Laura B. Grove McCrea
Teaching self-efficacy (TSE) refers to teachers’ expectations that they can help students learn (Ashton & Webb, 1986). A significant amount of research has explored the importance of teaching self-efficacy for both K-12 education teachers and graduate teaching assistants (GTAs). Researchers have focused heavily on the relationship between teaching self-efficacy and other relevant variables, such as training and experience; however, researchers have yet to determine the specific relationship between teaching self-efficacy and attributions GTAs make regarding their students’ performance. The present investigation, which is grounded in self-efficacy (Bandura, 1982, 1986, 1997) and attribution (Weiner, 1986) theories, was an attempt to augment the existing literature. The current research examined the relationship between GTAs’ teaching self-efficacy and the attributions they make regarding their students’ performance. It was hypothesized that GTAs’ teaching self-efficacy would influence the attributions that GTAs make regarding their students’ performance. A total of 117 GTAs from The University of Akron responded to an online survey. GTAs were randomly assigned to respond to the CDS-II, which is a measure of causal attributions, imagining that their students had done well in their class (n = 58) or had done poorly in their class (n = 59). GTAs also completed the SETI-A, which is a measure of personal teaching self-efficacy, and a demographic questionnaire. Major findings of the study were a) GTAs who endorsed extremely high levels of TSE made significantly more internal attributions when compared to GTAs with high TSE; b) GTAs’ TSE was significantly positively correlated with ability and effort attributions when GTAs’ students did well in the class; and c) GTAs did not significantly attribute their students’ performance to luck. Exploratory findings revealed that GTAs’ attributions varied based on GTAs’ sex and GTAs’ students’ performance. Implications and limitations of the current study are discussed.
The Impact of High Stakes Testing On Curriculum, Teaching, and Learning
Gregory P. Sullivan
Research suggests that high stakes testing impacts teachers’ decisions regarding curriculum and instruction, which, in turn, impacts student learning. Because Virginia administered SOL tests for Computer/Technology, then discontinued them, a study was possible comparing teachers’ perceptions and actual student achievement of those taught while the high-stakes tests were in place and those taught after the tests were discontinued. A survey was administered to all elementary and middle school classroom teachers in a midsize urban Virginia school division to determine their perceptions of the effects of high-stakes testing. Cross tabulations were performed based upon: school level; on whether the teacher had taught prior to, or only after, the SOL tests were implemented; and whether the teacher perceived he/she was teaching a high or low percentage of lower socio-economic status (SES) students. In addition to the survey, the 2002 versions of the Virginia Computer/Technology Standards of Learning (C/T SOL) assessments were administered to all 2005 fifth and eighth grade students within the same school division. Statistical comparisons of the means of raw scores from the 2002 fifth (n = 625) and eighth (n = 641) grade groups and the 2005 fifth (n = 583) and eighth (n = 522) grade groups were conducted. Comparisons were also conducted on scores from each test between groups of students who qualified for free and reduced price lunches and those that did not qualify. Finally, statistical comparisons were made between the scaled scores of students who were eighth graders in 2005 (n = 397) and their scaled scores as fifth graders when tested in 2002. The study found a majority of teachers felt high-stakes testing creates pressure and changes the focus of instruction to tested areas at the expense of other activities and non-tested content. When the means of the scores of students who took the C/T SOL tests in 2002 were compared to those from 2005, the scores for the students taught under the high-stakes testing pressure were significantly better than those tested in 2005. Further, this gap in student achievement was more pronounced for lower SES students, suggesting a widening of the “digital divide.”
Research suggests that high stakes testing impacts teachers’ decisions regarding curriculum and instruction, which, in turn, impacts student learning. Because Virginia administered SOL tests for Computer/Technology, then discontinued them, a study was possible comparing teachers’ perceptions and actual student achievement of those taught while the high-stakes tests were in place and those taught after the tests were discontinued. A survey was administered to all elementary and middle school classroom teachers in a midsize urban Virginia school division to determine their perceptions of the effects of high-stakes testing. Cross tabulations were performed based upon: school level; on whether the teacher had taught prior to, or only after, the SOL tests were implemented; and whether the teacher perceived he/she was teaching a high or low percentage of lower socio-economic status (SES) students. In addition to the survey, the 2002 versions of the Virginia Computer/Technology Standards of Learning (C/T SOL) assessments were administered to all 2005 fifth and eighth grade students within the same school division. Statistical comparisons of the means of raw scores from the 2002 fifth (n = 625) and eighth (n = 641) grade groups and the 2005 fifth (n = 583) and eighth (n = 522) grade groups were conducted. Comparisons were also conducted on scores from each test between groups of students who qualified for free and reduced price lunches and those that did not qualify. Finally, statistical comparisons were made between the scaled scores of students who were eighth graders in 2005 (n = 397) and their scaled scores as fifth graders when tested in 2002. The study found a majority of teachers felt high-stakes testing creates pressure and changes the focus of instruction to tested areas at the expense of other activities and non-tested content. When the means of the scores of students who took the C/T SOL tests in 2002 were compared to those from 2005, the scores for the students taught under the high-stakes testing pressure were significantly better than those tested in 2005. Further, this gap in student achievement was more pronounced for lower SES students, suggesting a widening of the “digital divide.”
The Classroom Walkthrough: The Perceptions of Elementary School Principals on its Impact on Student Achievement
Guy A. Rossi
The purpose of this qualitative study was to focus on elementary school principals using the walkthrough model and to evaluate how the walkthrough model improves student learning. The goal was to identify the key indicators of success from elementary principals that used the Walkthrough Observation Tool from the Principals Academy of Western Pennsylvania. The research questions investigated elementary school principals’ perceptions of the impact of the classroom walkthrough model. Participants were selected because of their involvement and experiences with the walkthrough model developed by Joseph Werlinich and Otto Graf, Co-directors of the Principals Academy of Western Pennsylvania. Methods of data collection were face-to-face semi-structured interviews. The interviews were transcribed verbatim and content analysis was used to identify consensus, supported, and individual themes.
Key findings of this study indicate that the classroom walkthrough did affect instructional practices and student achievement from the perspective of the elementary school principals. The study showed that teachers are sharing and more aware of best practices, principals are more aware of what is occurring in the classrooms, principals have meaningful data to share with teachers, and principals are better-informed instructional leaders.
The purpose of this qualitative study was to focus on elementary school principals using the walkthrough model and to evaluate how the walkthrough model improves student learning. The goal was to identify the key indicators of success from elementary principals that used the Walkthrough Observation Tool from the Principals Academy of Western Pennsylvania. The research questions investigated elementary school principals’ perceptions of the impact of the classroom walkthrough model. Participants were selected because of their involvement and experiences with the walkthrough model developed by Joseph Werlinich and Otto Graf, Co-directors of the Principals Academy of Western Pennsylvania. Methods of data collection were face-to-face semi-structured interviews. The interviews were transcribed verbatim and content analysis was used to identify consensus, supported, and individual themes.
Key findings of this study indicate that the classroom walkthrough did affect instructional practices and student achievement from the perspective of the elementary school principals. The study showed that teachers are sharing and more aware of best practices, principals are more aware of what is occurring in the classrooms, principals have meaningful data to share with teachers, and principals are better-informed instructional leaders.
THE DEVELOPMENT OF A MEANINGFUL TEACHER EVALUATION PROCESS IN A CATHOLIC ELEMENTARY SCHOOL
Jean R. Green
The process of teacher evaluation has often been less than satisfying for both teachers and administrators. Educational literature dealing with teacher evaluation shows that it is frequently a rote procedure with little or no benefit for the people involved. In this study, the researcher used the action research process to design, implement, and evaluate a new system of teacher evaluation and development in St. Anne’s Catholic School. Twenty teachers of the twenty-two member faculty participated in the two-year study. Together, the teachers and administrator examined the original system of evaluation and then devised a new system. They put the new process into effect, critiqued it, and revised it. The administration and faculty learned that teacher evaluation can be more meaningful if teachers are involved in its planning, given a choice of evaluative methods, and evaluated consistently throughout the school year.
The process of teacher evaluation has often been less than satisfying for both teachers and administrators. Educational literature dealing with teacher evaluation shows that it is frequently a rote procedure with little or no benefit for the people involved. In this study, the researcher used the action research process to design, implement, and evaluate a new system of teacher evaluation and development in St. Anne’s Catholic School. Twenty teachers of the twenty-two member faculty participated in the two-year study. Together, the teachers and administrator examined the original system of evaluation and then devised a new system. They put the new process into effect, critiqued it, and revised it. The administration and faculty learned that teacher evaluation can be more meaningful if teachers are involved in its planning, given a choice of evaluative methods, and evaluated consistently throughout the school year.
TEACHER PARTICIPATION IN CURRICULUM DEVELOPMENT: A HISTORY OF THE IDEA AND PRACTIC
RALPH M. BENNETT, JR.
Recent reform proposals have recommended greater teacher participation in the decision-making process. Curriculum and instruction are areas which are frequently suggested as appropriate for teacher participation. Current discussions of teacher participation in curriculum development seldom include any historical perspective of
teacher involvement in curriculum work. The implication is that there is little to learn from past practices to involve teachers in curriculum development. Reasons for this implication included: limited number of examples past
efforts to advise current practice; past efforts exploited teachers rather than trying to involve them in meaningful collaboration; and, curriculum development is no longer pertinent to post-modern education. An examination of the rhetoric and practices of teacher participation in curriculum development from the period 1890
through 1940 was conducted to investigate these assertions and to ascertain any significance for current practice.
Schubert's Curriculum Books: The First Eighty Years (1980)served as a guide for references to the rhetoric and
practices of teacher participation in curriculum development. Books addressing curriculum and issues of teacher participation were included. Each book was reviewed for ideas, rationales, and descriptions of practice. The
bibliographies of each book were reviewed for additional sources on ideas and practices in teacher participation in
curriculum development. Additionally, secondary sources were obtained through searches of Dissertation Abstracts,
Periodicals Content Index, Education Index, Educational Literature, 1907-1932 and ERIC records. This study found that from 1915 to 1940 the practice of teacher participation was widespread, though it never matched the rhetoric. Teachers participated at school, system, and state levels. Teachers participated from inception and even initiated curriculum work, but most often were involved in the production of the actual materials. A variety of purposes were given for participation including the promotion of professional growth and democratic ideals. Implications for present practice included making provisions for participation by all teachers (i.e., through curriculum study, action research, etc.), selecting representative teachers to conduct the actual work of production, providing
for adequate support (i.e., release time, clerical help, professional resources including consultants, etc.), and
organization of participants
Recent reform proposals have recommended greater teacher participation in the decision-making process. Curriculum and instruction are areas which are frequently suggested as appropriate for teacher participation. Current discussions of teacher participation in curriculum development seldom include any historical perspective of
teacher involvement in curriculum work. The implication is that there is little to learn from past practices to involve teachers in curriculum development. Reasons for this implication included: limited number of examples past
efforts to advise current practice; past efforts exploited teachers rather than trying to involve them in meaningful collaboration; and, curriculum development is no longer pertinent to post-modern education. An examination of the rhetoric and practices of teacher participation in curriculum development from the period 1890
through 1940 was conducted to investigate these assertions and to ascertain any significance for current practice.
Schubert's Curriculum Books: The First Eighty Years (1980)served as a guide for references to the rhetoric and
practices of teacher participation in curriculum development. Books addressing curriculum and issues of teacher participation were included. Each book was reviewed for ideas, rationales, and descriptions of practice. The
bibliographies of each book were reviewed for additional sources on ideas and practices in teacher participation in
curriculum development. Additionally, secondary sources were obtained through searches of Dissertation Abstracts,
Periodicals Content Index, Education Index, Educational Literature, 1907-1932 and ERIC records. This study found that from 1915 to 1940 the practice of teacher participation was widespread, though it never matched the rhetoric. Teachers participated at school, system, and state levels. Teachers participated from inception and even initiated curriculum work, but most often were involved in the production of the actual materials. A variety of purposes were given for participation including the promotion of professional growth and democratic ideals. Implications for present practice included making provisions for participation by all teachers (i.e., through curriculum study, action research, etc.), selecting representative teachers to conduct the actual work of production, providing
for adequate support (i.e., release time, clerical help, professional resources including consultants, etc.), and
organization of participants
DIFFICULTIES IN LEARNING ENGLISH AS A SECOND OR FOREIGN LANGUAGE
James B. Wold
Difficulties in Learning English as a Second or Foreign Language
In this research project, the author explored the experience of one adult female immigrant to the United States and her difficulties in learning English as a second language (ESL) and identified several compounding reasons for her lack of expected progress. The research was accomplished by way of personal observation and interviews, which allowed the learner the opportunity to tell her own story in the phenomenological case study. There are many challenges that face foreign language (FL) learners and the learner struggled with notable difficulties. The findings showed that the learner, whose first and second languages were nonalphabetical, had never been taught the sound/letter rules system of English, and this fundamental deficit played a pivotal role in her poor classroom attendance, wavering motivation to learn and practice English, and ultimately, in her lack of progress. Implications included the need for basic sound/letter training to be implemented in basic ESL programs, especially for nonalphabetic first language learners.
Difficulties in Learning English as a Second or Foreign Language
In this research project, the author explored the experience of one adult female immigrant to the United States and her difficulties in learning English as a second language (ESL) and identified several compounding reasons for her lack of expected progress. The research was accomplished by way of personal observation and interviews, which allowed the learner the opportunity to tell her own story in the phenomenological case study. There are many challenges that face foreign language (FL) learners and the learner struggled with notable difficulties. The findings showed that the learner, whose first and second languages were nonalphabetical, had never been taught the sound/letter rules system of English, and this fundamental deficit played a pivotal role in her poor classroom attendance, wavering motivation to learn and practice English, and ultimately, in her lack of progress. Implications included the need for basic sound/letter training to be implemented in basic ESL programs, especially for nonalphabetic first language learners.
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