was used to calculate two dimensions of teaching efficacy, personal mathematics teaching efficacy (PMTE) and mathematics teaching outcome expectancy (MTOE). Preparation was determined by individual calculations for successful completion of preservice mathematics coursework, completion of mathematics methodologies coursework as well as hours and types of teacher professional development completed. An analysis of 69 teachers, 33 from low-performing schools and 36 from high-performing schools, revealed statistically homogenous mathematics preparation and self-reported self-efficacy levels. Elementary mathematics teachers from high-performing schools demonstrated slightly higher level of preparation, PMTE and MTOE; however, differences were not statistically significant. Results were incongruent with prior research and indicate the need for future research supported by data collected from external sources, beyond self-reported data.</p>

<p> The current case study was conducted to examine the perceptions of English learners (ELs) who have not been reclassified after attending a public school for at least 6 years, as well as the perceptions of their teachers. The research questions this study investigated were: (1) What do nonreclassified ELs in the sixth grade perceive as the challenges faced during the process of acquiring academic English? and (2) What do teachers of ELs perceive are the factors that impede ELs' development of academic English proficiency, preventing them from being reclassified by the end of six years in a public school? The conceptual framework consisted of five concepts: (a) historical, political and social influences on ELs, (b) programs for ELs, (c) a description of ELs, (d) the problems of reclassification and the characteristics of long-term English learners (LTELs), and (e) teacher expectations. The theoretical foundation informing this study was critical care to counter deficit-based thinking. The goal of the study was not to critique individual teachers but to examine what was happening in the profession of teaching that was impacting some students' ability to become proficient in English. This study included focus groups and one-on-one interviews, as well as an examination of report card comments. The study utilized purposeful sampling. Five teachers and six students were interviewed. There were five themes derived from both teachers' and students' perceptions in reference to the research questions: (a) the EL profile, (b) teacher perceptions of parents (c) connecting to the learning and to motivation, (d) engagement in learning and teaching, and (e) instruction. Overall, the findings support that teachers' perceptions are grounded in deficit thinking, and the student responses indicated they had internalized these beliefs themselves. However, this study explained teacher and student perceptions using a strengths-based approach to demonstrate how to support ELs. Educators may find it useful to interview their own students as a form of self-review process in order to become more aware of their teaching methods and how students internalize the instruction.</p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2416. Adviser: Sarah McCarthey. Includes bibliographical references (leaves 167-175) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0446. Adviser: Paul Thurston. Includes bibliographical references (leaves 308-338) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2877. Adviser: Sarah McCarthey. Includes bibliographical references (leaves 276-286) Available on microfilm from Pro Quest Information and Learning.

<p> Through interviews with the principal, teachers, and parents, the researcher describes how teacher training and implementation of culturally responsive education (CRE) has influenced the climate in a Title I school. Educators teaching in schools that serve racially diverse students from low socio-economic communities face challenges that lead to low teacher morale, high discipline, and low student achievement. The problem is that these indicators often result in a negative school climate. CRE training provides teachers with knowledge and skills to help teachers better connect with and teach racially diverse students. In addition to the interviews, another point of data collection included the review of seven years of suspension rates and discipline referrals for Black and Latino children at the selected Title I school to determine if there was a decline following the training and implementation of CRE practices. Principals are key to leading change in their schools. Schools that fall in the Title I category present unique and significant challenges for improvement. Research shows that schools with a positive climate reflect low rates of discipline, higher student learning, strong relationships among staff and students, and higher teacher morale. The narrative data tables presented in this study indicate improvements in the overall school climate with emerging themes in relationship, culturally responsive education, school climate, and decreased discipline. There was more than a 30% decline in suspensions and more than a 25% decline in office referrals for Black and Latino students at the selected Title I school.</p><p>

<p> The subjects of science, technology, engineering, and math (STEM) have grown in importance because they are fundamental to the future quality of life and the ability to compete in today&rsquo;s global society. The demand for STEM careers is increasing; however, the United States is having difficulty meeting this demand. Society needs students who can research and think critically, so they can be proficient in STEM education and become the next generation of mathematicians, scientists, technologists, and engineers. Mathematical proficiency is of particular concern because while it is required for STEM education success, individuals find it challenging. </p><p> Both adults and children have apprehension about mathematics, and their negative attitudes toward math develop a barrier to STEM education and careers. This negative math phobia, or math anxiety, causes a decrease in math achievement. This study explored the perceptions of elementary teachers in establishing a classroom environment free of math anxiety. Specifically, this study focused on best practices that teachers incorporate in order to reduce math anxiety. </p><p> The purpose of the study was to (a) determine the strategies and practices teachers employ to reduce math anxiety, (b) determine the challenges teachers face in reducing math anxiety, (c) determine how teachers measure the success of their practices in reducing math anxiety, and (d) determine the recommendations teachers would make for future implementation of strategies in reducing math anxiety.</p><p>

<p> This mixed methods study explored how elementary school teachers who use Twitter extensively use it to support their professional learning and development. Four research questions guided this study: 1. How are teachers using Twitter for their professional learning and development? 2. What do teachers report learning from their use of Twitter? 3. What do teachers say they do with the information they have learned from using Twitter? 4. What support do teachers have when they want to implement what they have learned from Twitter? </p><p> An online survey was distributed via Twitter targeting teachers of elementary grades. A total of 107 participants were included in the final sample. Interviews were conducted with a purposeful sample of 19 teachers. Document analysis of tweets from a subsample of interviewees and from a sample of tweets from the #2ndchat Twitter community served as triangulation. </p><p> The key findings from this sample illustrated several ways teachers learn from Twitter. In response to the research questions, teachers reported using Twitter as a source of motivation and support, explaining that it provided them with feedback, encouragement and peer accountability. Second, teachers reported learning about many topics, especially technology integration techniques. Third, teachers described using the information they learned to alter some of their teaching practices and to pursue other educational opportunities. Lastly, more than half of teachers reported having administrators who supported their efforts to implement Twitter-based ideas. In addition, teachers appreciated certain affordances of Twitter including immediacy, choice, and access to other educators. </p><p> These findings have several implications for teachers, school leaders, and policymakers. Teachers reported that they believed they were getting trustworthy information from highly reputable Twitter users. However, it would be important for them to critically review the information and ensure its alignment with evidence-based teaching practices for how students learn. Further, teachers&rsquo; responses seemed to indicate that they want input and control over their learning, which has important implications for traditional professional development offerings. As Twitter continues to expand and gain acceptance as a source of learning for teachers, considerations for its use as a 21^st century tool must be taken into account.</p><p>

This dissertation explored the perspectives of mentor teachers, program supervisors and interns in a preservice licensure program in a research-based flagship university in northeast on the roles, influences and preparation of mentor teachers, program supervisors, and peer coaching. Surveys were designed and administered to all 15 program supervisors, 69 mentor teachers and 69 interns in the program (with effective responsive samples of 12, 50 and 52 and responsive rates of 80%, 72% and 75% respectively) to capture a quick snapshot of the samples' descriptive characteristics, such as attitudes, opinions, and preferences towards the three components and to provide additional prompts of inquiry. An interviewing approach was utilized. Totally 24 participants were selected—program coordinator, 8 program supervisors, 7 mentor teachers, and 8 interns. Each participant received two semi-structured in-depth interviews, each of which lasted about 90 minutes. Program documents were collected to reveal the requirements and expectations of the program. Results demonstrated that mentor teachers were the most vital to interns learning to teach; that program supervisors helped interns the most in learning about clinical supervision; and that peer coaching was the most helpful to interns in emotional support. Each role was compared to a unique set of analogies, the utilization of which concretized the descriptions of each role's responsibilities and influences. Each member of the triad was not programmatically prepared for his/her specific role. Based on the issues and concerns emerged from the practice of each component, a rationale and an implication plan of action for the preparation of each role were developed.

Researchers, theoreticians, and teacher educators often treat the strategy of providing students with choices related to their curriculum as a simple one and individual studies generally consider only a few variables. In practice choice provision is a complex strategy that cannot be isolated from the institutional and instructional contexts within which it is utilized and many teachers do not use it well or often. This dissertation describes an analytical action research case study designed to provide a holistic, in-depth examination of the contexts, processes, structures, and outcomes of academic choice provision for a fourth grade teacher, Ann, and her students as they developed their use of this strategy over one school year. In order to address practical problems of choice provision as they arose and to support the teacher in her development of expertise with this strategy, the researcher worked as a supporter, and facilitator for the teacher and structured interactions with her based upon Stringer's (1999) look, think, act cycle for action research. This process was documented through classroom observations, interviews with the teacher and students, and collection of documents. Data were analyzed using Strauss and Corbin's (1998) methods for developing grounded theory. An inter-related set of contextual factors influenced the nature of Ann's work and its outcomes as well as her interpretations of key concepts related to academic choice provision. These factors included (a) time pressures, (b) high stakes testing, (c) required curricula, (d) students' prior knowledge, and (e) teacher support. Ann's development of academic choice was characterized by her efforts to find and enact an optimal balance between student and teacher input into the curriculum within contextual pressures that worked both for and against such a balance. Within this central theme Ann grappled with (a) treating academic choice as peripheral versus integral to the curriculum, (b) focusing on student products versus student learning processes, and (c) nurturing student dependence versus independence. Choice provision was associated with a high degree of student engagement including enjoyment, on task behavior, and increased individual initiative.