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A Single Case Study on the Influence of Feedback on the Instructional Quality of a Preservice Elementary Teacher in Mathematics: The Instructional Quality Assessment Toolkit as a Resource
Title
A Single Case Study on the Influence of Feedback on the Instructional Quality of a Preservice Elementary Teacher in Mathematics: The Instructional Quality Assessment Toolkit as a Resource.
Creator
Campbell Sutherland, Makini, Dixon, Juli, Safi, Farshid, Hoffman, Elizabeth, Andreasen, Janet, Childs, Kristopher, University of Central Florida
Abstract / Description
The purpose of this single case study was to determine if a preservice elementary teacher's instruction would be influenced by feedback on mathematics lessons. The focus of the research was on the use of the Instructional Quality Assessment (IQA) (Boston 2012) toolkit as an integral part in the feedback process. The IQA toolkit provides number ratings as well as qualitative descriptive ratings of various aspects of the mathematics lesson, defined under two constructs, or groups, labeled...
Show moreThe purpose of this single case study was to determine if a preservice elementary teacher's instruction would be influenced by feedback on mathematics lessons. The focus of the research was on the use of the Instructional Quality Assessment (IQA) (Boston 2012) toolkit as an integral part in the feedback process. The IQA toolkit provides number ratings as well as qualitative descriptive ratings of various aspects of the mathematics lesson, defined under two constructs, or groups, labeled Academic Rigor and Accountable Talk. The researcher evaluated a preservice teacher's instruction on three occasions and facilitated feedback sessions following those observation sessions, integrating the number ratings of the IQA toolkit with the qualitative descriptions of expectations. It was found that there was an increase in ratings for both constructs of Academic Rigor and Accountable Talk over the period of three feedback cycles. There was a difference in how the students were facilitated in instruction over the three observations. The teacher became more aware of some of her behaviors in the classroom that contributed to the type of instruction given to students.In reviewing the literature, there was limited evidence of the use of the IQA toolkit for the iterative process of teaching, feedback, and teaching informed by feedback. This research is therefore useful in expanding the use of the IQA toolkit for feedback purposes. Preservice teachers as well as in-service teachers can benefit from feedback focused on mathematics teaching that makes them more aware of their strengths and weaknesses so they are able to adjust instruction based on the feedback received.
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Date Issued
2018
Identifier
CFE0006983, ucf:51679
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006983
MIDDLE SCHOOL MATHEMATICS TEACHER CERTIFICATION, DEGREE LEVEL, AND EXPERIENCE, AND THE EFFECTS ON TEACHERATTRITION AND STUDENT MATHEMATICS ACHIEVEMENT IN A LARGE URBAN DISTRICT
Title
MIDDLE SCHOOL MATHEMATICS TEACHER CERTIFICATION, DEGREE LEVEL, AND EXPERIENCE, AND THE EFFECTS ON TEACHERATTRITION AND STUDENT MATHEMATICS ACHIEVEMENT IN A LARGE URBAN DISTRICT.
Creator
Swan, Bonnie, Hynes, Michael, University of Central Florida
Abstract / Description
The purpose of this study was to examine the backgrounds and experiences of middle school mathematics teachers that often distinguish "quality" teachers, including certification, experience, degree type, and degree level and how those demographics and others vary for different types of schools. The emphasis was on profiling teachers in a large urban district by describing their basic features and distributions, as well as how middle school mathematics teachers, according to those differences,...
Show moreThe purpose of this study was to examine the backgrounds and experiences of middle school mathematics teachers that often distinguish "quality" teachers, including certification, experience, degree type, and degree level and how those demographics and others vary for different types of schools. The emphasis was on profiling teachers in a large urban district by describing their basic features and distributions, as well as how middle school mathematics teachers, according to those differences, relate to student mathematics achievement, teacher attrition and teacher mobility. Student achievement was measured by test results from the Norm Reference Test-Normal Curve Equivalent (NRT-NCE) mathematics portion of the Florida Comprehensive Assessment Test (FCAT) for two school years (2003-04 and 2004-05). A variety of analytic approaches and methods were used to examine how different teacher characteristics relate to teacher employment patterns and student achievement, including chi-square, Kruskal-Wallace, Mann-Whitney U, ANOVA, and t tests, together with simple descriptives and graphical analysis. Standard multiple regression was used to evaluate whether students' previous test scores and teacher- and school-level predictors could affect the results of students' mathematics achievement. A short survey was administered, which provided some insight to ascertain whether and why teachers choose among schools when seeking employment. A total of 282 teachers and 24,766 students were included for the final analysis. This research revealed high rates of teacher turnover and deficient numbers of well qualified mathematics teachers for this particular demographic. For example, one in three middle school mathematics teachers was in their first year, and over half (55%) had less than three years seniority. It was also apparent that, because of a shortage of well-qualified mathematics teachers, many new teachers were being hired out-of-field--of those first-year teachers, only about half had certification in their content area and most (67%) did not have a degree in mathematics or mathematics education. Middle schools in this district had lost 29% of the mathematics teacher workforce employed the previous year due to mathematics teacher attrition. Of those many resigned, some came back to teach another subject at the same or different middle school, and others transferred to high schools. An additional 5% transferred to other middle schools within the same district bringing the total turnover to 34%. Findings revealed no significant differences in turnover rates in high-poverty versus low-poverty schools, but there were significant differences in the proportions of movers, leavers, and stayers in schools according to whether or not a school was achieving high-standards in mathematics. Although inequities did exist in favor of schools with less at-risk students, in this district--for the most part--teachers were fairly distributed according to the "quality" of their backgrounds and experiences. The only significant gap was in that students in wealthier schools were more likely to have a mathematics teacher with a higher degree. This study also offers results that further understanding on the debate about which attributes of teachers are most likely to translate into effective-classroom performance. When analysis was performed at the student level, the findings revealed that students of middle school mathematics teachers with higher seniority, advanced degrees, or certification in the content area that they taught, performed significantly higher than students in other classrooms. Yet the magnitude of those differences was either modest or very small. When controlling for students' socio-economics status at the classroom level, differences were not significant for seniority or advanced degrees but the results were significant for certification.
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Date Issued
2006
Identifier
CFE0001210, ucf:46948
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001210
An Analysis of the School Board of Brevard County Instructional Personnel Performance Appraisal Instrument and the Validity of its Components
Title
An Analysis of the School Board of Brevard County Instructional Personnel Performance Appraisal Instrument and the Validity of its Components.
Creator
Mela, Carol, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description
This study examined the relationship between the professional practices components of the School Board of Brevard County Instructional Personnel Performance Appraisal System Instrument and student achievement as measured by a teacher's value-added measurement score. A Pearson Product-Moment Correlation was the statistical test used to analyze the data. The population included Brevard Public School instructional personnel assigned to Grades 4-10 who taught reading and/or mathematics measured...
Show moreThis study examined the relationship between the professional practices components of the School Board of Brevard County Instructional Personnel Performance Appraisal System Instrument and student achievement as measured by a teacher's value-added measurement score. A Pearson Product-Moment Correlation was the statistical test used to analyze the data. The population included Brevard Public School instructional personnel assigned to Grades 4-10 who taught reading and/or mathematics measured by the Florida Comprehensive Assessment Test during the 2011-2012 school year and who received teacher aggregated value-added measurement scores.Findings indicated that there was a small to moderate statistically significant, positive relationship between all eight professional practices component variables and value-added measurement scores. Correlation coefficients ranged from .089 for collaborative inquiry to .218 for quality of instruction. All of the components combined had a correlation of .231, confirming the strength of multiple evaluation measures.Recommendations were provided for future research aimed at further data analysis in Brevard Public Schools as well as other school districts in order to identify the combination of evaluation components that most accurately reflect teaching effectiveness resulting in student learning as well as to pinpoint weaknesses upon which additional training could be based and the fidelity of implementation improved.
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Date Issued
2013
Identifier
CFE0004719, ucf:49810
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004719
A QUALITATIVE CASE STUDY OF NOVICE KENYAN PRIMARY SCHOOL TEACHERS: WHAT MESSAGES TRANSMITTED BY THE TEACHER TRAINING COLLEGES ARE INTERNALIZED AND APPLIED?
Title
A QUALITATIVE CASE STUDY OF NOVICE KENYAN PRIMARY SCHOOL TEACHERS: WHAT MESSAGES TRANSMITTED BY THE TEACHER TRAINING COLLEGES ARE INTERNALIZED AND APPLIED?.
Creator
Kranz, Carol, Biraimah, Karen, University of Central Florida
Abstract / Description
The method of instruction and the formal curriculum within two Kenyan teacher training colleges were studied in order to discover which messages regarding pedagogical practice are internalized within novice Kenyan primary school teachers and then actualized within their classrooms. An educational connoisseurship approach was utilized to give descriptive, interpretive, evaluative, and thematic insight. Three data streams were collected through interview, observation, and design evaluation in...
Show moreThe method of instruction and the formal curriculum within two Kenyan teacher training colleges were studied in order to discover which messages regarding pedagogical practice are internalized within novice Kenyan primary school teachers and then actualized within their classrooms. An educational connoisseurship approach was utilized to give descriptive, interpretive, evaluative, and thematic insight. Three data streams were collected through interview, observation, and design evaluation in order to establish structural corroboration and internal validity. The study found that the method of instruction by the teacher training college faculty was teacher-centered and utilized lower order cognitive methodology. Though the formal curriculum design was strong, it too promoted lower cognitive processes. These two messages, teacher-centered pedagogies and lower cognitive processes, are being internalized and applied by the novice teachers and maybe affecting the quality of education in Kenyan schools. The results of this study suggest that pedagogical skills promoting higher cognitive levels should be developed through in-service training in Kenyan training colleges and primary schools as a way to improve the quality of education in this country.
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Date Issued
2011
Identifier
CFE0003883, ucf:48729
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003883
The effect of pre-service teaching on student achievement using a co-teaching model at an elementary school in a large, urban school district in central Florida
Title
The effect of pre-service teaching on student achievement using a co-teaching model at an elementary school in a large, urban school district in central Florida.
Creator
McHale, Walton, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description
This study was focused on the effect of pre-service teaching utilizing a co-teaching model on student achievement at an elementary school in a large, urban school district in central Florida. The contribution of university student teachers (i.e., interns) to elementary school achievement was investigated. Specifically explored was the difference between student achievement scores in classes with interns who participated in a co-teaching model and interns in classes that did not employ any...
Show moreThis study was focused on the effect of pre-service teaching utilizing a co-teaching model on student achievement at an elementary school in a large, urban school district in central Florida. The contribution of university student teachers (i.e., interns) to elementary school achievement was investigated. Specifically explored was the difference between student achievement scores in classes with interns who participated in a co-teaching model and interns in classes that did not employ any structured approach to intern teaching. The researcher compared seven classes that employed co-teaching, where the university intern teacher and master teacher remained in the class conducting instruction, to seven classes that had a more traditional approach to the intern teaching. The co-teaching intern model did not exert a significant effect, either positive or negative, on student achievement. Also investigated was the effect of an intern, utilizing any model, on student achievement scores, when compared to similar classes without the presence of an intern. The study utilized 14 classes with interns and 13 classes without interns; each group had populations of approximately 285 students. The presence of an intern did not exert a significant effect, either positive or negative, on student achievement. However, the data indicated that the presence of an intern could positively influence mathematics scores.Additionally, the impact of teacher quality and socio-economic status on student achievement in reading and mathematics were explored. The data revealed the value of the individual teacher significantly affected student success in reading and mathematics. In reading, socio-economic status also significantly affected student achievement.
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Date Issued
2015
Identifier
CFE0005841, ucf:50912
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005841
EXPLORING THE VALUE OF THE BACHELOR'S DEGREE FOR TEACHERS IN THE EARLY CHILDHOOD EDUCATION FIELD: A RESEARCH SYNTHESIS
Title
EXPLORING THE VALUE OF THE BACHELOR'S DEGREE FOR TEACHERS IN THE EARLY CHILDHOOD EDUCATION FIELD: A RESEARCH SYNTHESIS.
Creator
Hogan, Melissa A, Macy, Marisa, University of Central Florida
Abstract / Description
The implementation of standardized testing has changed education in the United States resulting in a content ripple effect from the higher grades down to preschool aged children. To match that ripple effect early childhood education can be evaluated and reformed accordingly by exploring many factors that make up the early childhood education system. This manuscript addressed one factor, early childhood teacher preparation, through a synthesis of literature related to the potential benefits of...
Show moreThe implementation of standardized testing has changed education in the United States resulting in a content ripple effect from the higher grades down to preschool aged children. To match that ripple effect early childhood education can be evaluated and reformed accordingly by exploring many factors that make up the early childhood education system. This manuscript addressed one factor, early childhood teacher preparation, through a synthesis of literature related to the potential benefits of earning a Bachelor of Science degree in Early Childhood Development and Education, or a BS. The theories of early brain development were explored first and then studies of the social components affecting an Early Childhood Educator's, or ECE's, choice in teacher preparation were reviewed. The review then defined and compared the Child Development Associate or CDA, the Associate of Arts degree, or AA, and the BS. Professional recommendations and standards according to the National Association for Young Children, or NAEYC were included to understand how valuable the BS is to these trend setters of the field. The review then explored how the BS is currently being used nationally in a state-funded program known as VPK, utilizing the National Institute for Early Education Research, or NIEER. This data provided a snapshot of the national demand for the BS in the early childhood field. The pay disparities were then correlated with levels of education and compared with primary and upper grade compensation. The final value explored was research of how the BS directly affected results of the quality in the early childhood classroom and teacher-child interactions. These studies used two quality rating scales, the ECERS and CLASS, which were defined and compared. The findings of the synthesized literature review provided understanding of a young field that is growing and implies where further research and change could happen to match the effects of an evolving education system in the United States of America.
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Date Issued
2018
Identifier
CFH2000420, ucf:45866
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000420
Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder: A Construct Validation Study
Title
Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder: A Construct Validation Study.
Creator
Hopkins, Rebecca, Vasquez, Eleazar, Marino, Matthew, Dieker, Lisa, Rosenberg, Michael, University of Central Florida
Abstract / Description
A rise in the prevalence of students with ASD points to the need for more qualified and effective teachers to meet the needs of this population. Existing research delineates evidence-based practices and teaching standards positively improve educational outcomes for students with ASD. Teacher evaluation systems have the potential to highlight strengths and areas for improvement in special education teaching practices. Research on observation instruments to evaluate the unique skills and...
Show moreA rise in the prevalence of students with ASD points to the need for more qualified and effective teachers to meet the needs of this population. Existing research delineates evidence-based practices and teaching standards positively improve educational outcomes for students with ASD. Teacher evaluation systems have the potential to highlight strengths and areas for improvement in special education teaching practices. Research on observation instruments to evaluate the unique skills and knowledge of special education teachers of students with ASD is limited. A need exists for high quality observation instruments to measure teacher performance in special education classrooms serving students with ASD. The purpose of this study was to examine the internal consistency reliability and the construct validity of the Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder (QIASD) scores. The researcher used a confirmatory factor analysis framework to determine if the QIASD quality indicators load onto the seven factors as hypothesized in the measurement model. The researcher found promising results but was not able to identify an acceptable model with this sample.
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Date Issued
2018
Identifier
CFE0007193, ucf:52246
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007193
An Analysis of 8th Grade Student Achievement of Private and Public Schools in the Dominican Republic in Rural and Urban Settings
Title
An Analysis of 8th Grade Student Achievement of Private and Public Schools in the Dominican Republic in Rural and Urban Settings.
Creator
Boyd, Daniel, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Flanigan, Jacquelyn, University of Central Florida
Abstract / Description
The purpose of this study was to determine the difference in student academic achievement in private and public schools in the Dominican Republic in rural and urban settings. The 2016 8th Grade National Exams school mean scale scores were analyzed to determine if statistically significant differences existed among the different school types and school settings. There was a lack of literature on student academic achievement in the Dominican Republic, in particular on private and public school...
Show moreThe purpose of this study was to determine the difference in student academic achievement in private and public schools in the Dominican Republic in rural and urban settings. The 2016 8th Grade National Exams school mean scale scores were analyzed to determine if statistically significant differences existed among the different school types and school settings. There was a lack of literature on student academic achievement in the Dominican Republic, in particular on private and public school and rural and urban school students. The extant literature indicated that in the Dominican Republic, private school students historically had higher academic achievement on standardized exams than public school students. The higher student academic achievement of private school students followed the trend of student academic achievement in Latin America and the Caribbean. This study found statistically significant differences between private and public schools, rural private and rural public schools, and between urban private and urban public schools, in favor of private schools. These results provide evidence for school district leaders and school administrators to use in decision making about how to raise student academic achievement in rural and urban areas. The findings also contribute to the gap in literature on private and public school student academic achievement in the Dominican Republic and Latin America and the Caribbean.
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Date Issued
2018
Identifier
CFE0007561, ucf:52613
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007561
INVESTING IN AN INTERCONNECTED WORKFORCE:GLOBAL EDUCATION REFORM
Title
INVESTING IN AN INTERCONNECTED WORKFORCE:GLOBAL EDUCATION REFORM.
Creator
Klug, Amelia, Bryer, Thomas, University of Central Florida
Abstract / Description
Regardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational...
Show moreRegardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational outcomes. This study analyzes high, middle, and low quality education systems around the world and the infrastructures that lead to educational success or failure. Fifteen education systems are chosen for this study which includes Shanghai-China, Singapore, Japan, Finland, Canada, Portugal, United States, Luxembourg, Spain, Hungary, Brazil, Argentina, Indonesia, Qatar, and Peru. Each system is analyzed in terms of its teacher quality, curriculum, school system structure, and educational equity. From this study, it appears that there is a high-correlation between four indicators and top-educational success. These four indicators include having a highly selective model for hiring teachers, recruiting teachers from a top-pool of graduates, having a high-level of prestige held for teachers in society, and insuring students of low socio-economic status are given equal educational opportunities for success. Recommendations for a new teacher training and selection model are discussed based on the top four indicators. These recommendations could cause educational gains for both the United States and other systems around the world.
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Date Issued
2014
Identifier
CFH0004691, ucf:45247
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004691