EFFECTIVE TEACHER COMMUNICATION SKILLS AND TEACHER QUALITY

By
Kevin John Loy, B.S., M.S., M.A.

 

As we move into the Twenty-First Century the education profession and politicians continue to grapple with the expectation of better or higher test scores from society. The National Council of Teachers in Mathematics (NCTM) considers communication so important that they list it as one of the principles of the NCTM Principles and Standards for the School Mathematics (NCTM, 2000).
The overarching strategy of this research is to gain an understanding of the relationship between communication skills and student achievement. It is conjectured that there is a relationship between the ability of an individual to effectively communicate their thought or idea and the success that individual will meet in the classroom as an instructor. The theoretical framework is based in the social constructivist theory of learning of Lev Vygotsky. The literature showed that effective communication is important in the learning theory of social constructivism. The literature also showed that the ability to communicate and the ability to pose questions are important attributes of an effective teacher. A survey of one school district’s fourth grade teachers was conducted and the student achievement scores of their students were tied to their respective teacher’s response. The instrument was developed by Plumeus to measure the communication skills across several sub-scales to include listening, and ability to deliver a concept or idea. This instrument was modified for this research as the sub-scales were initially dependent. Three models were developed from these sub-scales and demographic variables. About two-thirds of the teachers that responded have earned an advanced degree. The research found that teachers with less experience scored somewhat higher on reported communication skills than those teachers with more years of service. The research also found no difference between female and male teachers for self-reported communication skills. The ability to get the message across was significant in explaining the variances for the dependent variable citizenship. Also possessing an advanced degree added about 9 points to the mean student achievement score for citizenship. As for other variables not addressed in the research questions, it appears that female teachers add about 11 points to the mean student achievement scores for Science. Finally the sub-scale that was comparable between the large population of the company and the sub-scale that was significant in explaining the variance of the citizenship achievement scores was bility toget the message across. This was the one sub-scale that was connected to the larger population and the teacher population plus it was significant for the teacher population in explaining variance.

Identification of Quality Indicators of Visual-based Learning Material in Technology Education Programs for Grades 7-12.

The purpose of this study was to identify the quality indicators of visual-based learning material in technology education for grades 7-12. A three-round modified Delphi method was used to answer the following research questions: RQ1: What indicators should quality visual-based learning material in technology education have to be effective and efficient in transmitting information for grades 7-12? RQ2: What are the indicators of the learner’s characteristics that impact the selection of visual-based learning material in
technology education for grades 7-12? The quality indicators were determined by consensus reached by a panel of 21 educational experts randomly selected from participants in two NSF funded projects that piloted and field-tested visual learning material in technology education courses. The two funded projects were VisTE and TECH-Know. In the first round, the panel was provided with examples of quality indicators. The example indicators in the first round instrument derived from the literature review. The first round of the modified Delphi method used an open-ended questionnaire format in which the experts were asked to keep, reject, modify or add a new characteristic. The responses generated by the first round contributed to the development of the Round II instrument. In the second round, panelists were asked to value and rank from lowest to highest the items identified on Round I on a 5 point Likertscale. In Round III the experts’ panel was asked to accept or reject the quality indicators derived by the second round. Based on an analysis of data collected on Rounds I, II and III conclusions were drawn and 18 quality indicators were found.

TEACHERS’, PARENTS’, AND STUDENTS’ PERCEPTIONS OF EFFECTIVE SCHOOL CHARACTERISTICS OF TWO TEXAS URBAN EXEMPLARY OPEN-ENROLLMENT CHARTER SCHOOLS

by
DeEADRA ALBERT-GREEN

The primary purpose of this study was to examine how teachers, parents, and students viewed their charter school as effective when effectiveness was defined by the following 11 characteristics: (a) instructional leadership, (b) clear mission, (c) safe and orderly environment, (d) positive school climate, (e) high expectations, (f) frequent monitoring, (g) basic skills, (h) opportunities for learning, (i) parent and community
involvement, (j) professional development and (k) teacher involvement.
Two exemplary open-enrollment charter schools in Texas were used in this study. All 24 teacher, parent, and student participants completed a questionnaire that
addressed characteristics analyzed for each group. The 72 participants in this quantitative study were randomly chosen to respond to items on the School Effectiveness Questionnaire developed by Baldwin, Freeman, Coney, Fading, and Thomas. Data from the completed questionnaires were reported using descriptive
statistics and frequency data. Major research findings for the study were as follows: 1. There was agreement among teachers, parents, and students regarding 5 characteristics. These characteristics were: (a) safe and orderly environment, (b) positive school climate, (c) high student expectations, (d) frequent student assessment, and (e) monitoring of achievement and basic skills. 2. Teachers and parents agreed their school demonstrated effective instructional leadership, a clear and focused mission, and a maximized opportunity for learning. On the other hand, students were uncertain their school provided maximum opportunities for learning. 3. Only parents and students were in agreement concerning the parental involvement in their school. In contrast, teachers were uncertain their school provided parent and community involvement. 4. Teachers were also uncertain their school provided strong professional development and included them in the decision-making process for the school.

Strong Leadership: The Starting Place for Effective Schooling

Leadership is considered to be vital to the functioning of many aspects of a school. To illustrate, the list below depicts only a few of the aspects of schooling that have been linked to leadership in a school building:
● Whether a school has a clear mission and goals (Bamburg & Andrews, 1990; Duke, 1982).
● The overall climate of the school and the climate in individual classrooms
(Brookover, Schweitzer, Schneider, Beady, Flood, & Wisenbaker, 1978; Brookover, Beady, Flood, Schweitzer, & Wisenbaker, 1979; Brookover & Lezotte, 1979;Griffith, 2000; Villani, 1996).
● The attitudes of teachers (Brookover & Lezotte, 1979; Oakes, 1989; Purkey &Smith, 1983; Rutter, Maughan, Mortimore, Ouston, & Smith, 1979).
● The classroom practices of teachers (Brookover et al., 1978; Brookover &
Lezotte, 1979; McDill, Rigsby, & Myers, 1969; Miller & Sayre, 1986).
● The organization of curriculum and instruction (Bossert, Dwyer, Rowan, & Lee, 1982; Cohen & Miller, 1980; Eberts & Stone, 1988; Glasman & Binianimov, 1981; Oakes, 1989).
● Students’ opportunity to learn (Duke & Canady, 1991; Dwyer, 1986; Murphy & Hallinger, 1989).
Given the perceived importance of leadership, it is no wonder that an effective principal is thought to be a necessary precondition for an effective school. A 1970 U.S. Senate Committee Report on Equal Educational Opportunity (U.S. Congress, 1970) identified the principal as the single most influential person in a school. Regardless of the perceived importance of principal leadership, the research base supporting it has been deemed equivocal. For example, at least one meta-analytic study (Witziers, Bosker, & Kruger, 2003) reported that the relationship between principal leadership and student achievement is nonexistent. As a result of their analyses of 37 studies conducted internationally on the relationship between building leadership and student achievement, Witziers et al. (2003) reported an average correlation of 0.02. Taken at face value, the findings from the Witziers et al. study would lead one to conclude that little
effort should be put into developing leaders at the school building level.
Even some of those who believe that principal leadership has a causal link with student achievement assert that the research provides little practical guidance. For example,Donmoyer (1985) noted: Recent studies of schools invariably identify the principal’s leadership as a significant
factor in school’s success. Unfortunately these studies provide only limited
insight into how principals contribute to their school’s achievements. (p. 31)
The perspective articulated above is in sharp contrast to that offered by Marzano,Waters, and McNulty (2005). After analyzing 69 studies representing research over the last 35 years, they computed an average correlation of 0.25 between principal leadership behavior and student academic achievement. This finding is quite discrepant from 598 Marzano

A COMPARISON OF THE EFFECT OF SINGLE-SEX VERSUS MIXED-SEX CLASSES ON MIDDLE SCHOOL STUDENT ACHIEVEMENT

Carol E. Thom, Ed.D.

The purpose of this study was to compare the effect of single-sex versus mixedsex classes on middle school student achievement. It was a case study of Stonewall Jackson Middle School in Charleston, West Virginia, an inner-city school with approximately 600 students, of which 30% were minority (mostly black), 30% were special needs, and 70% were classified low socio-economic status (SES). Student WESTEST (West Virginia Educational Standards Test) scores in reading/language arts and math were collected and compared from the school years 2003-2004 and 2004-2005.
Each student’s scores from the first year were compared to that same student’s scores from the second year. Each student in the first year (2003-2004) was in mixed-sex classes and each student in the second year (2004-2005) was in single-sex classes. Two hundred seventy nine matched pairs of scores were compared. An alpha level of .05 was set as the criterion for the level of significance. A paired-samples T-test was used to determine whether the difference between the means was statistically significant. Student groups studied were male/female; black/white; low/high SES; and general education/special education. An analysis of variance (ANOVA) was used to determine whether there were differences between groups. A .01 level of significance was found for both reading/language arts and math between mixed-sex and single-sex classes. No significance was found for the between group improvement scores. Results of this study provide support for using single-sex classes to improve the academic achievement of middle school students.

EXPLOlUNG ENGLISE TEACHERS' CONCEPTIONS OF TEACEKTNG AND LEARNING IN ADULT EDUCATION CONTEX

Karen Mary Magro

The purpose of this study was to explore the conceptions of teachhg and learning of twelve adult educators who teach in a range of English programs in the public school system and at the cornmunity college level. Their perspectives on teaching and leaming as weil as their "personal philosophy of practice" were compared with the role of the educator and the process of learning, most notabiy described by Jack Mezirow ( 198 1; 1990; 1996) in his theory of transformational leaniing and Paulo Freire ( 1970) in his critical theory of adult leaniing. One of the theoretical models for understanding the different perspectives that the adult educators held was developed by Pratt and associates ( 1998).
Transfomative learning involves a process whereby individuals reflectively transfonn existing beliefs, attitudes, and emotional reactions that may be hindenng their ability to achieve their potential, personally, intellectually, and socially, Most of the educators did not refer to themselves as c'transfonnative educators" nor did they share a theoreticai understanding of Mezirow ' s transformative learning theory ; in this sense, theory is not dnving practice. However, significant parallels between some of the teachers' intentions, views on learning, curriculum orientation, and personai philosophy of practice were consistent with the role of the transfomative educator and the process of leaming described by theorists sucb as Mezirow (l981), Freire (l970), and Daloz (1986).
The teachers also held many reservations about the role of the teacher as "change agent;" rnany of the educators suggested that "transforrnative learning" rnay be a by-product of many factors (e.g. Iearners' beliefs and attitudes, content, context) in the leaming
environment rather than a result of a specific teaching behavior, attitude, or style. The practical realities of teaching in an inner city high school for addts and in a city community coliege also made it difficuit for the teachers to apply 'iransfonnative leaming" approaches. While a qualitative analysis of the data from three in depth interviews with the twelve teachers was a major part of the data collection, cross verifkation of the data also included the use of Kolb's (1985) Learning Style Inventoru, Zinn's (1994) Philosophy of
Adult Education Inventop, and Conti's(l990) Princi~leso f Adult Leamine Scale.
This study found that English teachers' personai philosophy of practice is intluenced by the values, beliefs, and ideals that they hoid. The perspectives on teaching and leaming that the educators in this study held developed over time and were influenced by factors such as family and educational experience, personality, past teaching
experiences the specific characteristics of their students, and the institution and department that they work in. Important concems and limitations of transfomative leming theory emerge out of this study. The findings of this study aiso have significant implications relating to the teacher education programs for adult educators, the professionai development of adult educators, and the importance of grounding theoreticai knowledge in teachers' and students' experiences.

This study examined the effects of a standards-based mathematics program, Mathscape, in one public middle school in Ohio

by
Mark C. Ault

This study examined the effects of a standards-based mathematics program, Mathscape, in one public middle school in Ohio. Achievement was measured using the Ohio Sixth Grade Mathematics Proficiency Test (OPT). Test performance was studied for three years prior to the implementation of the standardsbased program (2000-2002) and compared to test performance for three years immediately after the program was implemented (2003-2005).
Total raw scores from each group were compared as well as student responses to questions involving algebra, conceptual understanding, problem-solving, number relations. Sub-groups based on Terra Nova Achievement scores and gender were also used
when making comparisons. The implementation of the standards-based program, Mathscape, showed no significant positive effects on student achievement in any area or category in this study. One sub-group of students who scored in the 89th to 75th Terra Nova National
Percentile Rank had a significant difference in the area of number relations on the Ohio Proficiency Test. The students in this sub-group who were not taught using the Mathscape curriculum had a mean score that was 6.81% higher than the corresponding sub-group who were taught with the Mathscape program. This difference proved to be significant at p < .05 and the effect size of 0.395 was considered important. Further research is recommended to determine specifically why students in this particular sub-group who were taught with this standards-based program scored lower on problems in the number relations category and whether other standards-based
programs would produce similar results.

Emily E. Stitsinger. Elementary Principals’ Views on the Relationship between the School Library Media Center and Student Achievement

Evelyn Daniel

This study surveyed the opinions of principals on the relationship between the school library media center and student achievement. Principals from six local North Carolina school districts were invited to fill out a questionnaire online. Results were examined for correlations between principals’ opinions on student achievement as it related to several variables. Questionnaire statements pertaining to student achievement, funding, technology, and communication were each analyzed. The findings from this study reaffirm the need for increased communication between the school library media specialist, principal, and faculty. They also expose the same uncertainty unearthed by previous studies that principals display when it comes to the connection between the school library media center and student achievement. The small response size prohibited any conclusive findings but did highlight areas for further research. While survey results only reflect principal opinions rather than demonstrated causality, they still suggest a disparity between principals’ beliefs and current research in the field.

EXPLORING TEACHERS’ BELIEFS THROUGH COLLABORATIVE JOURNALING: A QUALITATIVE CASE STUDY OF JAPANESE PRESERVICE TEACHERS’ TRANSFORMATIVE DEVELOPMENT PROCESSES IN AN EFL TEACHER EDUCATION PROGRAM

Toshinobu Nagamine

 

This qualitative case study was implemented to describe, interpret, and document preservice EFL teachers’ learning processes through collaborative journaling and gained awareness for all participants (including myself as a participant-observer). Four preservice EFL teachers in Japan (two males and two females) participated in the study. At the time of the investigation, they were all undergraduate students studying in an EFL teacher education program at a Japanese university. To investigate their learning processes, a prime focus was placed on the participants’ beliefs about language learning and teaching. Thus, this study was to understand what it meant for the participants to learn how to teach through collaborative journaling in the setting studied and what it possibly meant for them to change (or not to change) their beliefs during the term of the investigation. The data collection was done over a nine-month period that covered the participants’ practicum. This study consisted of three research phases: pre-practicum phase, mid-practicum phase, and post-practicum phase. In the pre-practicum phase, I entered the participants’ community and asked the participants to form a collaborative-learning group and keep a collaborative journal. As a participant-observer, I kept the journal together and discussed what we had written in bi-weekly meetings. I used the collaborative journal for two purposes: (a) to collect the 

phase, mid-practicum phase, and post-practicum phase. In the pre-practicum phase, I entered the participants’ community and asked the participants to form a collaborative-learning group and keep a collaborative journal. As a participant-observer, I kept the journal together and discussed what we had written in bi-weekly meetings. I used the collaborative journal for two purposes: (a) to collect the

Does it pay to go to school? The benefits of and participation in education of Indigenous Australians

Nicholas Grahame Biddle

Those who have finished high school and/or obtained non-school qualifications experience a range of positive outcomes throughout their lives. Despite these benefits being likely to apply to the Indigenous Australian population, current as well as pastparticipation in education is substantially lower than that of the non-Indigenouspopulation. Some reasons for this relatively low participation may be locational and monetary disadvantage, household overcrowding and a curriculum that is not always
relevant. How Indigenous Australians form their expectations about the benefits of education and what these expectations might be (accurate or otherwise) may also influence educational participation.
This thesis looks at the education outcomes of Indigenous Australians. There are two main research questions are examined. The first is what are the relative benefits of education for the Indigenous population? The main outcomes that are focussed on areemployment and income; however, there is also analysis of the extent to which those withhigher education levels report better health outcomes or more favourable health behaviour.
The second main research question is what factors are associated with the decision to attend high school? That is, does the Indigenous population respond to the economic incentives to undertake education as estimated in this thesis? In addition, other factors at the individual, household and area level are likely to influence the social costs and benefits of education, as well as geographic and financial access. The extent to which these are associated with high school participation is also examined

TEACHER UNIONS & STUDENT ACHIEVEMENT

The relationship between teacher unionization and student achievement is an important consideration in the overall debate about the nations education system. Past studies have shown mixed results as to whether unionization has a positive ornegative effect on student achievement. I examine this question using test scoresfrom the National Assessment of Educational Progress and data from the Schools and Staffing Survey and find that unions seem to have a negative and statistically significant effect on student achievement. While this effect is small for slight changes in unionization, a large shift leads to visibly negative results.

THE RELATIVE IMPACT OF PRINCIPAL MANAGERIAL, INSTRUCTIONAL, AND TRANSFORMATIONAL LEADERSHIP ON STUDENT ACHIEVEMENT IN MISSOURI MIDDLE LEVEL SCHOOLS

By
E. NYLE KLINGINSMITH

This study examined the relationship of three factors of principal leadership,
managerial, instructional, and transformational. A total of 133 middle level public schools in Missouri were included in the study. This study was part of a larger study of middle level education being conducted by the Middle Level Leadership Center at the University of Missouri-Columbia. Two survey forms were used to collect data for this study. A total of 849 teachers responded to a survey that collected data about their perceptions of principal effectiveness in one factor of principal managerial leadership and
two factors of principal instructional leadership. A total of 854 teachers responded to a survey that collected data about their perceptions of principal transformational leadership.
Data from the surveys were aggregated and analyzed using Pearson product-moment correlations, analyses of variance, and multiple regression equation estimates. Student achievement data were obtained from the spring 2006 administration of the Missouri Assessment Program (MAP) tests in Communication Arts and Mathematics. The study found significant correlations among all nine factors of principal leadership. There were significant differences in principal leadership factor ratings when schools were grouped by student achievement. School demographic factors for SES, attendance, enrollment, and FTE had significant correlations with student achievement.
Three measures of principal experience had significant correlations with student achievement. Seven of the nine factors of principal leadership correlated significantly with both subtests when controlling for SES. The two remaining factors had a significant correlation with one of the tests. The leadership factor, Instructional Improvement, appeared to have the greatest impact on student achievement. A model of the contextual elements of the role of principal and the relationship of school and principal demographic variables as well as principal leadership factors with student achievement in that larger context was developed, and implications for research, practice, policy, and the preparation of educational leaders was developed

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.

E-Learning Technologies and Its Application in Higher Education: A Descriptive Comparison of Germany, United Kingdom and United States

by

Martin Kwadwo Gyambrah

There is a general agreement that we have entered the information economy, that higher education is a critical element in this knowledge society. This has placed a new demand on its teaching and research functions, with growing emphasis on lifelong learning and more flexible forms of higher education delivery. Notwithstanding, there is also a widespread scepticism as to whether educational systems will be able to overcome their traditional inertia and respond to the challenge of the knowledge-based revolution.
Currently the prominence of ICT and other external influencing factors; economic, social, cultural and the changing role of governmental policy are driving the inner life of the higher education sector. In that respect many higher educational institutions are turning to e-learning technologies for improving the quality of learning by means of access to resources, services, long
distance collaborations and exchanges. However this transition has been characterized by a mixed sense of optimism, skeptism and a lack of “adequate benchmarks”. It is within this background that this explorative study sought to carry out a descriptive comparison between Germany, UK and the USA with the objective of identifying the current trends, establishing tendencies of differences or similarities and identifying future trends (next 5 years) across the three countries. This is directed at synthesising “best practices” which could facilitate international knowledge transfer and the future development of e-learning. In pursuance of these aims the study employed the use of both quantitative and qualitative data sources. In obtaining the quantitative data, national and international reports that detail out the activities of e-learning in higher educational institutions across the three countries were reviewed and relevant data filtered. Further explanations, clarifications as well as predictions of future trends were sought through expert interviews (n=30 experts). The findings indicate that: 1) The three countries did not exhibit much differences in terms of policy however they exhibited differences in terms of strategy and tactics in e-learning. 2) The three countries exhibited differences in terms of the prevalent e-learning technologies used as well as the application of such technologies. 3) In terms of didactical approaches and orientation to either local or international markets the three countries exhibited differences iv) In terms of impact and limiting factors the three countries exhibited differences in scale and proportion though qualitative impact was difficult to estimate. 5) In terms of future trends or scenarios different projections were made across the three countries. The implications of the findings are discussed and recommendations offered for further research.

THE RELATIONSHIP BETWEEN SECONDARY GENERAL EDUCATION TEACHERS SELF-EFFICACY AND ATTITUDES AS THEY RELATE TO TEACHING LEARNING DISABLED STUDENTS IN THE INCLUSIVE SETTING

By Margaret Jackson Barco

The purpose of this study was to examine the relationship between teacher efficacy and attitudes of secondary general education teachers towards teaching learning disabled students in the inclusive classroom setting. An online survey, along with a telephone interview was conducted with secondary teachers as a means to gathering data regarding teacher attitudes and efficacy toward inclusion. Results from the online survey suggested that secondary teachers have both positive and negative attitudes toward inclusion. These attitudes varied when it came to issues of making accommodations and modifications for disabled students, whether part time or full time in the inclusive classroom setting. Responses to items concerning sufficient/insufficient training to teach disabled students brought about differences in responses from male and female participants. The female respondents were undecided as to whether or not they had sufficient training to teach learning disabled students in the inclusive classroom setting. The female respondents also were undecided as to whether or not more undergraduate classes would have given them more confidence working with learning disabled students in the inclusive classroom. As for efficacy, making adaptations, and training, female teachers tended to have a greater degree of confidence in teaching disabled students in the regular classroom setting in comparison to the male teachers whose confidence levels were lower than their female counterparts. The same can be seen with the rural and urban/suburban teacher groups in regards to adaptations and training. Both urban/ suburban teachers tended to project positive attitudes towards making accommodations and modifications for disabled students. They tended to respond in a positive manner when it came to modifying
teaching style and adapting the curriculum for disabled students in the inclusive classroom setting. Results from the telephone interview survey concluded that secondary teachers feel that inclusion works for some disabled students, but not others. Some respondents felt that inclusion is responsible for teachers “dummying down” lessons. The respondents also suggested that they have had positive, as well as, negative experiences with inclusion. The positive experiences included making methodological and curricular changes in teaching styles, employing best teaching practices, and reorienting the way assignments are given. The respondents found these changes to be positive for all students, which in turn, helped to change the mindset that lessons were being “dummied down.” Negative experiences included not having a voice in which students would benefit from the inclusion construct. This study concluded that inclusion does have its benefits, as well as it flaws, but
its success rests on the attitudes of the teachers in the classroom. The study also concluded that a relationship does exist between teacher self-efficacy and teacher attitudes as they relate to teaching learning disabled students in the inclusive setting.

Can Education Save Europe From High Unemployment?

Nicole Walter, Runli Xie

Empirical observations show that education helps to protect against labor market risks. This is twofold: The higher educated face a higher expected wage income and a lower probability of being unemployed. Although this
relationship has been analyzed in the literature broadly, several questions remain to be tackled. This paper contributes to the existing literature by looking at the above mentioned phenomena from a purely theoretic perspective and in a European context. We set up a model with search-and-matching frictions, collective bargaining and monopolistic competition in the product market. Workers are heterogeneous in their human capital level. It is shown that higher human capital increases the wage rate and reduces unemployment risks, which is consistent with empirical observations for European countries

Classroom Organizational Structures as Related to Student Achievement in Upper Elementary Grades in Northeast Tennessee Public Schools

Darrell W. Moore

School systems throughout the United States are obligated to meet requirements established by federal law and benchmarks established by state governments in student achievement. Therefore, understanding how children learn and the impact of learning environments may be factors in obtaining annual yearly progress (AYP) and improving student achievement. This study contributes to current research identifying teacher perceptions of learning practices and organizational structures needed to improve student achievement in upper elementary grades in public schools. The purpose of this study was to identify if associations exist between classroom organizational structures and student achievement (CRT/TCAP) scores. Quantitative data were used to distinguish grade organization in relation to student achievement using standardized test data. Demographic data were collected from 67 returned surveys representing six school systems in Northeast Tennessee.
The statistical analysis revealed no significant differences in fourth and fifth grade student achievement scores in language arts, science, and social studies between students in self-contained and departmentalized classrooms. Although fourth grade students revealed no differences in math, fifth grade students had significant differences in
achievement math scores between those students in self-contained and departmentalized classrooms favoring departmentalized classrooms. Further analysis revealed no differences in student achievement scores for fourth and fifth grade students between teachers who favor and those who do not favor departmentalized or self-contained classrooms. The recommendations from this study include the use of a similar study to incorporate more school systems with a larger sample of teachers

Classroom Organizational Structures as Related to Student Achievement in Upper Elementary Grades in Northeast Tennessee Public Schools

Darrell W. Moore

School systems throughout the United States are obligated to meet requirements established by federal law and benchmarks established by state governments in student achievement. Therefore, understanding how children learn and the impact of learning environments may be factors in obtaining annual yearly progress (AYP) and improving student achievement. This study contributes to current research identifying teacher perceptions of learning practices and organizational structures needed to improve student achievement in upper elementary grades in public schools. The purpose of this study was to identify if associations exist between classroom organizational structures and student achievement (CRT/TCAP) scores. Quantitative data were used to distinguish grade organization in relation to student achievement using standardized test data. Demographic data were collected from 67 returned surveys representing six school systems in Northeast Tennessee.
The statistical analysis revealed no significant differences in fourth and fifth grade student achievement scores in language arts, science, and social studies between students in self-contained and departmentalized classrooms. Although fourth grade students revealed no differences in math, fifth grade students had significant differences in
achievement math scores between those students in self-contained and departmentalized classrooms favoring departmentalized classrooms. Further analysis revealed no differences in student achievement scores for fourth and fifth grade students between teachers who favor and those who do not favor departmentalized or self-contained classrooms. The recommendations from this study include the use of a similar study to incorporate more school systems with a larger sample of teachers.

An Analysis of the Relationship Between Teacher Variables and Student Achievement Scores in Hamblen County, Tennessee

The purpose of this study was to determine if a relationship exists between teacher variables and the Tennessee Comprehensive Assessment Program (TCAP) student annual scores in reading and mathematics for students in grades 3 through 8 in Hamblen County, Tennessee. The teacher variables included number of days absent, Praxis II Principles of Learning and Teaching (PLT) scores, and years of experience. The population of the study was limited to 3rd- through 8thgrade reading and mathematics teachers employed by the Hamblen County school district during the 2006-2007 school year. Raw scores from the 2006-2007 TCAP criterion-referenced assessment were used as the testing variable. A Pearson correlation coefficient was used to analyze teacher absenteeism. Praxis II PLT scores were grouped as above or below median scores and analyzed with an independent samples t test. Years of experience was defined by the state department of education as vested years of experience and grouped using an analysis of
variance. Based on analysis of the findings, the relationship between teachers’ days absent, Praxis II PLT scores, and years of experience and TCAP achievement annual scores in reading and mathematics for students in grades 3 through 8 in Hamblen County, Tennessee were not statistically significant.

Student Attitudes to Learning

Without exception, recent key documents in educational policy, planning and evaluation in Victoria refer to student attitudes to learning as important. For example (Kosky 2003; Fullarton 2002; James, Leger et al. 2001; Bradshaw, Clemans, Donovan and Macrae 2001; Kirby 2000; Connors 2000). Similarly, a review of school web sites reveals that student attitudes to their schooling remain a predominant focus of secondary school charters and
mission statements across Victoria1. Often, both school charters and policy documents refer to their commitment to the “major stakeholders” of education in their consultation processes. However, it is alarmingly rare for students to be centrally involved, if at all, in these discussions (some notable exceptions exist, for example; (James, Leger et al. 2001; Australian Centre for Equity through Education 2001) and (Cormack and Cumming 1996). While the reports themselves fail to recognise the absence of student contribution as a weakness, this study concurs with existing research, e.g.(Gitlin 1990) that this fundamentally undermines their validity and usefulness. Apparently, student learning is a paramount concern for educational research. Why then does it not follow that students can and should play an important and valid role in contributing to the understanding of learning processes? Arguably, this conception of students as passive, inactive or at best re-active agents of the educational process creates
one of the most fundamental barriers to real educational change. Student attitudes are considered for their quantitative value for academic theorising but not as substantive contributions to theoretical development in themselves. A growing acceptance of the validity of practitioner research, and the usefulness of self-reflection as a basis for inquiry can and should be extended to students. Moreover, the discussion that takes place in schools and the community more broadly regarding student attitudes to learning is often conducted in isolation from the complex socio-political factors that contextualise the approach of students, see for example (Cuttance 2001; Ainley, Batten, Collins and Withers 1998).

AN INVESTIGATION OF THE RELATIONSHIP BETWEEN GRADUATE TEACHING ASSISTANTS’ TEACHING SELF-EFFICACY AND ATTRIBUTIONS FOR STUDENTS’ LEARNING

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.”

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 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.

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

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.