A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.

The purpose of this study was to explore teacher preparation program content throughout American history in order to determine trends in programs of study, specifically including coursework in education foundations, teaching methods involving the behavioral sciences, and subject area content. These categories were selected because their content is responsible for teachers' working knowledge of their subject area, as well as student learning, behavior management and motivation. The study also examined documented teacher knowledge voids: student behavior management, time management, organization, dealing with parents, motivating students, and meeting individual students' needs to determine which aspects of teacher education could improve teachers' skills in these areas. Programs of study from traditional and alternative teacher preparation programs were gathered from Massachusetts, Indiana, Tennessee, California and Florida in an effort to research across the United States. Traditional programs were defined as four or five-year teacher education programs in colleges or universities which began as teacher normal schools and in those that did not. Program components from 1839 through 2007 were analyzed using Thinking Maps® for organizing and interpreting the information while focusing on education foundations, teaching methods, or subject area content gaps which would correlate to teacher knowledge voids. Patterns were traced within teacher education programs focusing on the art or science of teaching. Trends in course offerings were investigated and linked to concurrent events which may have influenced them. The following results were obtained from this research. American teacher preparation programs began in 1839 with elements of teaching methods, subject area content and education foundations, which remained the common elements in 2007. The ratio of each element in teacher preparation programs fluctuated throughout history. The dissent over teaching as an art or a science was evident in the early years of teacher normal schools, and the argument continued in 2007, largely affected by the absence of a clear definition of either approach. Early teacher normal schools admitted that teacher education programs were "imperfect preparation" for the classroom, and teacher knowledge voids remained an issue in 2007. From the inception of common schools in America, there was a shortage of teachers to fill them, and the teacher shortage continued in 2007, which may have contributed to the vast difference in teacher education program composition. An avenue taken to alleviate the teacher shortage issue was alternative teacher certification. Alternative certification programs were enacted in the 1800s, and alternative certification programs were widely used in 2007.

Research indicates that serious behavior problems begin during the early childhood years. The study examined the perceived preparedness of teachers related to behavior management as well as preschool teachers' usage of evidence-based prevention and intervention strategies. The data indicates that preschool teachers feel prepared for managing aggression in their classrooms and report utilizing evidence-based prevention and intervention strategies regularly. Additionally, the data shows a weak relationship between teacher variables and the likelihood of feeling prepared for managing aggression or utilizing evidence-based strategies. The results can be used to gain a better understanding of special education preschool teachers' training needs in regard to behavior management and managing behavior problems in the preschool classroom.

Increasingly virtual worlds are being used to provide new and varied learning opportunities by various educational organizations such as universities, K-12 schools, and museums (Dembo, 2008; Ketelhut, Nelson, Clarke, & Dede, 2010; The Forbidden City: Beyond Space and Time, 2008). Simultaneously teacher preparation programs are increasingly being offered online (Minsun & Yoon-Joo, 2009; Saltmarsh & Sutherland-Smith, 2010; Sawchuk, 2009; Schrum, Burbank, & Capps, 2007). However, these more traditional online asynchronous learning experiences are often more challenging in several ways: (a) they require greater self-regulation (Artino & Stephens, 2009; Bol & Garner, 2011), (b) they have been reported as sometimes less effective than face-toace learning (Hudson, 2006; C. L. Peterson & Bond, 2004; Saltmarsh & Sutherland-Smith, 2010; Zirkle, 2002); and (c) they have sometimes been perceived as less effective (E. I. Allen & Seaman, 2011; Huss, 2007). Given the potential of virtual worlds for teaching and learning, it was believed that the use of a virtual world for middle level teacher preparation might provide a solution to some of these reported challenges of online learning. The purpose of this study was to describe and examine the experiences of online middle level teacher candidates using a multi-user virtual environment (MUVE) for teacher preparation. Case study methodology was employed, using multiple data sources including interviews, surveys, observations, snapshots, course artifacts, and the primary researcher’s journal. All data were coded and reviewed iteratively to inductively deduce the nature of the participants’ experiences. The data indicate middle level teacher preparation in the MUVE was more supportive and engaging than traditional online-learning experience, and was useful for learning about middle level education. Though the participants found the experiences to be positive, distractions including personal and technical issues played a role. This study offers insights on the use and implementation of MUVEs in online middle level teacher preparation.

This study investigates how four urban school districts, serving low socioeconomic status (SES) student populations, define, prepare teachers for, and implement integration of computer technology into the K-12 classroom in response to a Virginia state mandate. Factors influencing computer integration into the curriculum were also studied. Semi-structured interviews were conducted with 50 educators representing 2 state-level administrators, 12 district level-administrators, 8 school-level administrators, 23 classroom teachers, and 5 school-level technology specialists. Interviews were supplemented by classroom observations, teacher lesson plans, and district technology plans to provide data for an in-depth, multi-case study. Based on the access provided, one to two weeks were spent in each setting conducting interviews and recording the availability and use of computer technology in the classroom and its integration into instruction. All four districts met the mandate as stated and used similar definitions of integration and approaches to teacher preparation and implementation. Results indicate, however, that computer technology use within these schools is still confined primarily to laboratory settings and that students' technology experiences are not directly integrated into daily classroom instruction or lesson planning. Leadership, planning, funding, access to resources, time, training, and support were identified as factors when integrating technology into daily instruction. The mandate required a level of accountability, which served as a device to encourage and motivate more reluctant users of computer technology to gain necessary technical skills and adopt technology as a tool to support instruction. Response to the mandate has (1) increased dialogue between administrators, support staff, and teachers regarding technology and its integration; (2) provided an impetus for districts to use funds to purchase computers and other technology resources; and (3) provided an impetus for districts to begin to look at and monitor, if not evaluate teachers' use of technology for instruction. / Ph. D.

This qualitative interpretive study explored how five pre-service teachers constructed meaning of reflection, and how these meanings informed their practice. The purpose of this research was to better understand reflective practice in teacher preparation. The theories on reflective practice by Dewey (1933), Schon (1983, 1987), and van Manen (1977) guided this study. This research incorporated the historical and institutional contexts of the study, and applied a symbolic interaction theoretical and analytical framework (Denzin, 1978, Prus, 1996). The interpretations of the pre-service teachers' conceptions and understandings of reflective practice were captured through the transcriptions and analysis of interviews, and through the examination of the pre-service teachers' reflection journals. Participant-observations were recorded in field notes and serve to inform the social context of the study, as well as to provide portraits of the pre-service teachers, and to verify their responses. Themes were derived from the data and categorized within the symbolic interaction social processes of acquiring perspectives, achieving individuality, experiencing relationships, situating the act, and the act of reflection (Prus, 1996). The research questions were answered as I interpreted the meanings that these pre-service teachers attached to reflection, as well as the process, context and content of their reflective practice (Calderhead, 1989). I derived thirteen themes from the data that highlighted how the pre-service teachers interpreted and practiced reflection in this teacher preparation program. The themes were: (1) defining reflection; (2) questioning as reflection; (3) gaining opportunities for reflection; (4) Defining reflection from self and significant others; (5) looking back on action; (6) reflection is based on personal beliefs, and educational theory; (7) encountering professors; (8) encountering mentors; (9) encountering cooperating teachers; (10) self-reflections; (11) verbal reflections; (12) written reflections; and (13) content of reflection. The study resulted in an interpretation of the pre-service teachers' views of reflective practice as they experienced it in the teacher preparation program that they felt gave them many opportunities for reflection. The findings indicated that the pre-service teachers had a general understanding of reflection. They practiced technical and interpretive levels of reflection in different contexts. The findings of the study implied that pre-service teachers understood and learned to reflect through courses and field activities. The findings also raised questions about the necessity of extensive writing requirements in reflection. This study has implications for the ways in which pre-service teachers learn about reflection, and may be useful for teacher educators who prepare reflective practitioners. / Ph. D.

The cross-case analysis described in this study examined the patterns of practice that support the beginning teacher in the elementary school environment of a large suburban school district. Bronfenbrenner’s (1976) systemic model of the educational environment as a series of nested, interacting sub-systems was used as a compass for this study. Data were collected beginning in the exo-system and continued through the meso-system and micro-system of the educational environment. Interviews with central office staff at the exo-system level, with the school administrator at the meso-system level, and with beginning elementary teachers at the micro-system were the primary means of data collection. Interview data were collected from three beginning teachers in the elementary school with the largest number of beginning teachers in the district, the principal of the school, and central office personnel. Evolving display matrices were the primary strategy for data analysis. Themes were identified at each level of the educational environment. Findings reveal consistent themes within the levels of the elementary school environment. / Ed. D.

Student teaching is arguably the most beneficial aspect of teacher preparation programs. The student teaching experience is shaped by several key components. One of the most important, yet least well defined component is the cooperating center at which a student teacher will gain his or her experiences. Very little research has been published regarding the characteristics of good cooperating centers for agricultural education. This study was designed to create a list of the key elements of cooperating centers for agricultural education student teachers. Qualitative research was conducted within the population of cooperating teachers and first-year teachers of agricultural education employed in the Commonwealth of Virginia. Two nominal groups were conducted on October 15, 1998, each having ten participants. One group was comprised of ten cooperating teachers and the other of ten first-year agricultural education teachers. The responses from these participants were used to create a prioritized list of the characteristics of cooperating centers that they felt were most important for a successful student teaching experience. / Master of Science

Thesis advisor: Marilyn Cochran-Smith / The number of autistic students receiving special education services increased 478% between the years 2000 and 2013 (National Center for Education Statistics, 2016). U.S. schools and teachers are educating more autistic students with complex educational needs resulting from differences in communication, social interaction and behavior. As a result, schools need increasing numbers of teachers who are equipped to educate them. Quality special education teacher preparation is critical for teachers of autistic students, because it can affect the quality of education and outcomes for this highly unique student population. Very little research has been conducted to determine the extent to which special education teacher preparation programs provide teachers with preparation to teach autistic students, or about the extent to which special educators feel prepared to teach this population at the point of conclusion of their preparation programs. This study used a mixed methods sequential explanatory design to examine the perceptions of special educators about their preparedness to teach autistic students based on preparation program/licensure, specialized autism coursework, and on-the-job experiences after licensure programs. A researcher-created survey was followed by interviews to explore participants’ survey responses more deeply. Survey data (n =121) were used to inform both question construction and participant selection for a purposive sample of follow-up interviews (n= 10). Regression analyses, means, summary scores, and thematic coding were employed to analyze the survey data. Results indicated that the majority (77%) of special education teachers felt unprepared to teach autistic students at the end of their licensure programs. However, specialized autism coursework was a significant predictor of teachers’ sense of preparedness. Limitations of the study and implications for special education teacher preparation and education are discussed. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

This thesis seeks to gain greater knowledge of the process of transition and development that beginning primary teachers undergo over their first year of teaching. The research focus is on investigating and understanding this process from the standpoint of the beginning teacher. Of particular interest is an examination of how the teacher preparation programme, contextual features of the school, and participants' own beliefs and biographies influence and impact on their transition to teaching and their professional and identity development as first year teachers. This longitudinal study takes an interpretive approach to investigate the first year teaching experiences of 12 beginning teachers in 11 primary schools. The qualitative methodology used in this thesis shares characteristics with a case study approach and utilizes procedures associated with grounded theory. Data were gathered systematically over a year by way of 48 semi-structured, individual interviews, two focus group interviews, and 48 questionnaires, supplemented by field notes. The collected data were analyzed, coded, and categorized, and explanations and theory that emerged from this process were grounded in the data. The findings of this study have three broad sets of implications for the education and induction of beginning teachers. Firstly, they question the role that practicum plays in the transition from student to teacher. The findings suggest that the practicum component of teacher preparation programmes should be re-conceptualized and redesigned to provide authentic opportunities for student teachers to be exposed to the full range of work demands and complexity that they will encounter as beginning teachers. Secondly, becoming a successful teacher appears to depend on the quality of the school's professional and social relationships, particularly in terms of the frequency and type of formal and informal interactions that ii beginning teachers have with colleagues. While the major source of satisfaction and self-esteem came from seeing the children whom they taught achieving socially and academically, the beginning teachers also had a strong need for affiliation, which was enabled through positive, structured interactions and relationships with colleagues. The study also indicates that employment status influences the way that the beginning teachers view their work and themselves as teachers, with those in relieving positions displaying greater variability in terms of emotional reactions and a sense of professional confidence than those employed in permanent positions. The third set of implications relate to beginning teacher induction. The study points to variability in the quality of induction experiences and challenges policy makers and principals to ensure that all beginning teachers are provided with sound and systematic advice and guidance programmes which are necessary for their learning and development. While the study confirms the critical role played by tutor teachers in beginning teacher induction, it suggests that the focus is on emotional and practical support rather than on educative mentoring to enhance new teachers' thinking and practice. This thesis provides a comprehensive and nuanced view of how beginning to teach is experienced and interpreted. It paints a complex picture of the relationship between biography, beliefs, preparation, and context in the process of learning to teach. The study contributes to the literature on the education of beginning teachers. It highlights the need for developing a shared understanding amongst policy makers, teacher educators, and schools regarding the multiplicity and complexity of factors that influence the transition and development of beginning teachers.