The major objective of this study was to identify teaching behaviors successful teachers felt were important for high student achievement and compare those teacher behaviors with the generic teacher competencies required by Florida's Beginning Teacher Program. / In this descriptive research study, data was collected from successful veteran teachers using the structured interview technique. These teachers were asked to identify teaching behaviors they have found to be effective in improving student achievement. Respondents were selected by random from a pool of former "Teacher of the Year" honorees and Florida Beginning Teacher Program completers who are effective teachers in the School District of Escambia County. The interviewer used a questionnaire designed specifically for this study and a survey instrument developed by the Florida Department of Education. / Florida began its Beginning Teacher Program on July 1, 1982 with the stated goal to increase student achievement by improving teacher performance. The program was/is committed to the professional development of the beginning teacher through a comprehensive program of support, training, and documentation. The training includes collaborative planning, conferencing, observing, assessing, prescribing, and repeating the cycle until the beginning teacher successfully demonstrates all required generic teacher competencies. Research based information on effective teaching was used in the design of Florida's Beginning Teacher Program (Handbook for the Florida Beginning Teachers, 1985-1986). / From the data obtained, the following conclusions were generated. The Beginning Teacher Program completers and the Teacher of the Year group rated all 27 generic competencies above the minimum mean of 3.00 for competency acceptance. The elementary teachers tended to rate the importance of the competencies as to job relatedness, frequency of use, and importance for initial certification higher than their peers in middle and high school. The effective teaching behaviors identified by the successful teachers surveyed were not significantly different from those competencies required for program completion of Florida's Beginning Teacher Program. / Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 0772. / Major Professor: L. V. Rasmussen. / Thesis (Ed.D.)--The Florida State University, 1991.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76366 |
| Contributors | Smith, Robert Joseph, Jr., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 186 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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