A Case Study Of Teacher Beliefs About Student Achievement In A Suburban Middle School
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A Case Study Of Teacher Beliefs About Student Achievement In A Suburban Middle School
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Author : Christine A. Hunt
language : en
Publisher:
Release Date : 2012
A Case Study Of Teacher Beliefs About Student Achievement In A Suburban Middle School written by Christine A. Hunt and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
The purpose of this study was to investigate the perceptions and beliefs of teachers at a Midwestern suburban middle school about students, student learning, and about teacher's beliefs of their collective abilities to achieve the task of school improvement. Saddleback Middle School (SMS) has experienced low standardized test scores since the implementation of NCLB. Of the school district's five middle schools, SMS consistently had the lowest scores in math and reading. The researcher sought to understand the relationship between teacher beliefs and student academic achievement. Eight volunteer teachers from SMS were interviewed twice and observed twice in their classroom settings. The findings of the interviews, observations, and information from teacher lesson plans and grading procedures were analyzed through the lens of Bandura's theory of collective teacher efficacy (CTE). With knowledge of the collective beliefs of the faculty, the leadership of the school could implement plans to improve faculty CTE and student achievement. Analysis of the data indicated a difference between what teachers thought of their teaching practices and how they actually performed in the classroom. They expressed knowledge of positive instructional practices to improve student learning but did not practice those strategies regularly in their classrooms. Participants tended to have a critical view of poor performing students and of the abilities of some of their colleagues. Findings indicate a need for future research regarding school culture and how it relates to CTE in school improvement and the limitations of case study research alone in investigating CTE beliefs of a faculty.
The Influence Of Teacher Effectiveness On Student Achievement
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Author : Linda Marie Rogers
language : en
Publisher:
Release Date : 2018
The Influence Of Teacher Effectiveness On Student Achievement written by Linda Marie Rogers and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with Academic achievement categories.
The purpose of this qualitative case study was to explore the perceptions and professional practices of 15 middle school teachers regarding teacher effectiveness and the influence on student achievement. The five research questions that guided this study aligned with the Georgia Department of Education five domains of teacher effectiveness: planning, instructional delivery, assessment, learning environment, and communication. This study implemented the qualitative case study design. The research was conducted in four middle schools in a school district in Georgia. The research used individual interviews, focus group interviews, and a prearranged classroom observation. The cross-case synthesis analysis method was implemented to find patterns and themes that were used to explain the phenomenon being studied. The data analysis involved segmenting the database, developing categories, coding segments, grouping category segments and drawing conclusions. Future research studies on teacher effectiveness and the influence on student achievement should include special education teacher participants.
Case Study
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Author : Dolores Medina
language : en
Publisher:
Release Date : 2023
Case Study written by Dolores Medina and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023 with categories.
Over the last decade, the educational system has undergone a number of changes from policies to standards taught and covered in classrooms. Policymakers, school districts and administrators have invested an increased attention and financial resources to provide teachers with professional development to improve teacher performance, change schools and impact student learning. However, it is no secret teachers across the nation fail to engage in professional development because they do not find learning activities to be effective and relevant to their classroom's instructional needs. As a result, there is minimal to insignificant implementation of learned instructional strategies into everyday classroom settings, failing to impact and improve student learning. This case study addresses the research question: In what ways do teachers' beliefs and practices regarding professional development impact their instructional strategy implementation in lessons each day in the classroom? Research suggests teachers' beliefs and practices about professional development are core reasons why learning transfer is inconsistent and little to no impact is visible in instructional strategies implemented in the classroom to impact student learning. Additionally, existing research explains teachers' concerns with professional development are in its effectiveness to provide engaging, collaborative, teacher-centered, and continuous opportunities to learn and improve as teachers, in an effort to impact student learning and achievement, as opposed to simply objecting to engage in professional learning opportunities. However, there is no substantial amount of research focusing on teachers' beliefs and practices and the impact these have in what ways instructional strategies are implemented in the classroom. Therefore, this qualitative case study examines, through semi-structured interviews and and analyzed with Holistic in vivo coding, teachers' beliefs and practices about professional development, at a small private school-purposefully sampled-and the impact these have in what ways instructional strategies are implemented in the daily teaching practices. Findings of this case study contribute to the existing research suggesting teachers' beliefs and practices directly impact in what ways instructional strategies are implemented in the classroom, confirming further longitudinal researcher is needful to gain a greater understanding of teachers's beliefs and practices to inform structure and effectiveness of professional development to improve teacher performance and impact student learning and achievement. The researcher found teachers' beliefs impact their engagement in professional development are the deciding factor in what constitutes an effective professional development and therefore determine in what professional learning opportunities teachers are willing to participate, which, in turn, profoundly impact in what ways teachers implement instructional strategies in their everyday classrooms. Based on findings of this case study, school districts and administrators should evaluate current professional development systems and structures, obtain teacher input to guide teacher-centered topics in professional development, and collaborate with teachers to impact student learning and achievement. On a greater scale, similar longitudinal case studies would be beneficial with a great sample-size of participating teachers and students for the purpose of gaining a better and deeper understanding of teachers' beliefs and practices and the impact these have on instructional strategies and student learning.
Sage Handbook Of Research On Classroom Assessment
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Author : James H. McMillan
language : en
Publisher: SAGE
Release Date : 2013
Sage Handbook Of Research On Classroom Assessment written by James H. McMillan and has been published by SAGE this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with Education categories.
The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.
A Case Study Of Teacher Attitudes Belief Systems And Behaviors Associated With Substantive Student Academic Achievement In A Charter School Serving An Economically Disadvantaged Urban Population
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Author : Jennifer Suzanne Goodman
language : en
Publisher:
Release Date : 2016
A Case Study Of Teacher Attitudes Belief Systems And Behaviors Associated With Substantive Student Academic Achievement In A Charter School Serving An Economically Disadvantaged Urban Population written by Jennifer Suzanne Goodman and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with categories.
The purpose of this qualitative multiple case study was to research teacher attitudes, belief systems, and behaviors associated with academic achievement for students in a charter school serving an economically disadvantaged, urban population. This research sought to acquire teacher and student perceptions concerning what they believed were the most effective perspectives, convictions, and actions of successful teachers. Since the research shows that the teacher really matters and is the most impactful component to student academic achievement, then administrators can use these guiding qualities to hire the best teachers for their students and to focus on improving the caliber of their teachers. Bandura's Self-Efficacy Theory was utilized to frame this study as the researcher viewed perceived best practices through the lens of four teachers and nine high school students in a public charter school. The findings indicated that research based best practices supporting effective teacher attitudes, beliefs, and behaviors are consistent in a public charter school as well and the greatest opportunity for academic achievement improvements lies with the quality of the teachers.
Dissertation Abstracts International
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Author :
language : en
Publisher:
Release Date : 2008
Dissertation Abstracts International written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with Dissertations, Academic categories.
An Investigation Of The Relationships Between Teacher Beliefs And Student Achievement
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Author : Cunningham Brian Lee
language : en
Publisher:
Release Date : 2017
An Investigation Of The Relationships Between Teacher Beliefs And Student Achievement written by Cunningham Brian Lee and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with categories.
Effective Teachers
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Author :
language : en
Publisher:
Release Date : 2011
Effective Teachers written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
This qualitative multiple case study examined the beliefs and behaviors of three teachers who worked at former Reading First Schools and whose student population consistently scored 10% above state average on the California Standards Test (CST) in English Language Arts. Test scores of all teachers who taught under the Reading First initiative at 29 schools in a county in Southern California were considered. Consent to participate was secured for three teachers who met the study's selection criteria. To identify the behaviors and beliefs of these teachers, the researcher conducted classroom observations and interviews with the teachers and their principals. The information gathered was coded and triangulated, and then reported by themes. The findings revealed that participating teachers believed that all students could and would learn, and that student learning was a direct reflection of their teaching. They also believed that in order for learning to take place, teachers engaged in their own professional learning and provided appropriate instruction. Professional learning included collaborating with colleagues and analyzing student data. Appropriate instruction included behaviors that engaged students in learning activities and provided a positive class climate. The findings of this study will contribute to teachers' and school principals' understanding of behaviors and beliefs of effective teachers. The study findings might also inform professional development for teachers and identify areas in which more research would be beneficial to the field of education in general and the teaching profession in particular.
Resources In Education
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Author :
language : en
Publisher:
Release Date : 1999-10
Resources In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999-10 with Education categories.
Research In Education
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Author :
language : en
Publisher:
Release Date : 1972
Research In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1972 with Education categories.