The purpose of the study was to conduct a qualitative inquiry into the teacher-child caring relationship in order to portray a picture of caring possibilities by describing interactions in one public school classroom. Participant observation, interviews, a dialogic journal and artifact analysis was conducted with a public school preschool class. Through qualitative inquiry, thematic analysis, and interpretation of the data gathered, along with my reflections, review of the literature, and based on my experiences as a teacher for 10 years, I have gained a deeper understanding of the caring teacher-child relationship. It is my desire that as I relate this understanding it may inform other teachers about the caring aspect of teaching. The following question helped guide the study. How is the teacher-child caring relationship manifested through actions, words, thoughts, and feelings? In keeping with the philosophy, caring engenders care, it is thought that the caring teacher will help children become caring members of their classroom. It can be assumed that when a teacher makes moral decisions in the context of teaching and learning, regarding the child, she creates a culture of care in the classroom in which the child may learn how to be a caring member (Garrison, 1997). The teacher's daily moral decisions, made in the classroom, are "hands on" lessons in caring for children (Bronfenbrenner, 1979; Noddings, 1984, 1992). As children engage in caring interactions with their teacher they may in turn learn to care for their fellow classmates and their teachers. "The teacher and student interaction can be reciprocally transformative" (Garrison, 1997, p. 45) renewing the caring teacher's sense of hope and feeling of success in the possibility of creating a community in her classroom (Noddings, 1984). The study of Sidney's classroom was an inquiry into the process of how, what, why and when Sidney made teaching decisions within the context of her caring relationship with the children in her classroom. Through examining a particular instance (Sidney's classroom), the whole (all classrooms), are illuminated. This study will present Sidney's caring through an examination of her classroom environment, "atmosphere," relationships, teacher practice, advocacy, professional development, and teachers and children saying good-bye at the end of the year. / Ph. D.

This research was conducted to determine if characteristics of teachers impact student learning in the secondary career and technical education Allied Health program area. This research was conducted for the following reasons: (a) to determine if teacher participation in professional learning opportunities impact student learning, (b) to determine if the use of curriculum and instruction resources impact student learning, (c) to determine if the implementation of researched-based teaching strategies impact student learning, and (d) to determine if other characteristics impact student learning. The data collected include responses from the fall 2007 MS-CPAS2 Allied Health student scores and survey responses from Mississippi Allied Health Teachers. This survey included: (a) professional learning, (b) use of curriculum and instruction resources, (c) researched-based teaching strategies, and (d) teacher experience. This study found that that students who had teachers who attended one to two face-toace professional learning sessions had a higher student mean score on MS-CPAS2 tests than students who had teachers who attended three or more face-toace professional learning sessions. Additionally, more Allied Health instructors are participating in face-toace professional learning than online professional learning. Although a majority of the participants are not attending the data retreat sessions, those who attend have lower MS-CPAS2 scores than those who do not attend. Recommendations were made to decision makers for future use of funds related to the development of curriculum and instruction materials and the development and implementation of professional learning opportunities. Some recommendations include: (a) creating incentives for teachers and administrators to participate more in online professional learning, (b) the curriculum framework created for secondary occupation- specific programs become a one-stop-shop for strategies that are proven to increase student learning, and (c) teacher licensure requirements should move from only requiring a two year associate’s degree to a four year bachelor’s degree.

Research indicates a significant rise in child and adolescent mental health difficulties over the past few decades (Mental Health Foundation, 2015). Evidence-based programmes are becoming increasingly favoured as a preventative measure to address these difficulties, given that a large number of interventions delivered in schools have been shown to be effective (Domitrovich et al., 2008). While schools offer an ideal stage for the prevention of mental health difficulties, research suggests that the outcomes of evidence-based programmes are heavily moderated by implementation variability (Durlak, 2015). A key driver of effective implementation and therefore, positive outcomes, is the implementer - who in the case of school-based preventative programmes is almost exclusively the class teacher. The aim of the current study was to investigate the influence of individual level teacher characteristics on implementation variability in a universal social and emotional learning programme, using data drawn from the evaluation of the PATHS to Success trial (Humphrey et al., under review). A concurrent embedded mixed methods design was used to gain a fuller appreciation of the individual level factors that affect implementation variability. A total of 183 teachers were included in the analyses, who completed surveys regarding their professional and psychological characteristics, as well as their perceptions of and attitudes towards interventions. Data were analysed using multiple regression, including a series of interaction terms. Missing data were addressed by means of multiple imputation. There were twelve focus teachers in the qualitative strand, with interviews conducted to investigate the individual level barriers and facilitators associated with implementation variability. Teachers' interview data was analysed thematically. Results indicated that teachers' characteristics did have an influence on implementation variability, although this varied depending on the aspect of implementation. A series of multiple regression analyses indicated that implementer characteristics accounted for 9% of the variance in the fidelity model, 21% in the dosage model, and 15% in the quality model. No individual predictors were significant, although there were some marginally non-significant trends. There was also no reported increase in the variance across the three models when a series of interaction terms were added. The qualitative interviews aided the clarification of some of the quantitative findings, adding substantial depth to some of the conclusions drawn, with school leadership emerging as a significant factor in the successful implementation of the programme. There were a number of implications as a result of the findings from the current study for researchers, programme developers, and schools in understanding implementation variability at the individual level. Directions for future research are discussed in light of these findings.

This study examined the influence of selected student variables (learning style , age, sex, nationality (birthplace), academic achievement, and social class) on the ranking of twelve teacher characteristics. 246 ACT TAFE Associate Diploma in Business students formed the sample. Results were compared with a similar study by Travis (1987) of secondary students in Canada and USA. The extent to which different groups of students prefer different teacher characteristics has important implications for the growing practice of student rating of teachers' effectiveness. This practice (operating under a psychometric paradigm) currently assumes that any differences of opinion between student raters are the result of student carelessness (random error) or bias (systematic error). The possibility that these differences of opinion are the result of systematic variation, based on differences between students, is not countenanced. This study demonstrated significant (p=<0.05) systematic variations on four of the six variables studied (age, academic achievement, nationality and social class) in the way that respondents ranked one or more of the teacher characteristics. Comparisons with Travis's results showed marked differences both in the overall ranking of the twelve teacher characteristics and in the influence of student variables on the ranking of individual teacher characteristics. While Travis also showed that some student variables influenced the ranking of teacher characteristics, different relationships are evident. Travis's respondents emphasised the importance of good, supportive relationships with their teachers, while in this study, instrumental characteristics were preferred. This suggests a range of preferred characteristics across student populations. Within both studies there is a wide range of opinion as to the importance of all twelve teacher characteristics. More than half of the present sample also suggested a range of additional characteristics which they believed influenced their learning. These findings support the view that different students prefer different teachers. They suggest that some student variables may have a greater influence than others (e.g. academic achievement level) and that there may similarly be more agreement on some teacher characteristics (e.g. Knowledgeablity) than others. Users of student ratings of teacher effectiveness should be aware of the paradigmatic limitations of aggregated student scores. Validity might be improved by using teacher characteristics which raters agree are important and by grouping raters for influential student variables.

Thesis advisor: Sara Moorman / Between the years 2000 and 2010, the Hispanic population in the United States grew by 15.2 million people at a rate faster than any other racial or ethnic group. Despite this population’s increasing size and political power, past researchers find that significant and persistent gaps exist between the test scores of Hispanic and non-Hispanic students. This study examines one solution proposed to close the test score gap: the assignment of students to demographically similar teachers. Using the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, this study explores how instruction by ethnically and/or linguistically similar teachers affects the reading, math, and general science test scores of Hispanic kindergarten students. Findings suggest that when taught by a Hispanic teacher, students reported as Hispanic are predicted to earn reading test scores higher than those of students in other student-teacher dyads. Linguistic similarities have negligible effects on student outcomes after controlling for individual-, teacher- and school-level factors. Policy implications are described. / Thesis (BA) — Boston College, 2015. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Sociology.

This study aimed at investigating the perceptions of primary school students and teachers on effective teacher characteristics. The sample consisted of 450 primary school students from 6th, 7th and 8th grades and 150 teachers from 9 primary schools in the Province of Afyonkarahisar. Data were gathered from the participants via Effective Teacher Characteristics Questionnaire (ETCQ) developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Principal Component Analysis was used to find out the perceived dimensions of effective teacher characteristics questionnaire. Repeated Measures ANOVA was employed for the priorities of students within these dimensions and MANOVA was used to investigate whether there were significant differences among students&rsquo / perceptions with respect to certain background variables. Descriptive statistics were used to analyze the responses of teachers for the questionnaire. Results of the study indicated that primary school students perceived the effective teacher characteristics with respect to teachers&rsquo / (1) relations with students, (2) personal traits and in-class behavior, (3) teaching ability, (4) motivating personality, (5) professional demeanor, (6) classroom management and (7) feedback &amp / evaluation. Students give the most importance to &lsquo / teaching ability&rsquo / and &lsquo / personality traits and in-class behavior&rsquo / dimensions. Descriptive statistics showed that teachers give the most importance to the items related with field knowledge, pedagogical knowledge and teaching ability.

Many new teachers will be hired in the decades to come. A school administrator screening candidates for teaching positions is faced with a decision that can have long-term consequences for a community, a school, and thousands of children. Finding the best candidates for teaching positions has never been more important. A variety of questions centering on prior experience, knowledge, or expertise may be asked by those responsible for screening candidates, yet there is another area of importance to be considered in the process, that of dispositions. The Council for the Accreditation of Educator Preparation [CAEP], formerly known as the National Council for Accreditation of Teacher Education [NCATE] (2008), and the Interstate New Teacher Assessment and Support Consortium [INTASC] (2010) have emphasized the need to identify dispositions in addition to the knowledge and skills that have historically received emphasis by school districts seeking candidates and institutions preparing them. In response to this emphasis, administrators may benefit from a greater understanding of dispositions when interviewing and making hiring decisions. Administrators will also benefit by greater knowledge of the questions asked to determine if a candidate possessed a particular disposition. The research procedure uses a focus group format to conduct a multi-round survey/discussion to obtain input and consensus on two asked of school administrators: (1)'What do administrators believe are the critical dispositions a teacher candidate must possess?' and (2) 'Do administrators believe that a person can ask candidates questions to determine if they possess those dispositions? If so, what are the questions administrators can ask to determine if the candidates possess those dispositions?' Recommendations on dispositions that should be assessed and questions that may be used in the assessment of those dispositions will be developed from the results of the study. The focus group identified 19 dispositions and 74 interview questions within 5 theme groupings. These groupings included: beliefs about children, attitudes/beliefs – willingness to act, job-related skill, structure, and other personal attributes/traits. / Ed. D.

This study focused on science teaching that promoted the interest of African American teenage girls in the science classroom of an exemplary African American science teacher. It focused on, observed and examined the planning, teaching and learning strategies used by the science teacher. It also described what the science teacher experienced during her high school years, during college, during her teaching career. The case study approach/method was used for this research to capture the description and examination of the practices of the science teacher. This research described how an African American female science teacher serves as a role model and influence a number of African Americans students, especially girls, who experience careers in science. During the interviews and observations the researcher used a system of record keeping for the study to include note taking, audio taping and pictures. It is evident in the findings that the teacher in this study had qualities of an exemplary teacher according to the research. It is further evident that the teacher served as a role model for her students. The results indicated that the exemplary African America science teacher was motivated by her former African American science teacher that served as a role model. The results in this study implied that the lack of the presence of more exemplary African American science teachers has an impact on the level of interest that African American students have in science. Further, it is implied that there is a great need for more practical research that may lead to closing the gap of missing African American science teachers.

Federal mandates ensure that each and every child regardless of race, national origins, and socioeconomic status, is entitled to a high-quality education. Reports from the Department of Education have stated that over 80% of exceptional students receive their academic instructions within general education classrooms. There is limited research on exceptional students learning outcomes in general education classrooms with general education curriculum. The purpose of this quantitative study was to test the theory of self-determination that explains the impact of teacher characteristics (N = 85 educators) on the academic outcomes of exceptional students in the special and general education classrooms. Teacher characteristics such as, experience, training, and attitude were measured by the Teacher's Attitude Towards Inclusion scale (TAIS) scores, and student learning outcomes, were reports of student performance ratings and standardized scores, of the exceptional students. Results revealed significant correlations between specific inclusive TAIS attitudes and student learning outcomes. The independent sample t test results indicated that the years of experience and student outcomes of students of general education teachers were significantly higher in comparison to special education teachers. Availability of Instructional Options was also measured; it did not moderate the relationship between teachers' characteristics and academic outcomes of exceptional students. Positive social change thus can be initiated by training teachers in the instructional practices, identified by this study, who deliver the optimal academic outcomes for the exceptional students. This will initiate positive social change for the special child, their families, and the community as a whole.

The purpose of this study was to explore string teachers? assessment practices related to string program success. Additionally, the study examined the relationship between teacher characteristics and string program success. This study was conducted by surveying string teachers (N = 201) from around the country. The survey was designed based on the independent variables of teacher characteristics and assessment practices, and the dependent variable of string program success. Results indicated that string teachers most frequently assess with teacher-given verbal criticism, rehearsal skills, attendance, teacher-rated rubrics, and student evaluations. The least common assessment practices used by string teachers were composition assignments, music history assessments, portfolio assessment, improvisation/creativity assignments, and cross-curricular assignments. String program success was correlated with the assessment practices of written assessments, student reflections, teacher-rated rubrics, sightreading skills assessment, student evaluations, music theory assessments, music history assessments, and portfolio assessments, and student rated rubrics. Years of teaching, level of education, musicianship-based assessment, and student-based assessments were predictors of string program success. String program success did not differ as a function of years teaching, however there is a difference in string program success within the characteristics of gender, education level, and primary instrument, as well as primary instrument by education level.