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Schools of Education in a New Era of Accountability: A Case Study of an Annual Report Process Used to Advance a Professional Learning CommunityAceves, Manuel A. 01 July 2013 (has links) (PDF)
Institutions of higher education are entering a new era, one where cost, value, and quality are at the front of mind. To proactively ensure long-term viability, institutions must operate differently. This qualitative case study examined how the St. Alexander University School of Education’s Annual Report Process impacted institutional decision-making. Additionally, the study explored how the Annual Report Process could facilitate learning and improvement for a school of education.
Using the Professional Learning Community model as the conceptual framework, document analysis, process analysis, and semi-structured interviews were used as the primary methods for data collection. Using pattern analysis, four themes emerged in the study. First, there is lack of shared vision and understanding regarding the purpose for the SOE Annual Reports. Second, there is a disconnect between the SOE Annual Reports and the impact that they play in the decision-making process related to resource allocation. Third, the level of dialogue and impact that the SOE Annual Reports facilitate at the department and programmatic level is mixed. Finally, there has been minimal training for the SOE Annual Report process, which has resulted in a lack of quality in the reports. In turn, this has resulted in an overall frustration with the process for those that are involved in the SOE Annual Report process. The findings and recommendations in this study provide the SOE at St. Alexander a pathway to move forward with an Annual Report Process that positively influences the building of learning community, while positively impacting the decision-making process.
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Effective Professional Development: A Study of a Teacher-Initiated, Interdisciplinary Professional Learning CommunityQuantz, Mary Ann 11 July 2012 (has links) (PDF)
This is a narrative inquiry study that describes the experiences of five junior high school teachers who participated in an interdisciplinary, voluntary professional learning community (PLC). Using identity as an analytic lens for the participants' experiences, and content-area literacy as the context for the PLC, the study describes how teachers involved in a PLC focused on inquiry and teacher learning storied their own experiences in the PLC. The participants' experiences highlighted three main themes which were (1) experiences with past ineffective professional development, (2) inadequacy, and (3) changes in thinking. The study highlights how these themes demonstrate the development of the participants' professional and group identities in their school setting. This study also includes a literature review and expanded methods section in the appendices.Keywords:
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Development of Trust and Collaboration Between Teachers in PLC Teams: The Roles of Teachers, Principals and Different Facets of TrustSmith, Henry Hank Ryan 11 March 2014 (has links) (PDF)
Professional learning communities (PLCs) are being recognized as a leading strategy to improve student achievement. Trust is critical in effectively implementing the PLC model, and the school principal is best positioned to influence school trust levels. Using Hoy and Tschannen-Moran's (1999) five facets of trust, this research sought to clarify the impact of trust among PLC teachers on their team's collaborative practices. Focus group data were collected from 12 collaborative teams in 4 schools. Six of the teams were from one school that was struggling to implement the PLC model; the other six teams were from three schools that were implementing the model successfully. This research utilized a matched cases case study to understand the relationship between trust and collaboration in PLC teams. Findings suggested the teams in successful PLCs built trust through treating one another with patience and kindness, fulfilling personal responsibilities, and sharing personal information. Additionally, the principal influenced team members' trust by allowing autonomy and team formation input. Perceived benevolence and competence led to teachers sharing teaching strategies, being more open with student data, and teaching one another's students. Also successful and non-successful PLCs emphasized different facets of trust in describing development of trust, the principal's role in building trust, and the role of trust in collaboration. These findings can inform school leaders how to more effectively build and preserve trust among members of collaborative teams such as PLCs.
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A Relational Diffusion Network Study Of Synchronous And Asynchronous Internet-based Faculty's Personal Network Exposure Models Related to Discussions about Teaching OnlinePick, Dorothy 01 January 2006 (has links)
For many faculty, teaching online represents a new instructional delivery method, requiring the development of new teaching skills. This exploratory investigation builds upon Rogers' (2003) Diffusion of Innovations theory and communication channels to describe the influence of faculty discussions on their perceptions and decisions about teaching and learning. A sequential explanatory mixed-methods research design, using both sociometric and phenomenological methodologies, guided the exploration of faculty personal network exposure models and social learning opportunities. The study utilized online survey and open-ended interview instruments for the investigation. Faculty from several colleges at the University of Central Florida voluntarily completed the survey instrument identifying with whom, how, and why they discuss teaching online, including the influence of these discussions. In-depth interviews offered internal descriptions of their personal networks. Survey results established baseline data for demographic and future comparisons and identified concerns, issues, and trends unique to synchronous and asynchronous Internet-based faculty development and support needs. Phenomenological data produced the emergent categories and themes used to investigate and explain faculty's communication channel usage and social learning experiences. Similarities between diffusion and knowledge research findings and participants reflected more conformity than anticipated. Differences in communication channel and learning style preferences and usage and faculty's 24/7 work life needs, present challenges to administrators and educators responsible for providing development and support systems.
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A Case Study Of The Relationship Between Professional Learning Community Implementation And Adequate Yearly Progress Of CentralEllis, Amanda 01 January 2010 (has links)
The focus of this research was to examine the professional learning of school instructional and administrative staff as they focused on the elements of becoming a professional learning community. Existing research examined the components and behaviors collectively or independently. This research describes the relational data between the critical elements of focus, the leader, teams, and individual teacher as related to student achievement. It was determined through the literature review and results of this study that there were constructs of professional learning communities that were related to student achievement. In particular, a statistically significant relationship between proficiency in reading and teacher reflection was found. Additional behaviors of teachers and leaders were discussed in relation to increased student achievement. Suggested uses for the study included the consideration of practices by leaders in creating professional learning communities that support student achievement. An additional suggestion was the utilization of reflective practice and action research as means for increased student achievement.
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Relationship Between Teacher Self Efficacy and Teacher Behaviors and Student AchievementBates Jr., William Leroy 11 September 2023 (has links)
The purpose of this study was to identify the relationship between teacher self-efficacy (TSES) score and observable teacher instructional behaviors (CSAS) score and student academic achievement (SOL) score. This study addressed the following question: What is the relationship between teacher self-efficacy and teacher behavior and student academic achievement? More specifically, the researcher studied the relationship between teacher self-efficacy score and observable teacher instructional behaviors score, teacher self-efficacy scores and student academic performance score, and observable teacher instructional behaviors score and student academic performance score. Research on implications that TSE has on teacher behaviors adds to a relatively limited literature base that holds possibilities for leaders to elicit positive school change through improved instructional practices and higher student achievement.
To establish whether there was a relationship between TSE and observable teacher instructional behaviors, TSE and student academic achievement and observable teacher instructional behaviors and student academic achievement, this study used a quantitative analysis method that utilizes a simple linear regression model. The simple linear regression model isolated observable teacher behavior in model 1 and student academic achievement in model 2 and model 3 as the dependent variable. Control variables included limiting the study to 20 teachers who teach core curriculum subjects in grades 6-12 that also have an end of course Virginia Standards of Learning assessment (SOL).
The researcher identified regression relationships and their statistical significance and interpreted results to reach a conclusion that addressed each research question. The researcher highlighted potential relationships between teacher self-efficacy and student achievement, teacher self-efficacy and observable teacher instructional behaviors and observable teacher instructional behaviors and student achievement. This included a finding that the relationship between teacher self-efficacy and student achievement for the participants in this study was significant and positively correlated. The model indicated that TSE explained 42.1% of variations in student SOL scores. The regression relationship between TSE and student SOL scores revealed a positive correlation since the standardized coefficient was 0.463 > 0. That is as the teacher's self-efficacy score increased then the student SOL scores improved.
Implications for practitioners included principals considering professional development opportunities that support increased teacher self-efficacy and promote stronger student engagement in the learning process and identifying non-instructional behaviors that teachers engage in that might negatively impact student achievement. Recommendations for future investigation were also suggested by the researcher and included expanding the study to increase the number of participants. Increasing the number of participants would allow for an increase in the total number of TSES scores, CSAS scores, and student achievement scores. / Doctor of Education / This study examined the relationship between teacher self-efficacy and observable teacher instructional behaviors and student academic achievement scores. The study included 10 secondary teachers who taught a core curriculum course to students in grades 6-12 that also included an end of course Virginia SOL test for students. All of the participants in this study were from the same medium-sized school district in Virginia.
The data analysis in this study determined that there was a statistically significant relationship between teacher self-efficacy and student achievement. Data analysis also determined a positive relationship between teacher self-efficacy and student achievement indicating that as the teacher's self-efficacy score increased the student achievement scores improved. The study described the relationship between teacher self-efficacy and observable teacher instructional behaviors for the participants in this study indicating TSE explained some of the variance in teacher instructional behaviors. The relationship between the variables was not statistically significant but they were positively correlated. That is, as the teacher's self-efficacy increased then the frequency of the teacher's observable instructional behaviors during the teaching process also increased.
The researcher determined that the relationship between teacher instructional behaviors and student achievement (SOL scores) for the participants in this study was not statistically significant. The model supported that teacher instructional behaviors explained a small amount of the variance in student achievement.
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Improving Student Learning in Undergraduate MathematicsRejniak, Gabrielle 01 January 2012 (has links)
The goal of this study was to investigate ways of improving student learning, par- ticularly conceptual understanding, in undergraduate mathematics courses. This study focused on two areas: course design and animation. The methods of study were the following: Assessing the improvement of student conceptual understanding as a result of team project-based learning, individual inquiry-based learning and the modi ed empo- rium model; and Assessing the impact of animated videos on student learning with the emphasis on concepts. For the first part of our study (impact of course design on student conceptual understanding) we began by comparing the following three groups in Fall 2010 and Fall 2011: 1. Fall 2010: MAC 1140 Traditional Lecture & Fall 2011: MAC 1140 Modi ed Empo- rium 2. Fall 2010: MAC 1140H with Project & Fall 2011: MAC 1140H no Project 3. Fall 2010: MAC 2147 with Projects & Fall 2011: MAC 2147 no Projects Analysis of pre-tests and post-tests show that all three courses showed statistically signifi cant increases, according to their respective sample sizes, during Fall 2010. However, in Fall 2011 only MAC 2147 continued to show a statistically signifi cant increase. Therefore in Fall 2010, project-based learning - both in-class individual projects and out-of-class team projects - conclusively impacted the students' conceptual understanding. Whereas, in Fall 2011, the data for the Modifi ed Emporium model had no statistical signifi cance and is therefore inconclusive as to its effectiveness. In addition the diff erence in percent of increase for MAC 1140 between Fall 2010 - traditional lecture model - and Fall 2011 - modi fied emporium model - is not statistically signi ficant and we cannot say that either model is a better delivery mode for conceptual learning. For the second part of our study, the students enrolled in MAC 1140H Fall 2011 and MAC 2147 Fall 2011 were given a pre-test on sequences and series before showing them an animated video related to the topic. After watching the video, students were then given the same 7 question post test to determine any improvement in the students' understanding of the topic. After two weeks of teacher-led instruction, the students took the same post-test again. The results of this preliminary study indicate that animated videos do impact the conceptual understanding of students when used as an introduction into a new concept. Both courses that were shown the video had statistically signifi cant increases in the conceptual understanding of the students between the pre-test and the post-animation test.
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Connecting belongingness with institutional practices and academic outcomes: A mixed-methods approachChen, Xi 30 April 2021 (has links)
Higher education institutions are facing a major challenge in retaining 1st-year college students and engaging them in meaningful activities and programs to promote their sense of belonging (Strayhorn, 2012; Astin, 1993). Though a few belonging intervention practices have been studied (Perrell, 2018; Peck, 2011), there is a lack of understanding on the dynamic mechanisms of developing belongingness through a combination of belonging enhancement practices (Yob, 2014). Moreover, there is an urgent need to examine which belonging enhancement practice has the most impact on students' academic performance (Slaten, Elison, Hughes, Youg, & Shemwell, 2015). This study used convergent, parallel mixed-methods design to make meanings from both qualitative and quantitative data on the effect of the service-learning leadership program (SLLP) for 1st-year students at a large, public university on perceived sense of belonging and related academic performance, and the mechanism of the dynamic process. Quantitative data contained 2 parts: the 1st part is university student record data from 2007 to 2018 with total of 2,762 students, and the 2nd part of the data were collected through pre-and post-surveys from total of 262 students in treatment and control groups. Qualitative data were collected from 9 participants through individual interviews, focus group and weekly journals. Quantitative datasets were analyzed through mixed-design MANOVA, mixed-design ANOVA and hierarchical (logistic) multiple regressions, and qualitative data was analyzed through spiral approach. The findings demonstrated that the studied program protected against the decline of sense of belonging in the 1st semester of college year, and it brought more benefits to male and racial minority students as compared to female and racial majority students. Moreover, the findings indicated mentorship and living-learning community practices had the most impact on students' sense of belonging and academic performance, and suggested further improvement for performance feedback, social media and service-learning practice. The results of the study have implications for future institutional interventions and provide comprehensive practical guidelines for belonging enhancement programs for 1st-year students. The conclusions provide recommendations for designing and implementing belonging intervention programs that bring maximum outcomes on students' sense of belonging, retention and academic performance.
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The Affect of Environmental Web-design on Student Perceptions of Social Presence in Online Learning CommunitiesHovey, Christopher Michael 06 June 2014 (has links)
No description available.
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A Case Study of Highly Effective Collaborative TeamsBurke, Jill Vincent 08 August 2014 (has links)
No description available.
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