Copyright (c) 2013 Johnson & Wales University All rights reserved. http://scholarsarchive.jwu.edu/teacher_ed Recent documents in Teacher Education en-us Fri, 15 Mar 2013 11:30:43 PDT 3600 http://scholarsarchive.jwu.edu/teacher_ed/8 http://scholarsarchive.jwu.edu/teacher_ed/8 Mon, 15 Oct 2012 12:04:46 PDT A. Reeves et al. http://scholarsarchive.jwu.edu/teacher_ed/7 http://scholarsarchive.jwu.edu/teacher_ed/7 Mon, 15 Oct 2012 11:55:42 PDT A two-phase, sequential mixed-methods design was used to assess perceptions of teacher efficacy (10 item survey, alpha = .90) to differentiate instruction for N = 36 graduates from one MAT teacher preparation program. Research questions addressed levels of self-efficacy, perceptions of preparedness, teaching tenure, and number of certifications held. Data were analyzed using descriptive statistics, one-way ANOVA and t-test procedures. A focus group with N = 10 purposively selected 2010 graduates and interviews with N = 2 graduates each from the 2008 and 2009 classes, and N = 2 faculty were conducted. No significant relationships were found for tenure and number of certifications. A relationship was found between levels of self-efficacy and feelings of preparedness (r = .91, r2 = .81, p < .001). Pre-existing ideas of how to teach which contradict differentiation, misinformation regarding differentiation, and classroom management skills presented challenges which resulted in the unintentional implementation of surface-level differentiation, rather than deep-structure differentiation (Brighton, Hertberg, Moon, Tomlinson, & Callahan, 2005).

]]> Michelle K. Casey et al. http://scholarsarchive.jwu.edu/teacher_ed/6 http://scholarsarchive.jwu.edu/teacher_ed/6 Wed, 21 Sep 2011 12:42:36 PDT Donna Braun et al. http://scholarsarchive.jwu.edu/teacher_ed/5 http://scholarsarchive.jwu.edu/teacher_ed/5 Fri, 16 Sep 2011 10:59:27 PDT This study is related to a previous study (Ribeiro, 2009) that examined teachers’ perceptions of teaching self-efficacy. In the first study the sample consisted of two groups of teachers that took the same professional development course in mathematics. The comparison group took the course in their school district with other teachers and the experimental group took the course with pre-service teachers in a university classroom. After completing the course, both groups were measured in three dimensions of teaching self-efficacy: student engagement, instructional strategies, and classroom climate. Findings indicated that although both groups had significant gains in self-efficacy toward teaching mathematics in the three dimensions, there was not a significant difference between the adjusted post-test group means. The study presented in this paper also examines perceptions of self-efficacy in the dimensions of student engagement, instructional strategies, and classroom climate, however, the focus is on the pre-service teachers who were part of the original study.

]]> John J. Ribeiro et al. http://scholarsarchive.jwu.edu/teacher_ed/4 http://scholarsarchive.jwu.edu/teacher_ed/4 Fri, 16 Sep 2011 10:52:19 PDT A mixed method study is reported examining teacher efficacy regarding professional development in mathematics instruction for two groups of teachers: in building with peers (N=17) and MAT student co-learners in the classroom (N=14). An end-of-course survey, focus group interviews and pre-post data for the Teacher Self Efficacy Scale were used to investigate:1. What is the difference in teachers’ efficacy regarding mathematics instruction based on the professional development delivery system they experienced? 2. What are teachers’ perceptions of their professional development with peers conducted onsite in district compared with professional development with peers and preservice teachers at a university setting? Descriptive statistics, t-tests, ANCOVA, and thematic analysis were used. While the co-learner teachers tended to have higher self efficacy scores, the adjusted posttest means were not statistically different. Thematic analysis indicated that both groups were positive in their evaluations of their professional development. Implications for professional development are discussed.

]]> John J. Ribeiro et al. http://scholarsarchive.jwu.edu/teacher_ed/3 http://scholarsarchive.jwu.edu/teacher_ed/3 Fri, 16 Sep 2011 10:42:48 PDT Shared practice in schools has emerged; teachers are moving from isolation to team collaboration where personality traits could be related to quality interactions. Team personality traits and team satisfaction were examined. A survey and interview approach was used for N = 244 full-time teachers from N = 49 interdisciplinary teams at N = 7 middle schools. Descriptive, correlational, multiple regression analyses and coded themes about team members’ personalities and interactions were employed. No significant relationships were found between the BFI traits and Satisfaction with the Team. Team-level analysis indicated a significant negative correlation between Satisfaction with theTeam and Extraversion and Agreeableness. Qualitative data revealed team climate, team member personality, and team personality configuration were related to Satisfaction with the Team.

]]> Michele D. Humbyrd et al. http://scholarsarchive.jwu.edu/teacher_ed/2 http://scholarsarchive.jwu.edu/teacher_ed/2 Fri, 16 Sep 2011 10:37:40 PDT Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants’ expectations for the relationship were met (Young & Perrewé, 2000). This research looked at mentoring expectations in the context of Rhode Island’s experience. The research questions were 1) What are participants’ principal expectations for their relationship? 2) Are expectations similar between them? 3) What is the relationship between participants’ level of satisfaction and roles, district classification, grade level taught, frequency of district-sponsored meetings, and perception of matched expectations? A concurrent mixed method model was employed and data were collected using a questionnaire. The sample consisted of N = 153 participants. Descriptive statistics, t tests and an ANOVA were used to analyze item responses probing expectations for Career and Social support. Mentees (M=3.96) had significantly higher agreement scores than mentors (M=3.66) for “mentees should accept/request challenging projects to enhance skills (t=-2.89, p

]]> Monique Jacob et al. http://scholarsarchive.jwu.edu/teacher_ed/1 http://scholarsarchive.jwu.edu/teacher_ed/1 Fri, 16 Sep 2011 10:17:28 PDT A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors (R2 = 5%); preparation practices and student achievement (R2 = 5%); preparation practices and leaders’ instructional knowledge (R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools (R2 = 5%).

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