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<p> Advanced Placement Statistics Teaching Knowledge Assessment Increasing student enrollment in high-school level Advanced Placement (AP) Statistics courses necessitates the need for teachers who are knowledgeable in the subject-area. However, no benchmark has been established that describes the amount or types of teaching knowledge that is required, or even desirable, of AP Statistics teachers. More specifically, there does not exist a criterion of reference to determine if an AP Statistics teacher does or does not possess the content-specific knowledge necessary to teach the subject. Therefore, a teacher may possess sufficient knowledge to teach mathematics but be deficient in the subject-specific knowledge necessary to teach AP Statistics. </p><p> This study had two main research goals. The first was to design an Advanced Placement Statistics Teaching Knowledge (APSTK) online assessment to investigate the content and pedagogical knowledge of secondary-level, in-service AP Statistics teachers. The second goal was to explore the relationships among individual teacher assessment scores and teacher characteristic variables including educational background, years of experience teaching AP Statistics, and a self-reported percentage of student success on the AP Statistics exam. </p><p> There were three primary methodological phases included in this study. Phase I consisted of item development and item-level analysis based on responses from a national sample of current AP Statistics teachers. Phase II consisted of completing a Confirmatory Factor Analysis (CFA) to evaluate the results of a measurement model and structural model using Structural Equation Modeling (SEM). Phase III consisted of a multiple regression analysis to determine which teacher characteristic indicator variables predicted APSTK latent variable score (LVS). </p><p> Phase I resulted in a modified assessment with nine AP Statistics Content Knowledge (APSCK) and five AP Statistics Pedagogical Content Knowledge (APSPCK) multiple-choice items. Phase II produced a measurement model with acceptable fit, and proved that items designed to measure APSCK and APSPCK fit well within the model. In addition, a structural model produced good fit, and showed evidence that APSCK was a more reliable construct than APSPCK. However, APSPCK was found to be a stronger predictor of overall APSTK. Phase III concluded that a linear combination of teacher characteristic variables was a significant predictor of APSTK LVS. Specifically, the self-reported "Student Success on the AP Statistics Exam" variable was the only statistically significant variable in predicting APSTK LVS.</p>

<p> The purpose of this study was to evaluate how well one technique of a classroom management program, the <i>9 Essential Skills of the Love and Logic Classroom</i> (Fay &amp; Fay, 2002a), fulfilled its claims to reduce teacher stress, decrease student argumentation, and improve teacher-student relationships at the high school level. Faculty members of a rural high school in upstate South Carolina completed pre- and post-study surveys, attended a training seminar, and implemented one technique, the enforceable statement, with students in their existing classes during April and May 2013. Weekly support sessions gave participants opportunities to ask questions and share successes and concerns. A mixed-methods, quasi-experimental study examined the perceptions of the participating high school faculty members to determine if they perceived significant changes in teacher stress, student argumentation, and teacher-student relationships pre- to post-implementation of the treatment. The overall quantitative findings indicated statistically significant differences, while the qualitative narratives provided conclusive evidence that the claims of the Love and Logic Institute are valid as they apply to the implementation of the enforceable statement. The participants further indicated that they found the enforceable statement an effective and positive technique for classroom management. The study was limited to the selected high school and to one Love and Logic classroom management technique. This study contributes to the literature by adding research on the Love and Logic approach at the high school level. The researcher recommends continued training and implementation of the enforceable statement at the selected school and in other high school settings.</p>

Thesis (Ph.D.)--Indiana University, Dept. of Education, 2006. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0081. Advisers: Mary B. McMullen; Jesse Goodman. "Title from dissertation home page (viewed Feb. 8, 2007)."

Thesis (Ph.D.)--Indiana University, School of Education, 2006. / Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0835. Adviser: Curtis J. Bonk. "Title from dissertation home page (viewed March 16, 2007)."

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Renee Clift. Includes bibliographical references (leaves 197-210) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2007. / Title from PDF t.p. (viewed on Feb. 10, 2010). Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Larry J. Mikulecky.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Advisers: Erica McClure; Wayne Dickerson. Includes bibliographical references (leaves 174-183) Available on microfilm from Pro Quest Information and Learning.

<p> Teachers are critical to student learning in the classroom, and just like students, teachers perform better when they are able to make choices based on what is relevant to them. Action research is a way for teachers to systematically inquire and reflect to make necessary improvements in practice for student learning. This study involved teachers who had conducted action research as a component of their Master's in Curriculum and Instruction program at one Midwest college. It examined teachers' perceived lasting benefits of conducting action research, the elements they continue to implement, and the supports of and limitations to continuation of the practice. </p><p> As part of a mixed-method study, a researcher-developed survey was first used. Seventy-seven teachers provided responses to the online survey. Fifteen survey participants volunteered to offer narrative elaboration of their responses in a follow-up telephone interview. </p><p> The compiled data included totals and percentages from the survey and themes and quotations from the teachers' narrative responses. Together, the findings revealed that 98% of the teachers felt they benefited from conducting action research. They perceived the greatest professional benefits of conducting action research to be thinking more reflectively, positively impacting student learning, and inquiring more about their practice. </p><p> Teachers were continuing to conduct action research based on the impact they perceived the practice had on their students' success in the classroom. The elements they continued most often were identifying a focus, collecting and analyzing data, and reflecting on the process. This practice allowed them to learn from evaluating the effectiveness of their implementations and realize there was rigor and relevance to what they were doing. </p><p> With 92% of participants desiring to continue action research, two major factors were given as greatest support for continuation. Teachers desired a combination of collaboration with peers on issues that mattered to them and time in the school day to collaborate and conduct action research.</p>

<p> This qualitative multiple case study was undertaken to answer the following question: How did Reading Recovery^&reg; (RR) teachers and former Reading Recovery teachers in a mid-sized rural school system in the southeastern United States describe the influences of their Reading Recovery training as it related to their current professional lives? Additional questions included: (1) How did training in Reading Recovery position the teacher as a reading expert within her school? (2) How did Reading Recovery change her approach to working with struggling readers? (3) How did the "behind the glass" experience impact the teacher's own teaching? (4) How did training affect the teacher's ability to discuss complex reading problems with co-workers? (5) How has Reading Recovery training influenced the teacher's professional goals and ambitions? (6) How has the passage of time since the teacher's training year altered her perception of the usefulness of her training? </p><p> Two case studies were undertaken to answer these questions. Both studies involved face to face interviews, teacher observations, and electronic journal entries submitted by the participants. Case Study One looked at the professional lives of three currently active Reading Recovery teachers and revealed five themes: (1) Instructional empowerment, (2) Increased professional status, (3) Reliance on a community of learners, (4) Concern for the whole child, and (5) Lack of teaching/working time. </p><p> Two years later, Case Study Two was initiated. At this time Reading Recovery had been discontinued in the county school system. A total of 12 former RR teachers were interviewed, observed on the job, and contributed to electronic journals. Five themes emerged from this study: (1) Instructional knowledge from theory, (2) Student benefits, (3) School and community benefits, (4) Professional benefits, and (5) Personal benefits. The overarching theme for both cases was - Power through <i>Knowledge</i>. Unanticipated findings included: self-imposed teacher accountability, professional courage, "knowledge envy" by non-RR individuals, and the transferability of Reading Recovery knowledge outward into the school and local community.</p>