Digitized by Kansas Correctional Industries

The purpose of the study was to determine if there is a lack of congruity between selected public secondary school was carried out using selected questions developed by Dr. Donn L. Dieter and a sample of administrators and teachers in fifty-six Ohio public secondary schools classified into three different sizes of schools.ConclusionsThe following conclusions were drawn from the study:1. There were significant differences between large groups of teachers and administrators regarding the importance of twenty factors of effective teaching.2. There were significant differences between employees (teachers and administrators) of different class schools regarding the importance of two factors of effective teaching.3. There were differences between teachers of different class schools, administrators of different class schools and teachers and administrators of similar and different class schools regarding the importance of seventeen factors of effective teaching.4. There were differences between teachers and administrators in this study and respondents in the study by Donn L. Dieter regarding the importance of three factors of effective teaching.5. Class A administrators showed the most agreement with Class A teachers of all administrator teacher pairs regarding the importance of the sixty-seven factors of effective teaching presented in the questionnaire.6. When significant differences occurred between administrators and teachers, administrators always rated the item in question as more important to effective teaching than did teachers.7. The twenty significant differences between teachers and administrators constituted thirty percent of the entire questionnaire.8. There were items of significant difference between teachers and administrators for which previous research showed little evidence of the importance or lack of importance of the item to effective teaching.

Thesis (M. Ed.)--University of Hong Kong, 1982.

Reaching a true consensus on a definition or an evaluation of effective teaching has remained a challenge for researchers, administrators, faculty developers, and instructors in higher education, and as a result, the use of student ratings has also been debated. The purpose of this study was to compare student ratings of global items gathered during the semester with those gathered at the end of the semester, as well as the end of semester student ratings of students who had provided their mid-semester feedback twice with those who had not in order to measure the consistency with which students rated teaching effectiveness in their class under different conditions. Participants for this study included 394 undergraduate students enrolled in a total of seven sections of five courses. Within each of the seven classes, participants were randomly assigned to one of two groups: one that was primed by completing an online survey twice during the semester, and one that completed an alternate activity at the same time points. Both groups then completed the university’s Students’ Evaluation of Teaching survey with the rest of the class at the end of the semester. After the last day of classes, participants were also invited to attend a focus group session to discuss their experiences in this study. The analyses from the quantitative survey data indicated that for all of the classes, responses to individual items during the semester did not differ significantly from those at the end of the semester. For each of six classes, results did not identify any significant differences between primed and non-primed students on the final survey; however, one class revealed that non-primed students actually responded more consistently than primed students. Additionally, although six classes did not significantly differ for the primed group on the first two mid-semester surveys, one class showed that the ratings of these primed students became less consistent by the second mid-semester survey. Qualitative data from survey comments and focus group sessions were also examined for any patterns. The explanations of the findings as well as the implications of this study and directions for future research are discussed. / text

Not available / text

No description available.

There is no abstract available for this dissertation.

The purposes of the study were twofold: first, to identify the causal variables of effective teaching as perceived by teachers and principals in selected Indiana elementary public schools; and secondly, to compare the compiled responses of elementary teachers with the compiled responses of elementary principals to establish areas of agreement and disagreement.A review of literature and related research pertaining to the perceptions of teacher effectiveness was conducted and categorized in terms of the historical development of the study of effective teaching. The population of the study consisted of an arbitrarily selected sample consisting of fourteen principals in Indiana elementary public schools, and 227 regular faculty members in the fifteen elementary public school buildings administered by these same principals.Data obtained from two questionnaires were analyzed, summarized, and presented in narrative form. Tables were developed to report the data.Findings of the study were based upon the data from the responses of fourteen principals in Indiana elementary public schools and 227 regular faculty members in the fifteen elementary public school buildings administered by these same principals, as well as a review of the literature pertinent to the topic of teacher effectiveness. Major findings were as follows:1. The mean percentage of agreement between teachers and principals was 36.6 percent regarding the selection of the same teacher as selected by the principal.2. The following characteristics of teachers that result in effective teaching were reported as most significant by 227 Indiana elementary public school teachers:a. Knowledge of Subject Matter b. Personal Interest in Each Studentc. Caring-Loving-Concern-Warm Atmosphere d. Enthusiastic with Students3. The following characteristics of teachers that result in effective teaching were reported as most significant by fourteen Indiana elementary public school principals:Instructional Planning/OrganizingChild-oriented Enthusiastic with Students 4. A comparison of the top ten rank ordered responses of teachers and the top ten, plus ties, rank ordered responses of principals regarding strongly supported characteristics of effective teaching resulted in the following findings:a. Instills a desire and willingness in the students to work and learn was most highly ranked by teachers (82%) and was fifth most highly ranked by principals (80%).b. Communicates a positive attitude about school was most favored by principals (93%) and was fifth choice among teachers (66%).c. Shows concern for students was ranked second most highly ranked by teachers (7896) and was third most highly ranked by principals (86%). The respondents had a high level of agreement on the importance of this item.Major conclusions based upon the findings of the study were:1. Teachers and principals do not have unanimity on what characteristics result in effective teaching.2. Teachers and principals should increase the amount of time spent on goal setting together to establish expectations for effective teaching.3. Teachers should be provided ongoing in-service in the area of staff development for the implementation of effective teaching.

The purpose of the study was to examine the perceptions of superintendents, RIFfed teachers, and teacher union officials concerning the criteria used in reducing force in school corporations having reduction-in-force contract language. The population consisted of forty-six superintendents, ninety-one RIFfed teachers, and thirty-two union officials. The school corporations were randomly selected from 144 corporations listed in the document entitled 1984-85 Indiana State Teachers Association Bargaining Priorities.The three groups were asked to complete a questionnaire either by mail, on-site, or by telephone. The questionnaire was designed to determine the perceptions of each group regarding criteria used in reducing staff. Major problems were found in a number of current reduction-in-force policies due to incorporating the sole criterion of seniority. Seniority was found to be regressive,and many young competent teachers were often unfairly and arbitrarily laid off or terminated.Solutions to the problems included the adoption of broader reduction-in-force policies to include such criteria as evaluation, past performance, and extracurricular participation. Other recommendations were to lobby for a state law to set forth uniform guidelines for reducing force, and for superintendents, school boards, and union officials to realize that school corporations cannot follow a typical industrial model for reducing force. Comprehensive, progressive school corporations must rely on competent, dedicated teachers who are willing to meet the total needs of students. Regressive, restrictive policies are not conducive to quality education.

There is no abstract available for this dissertation.