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THE EFFECTIVENESS OF STATE CERTIFIED, GRADUATE DEGREED, AND NATIONAL BOARD CERTIFIED TEACHERS AS DETERMINED BY STUDENT GROWTH IN READING
Title
THE EFFECTIVENESS OF STATE CERTIFIED, GRADUATE DEGREED, AND NATIONAL BOARD CERTIFIED TEACHERS AS DETERMINED BY STUDENT GROWTH IN READING.
Creator
Gardner, David, Murray, Kenneth, University of Central Florida
Abstract / Description
Federal, state, and local government agencies are promoting merit pay systems that are tied to student achievement. The main problem facing governments, school districts, and educators is that money is hard to come by in the current market and choosing where to spend merit pay monies to receive a maximum rate of return on the investment realized in increased student achievement is difficult to determine. This study did explore the student achievement results of third, fourth, and fifth grade...
Show moreFederal, state, and local government agencies are promoting merit pay systems that are tied to student achievement. The main problem facing governments, school districts, and educators is that money is hard to come by in the current market and choosing where to spend merit pay monies to receive a maximum rate of return on the investment realized in increased student achievement is difficult to determine. This study did explore the student achievement results of third, fourth, and fifth grade state certified, graduate degreed, and National Board Certified teachers in Brevard and Seminole County Public Schools as compared to those of other teachers within and across these schools. The goal of this study was to determine the effectiveness of state certified, graduate degreed, and National Board Certified teachers. For this study teacher effectiveness was defined by their studentsÂÂ' Lexile Framework for Reading scores from the 2008-2009 school year. The hypothesis is that the Lexile Framework for Reading data demonstrated that there was a statistically significant difference between the learning gains of the students between groups. Overall, the findings indicate that there was a statistically significant difference between the learning gains of the students between groups; however, that change could not be attributed to the factor of teacher category. Specific teacher education levels or certifications did not make any difference in the learning gains as measured by the Scholastic Reading Inventory (SRI), among 3rd, 4th, or 5th grade students in Brevard or Seminole County Public Schools.
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Date Issued
2010
Identifier
CFE0003113, ucf:48637
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003113
EFFECTS OF A BONUS ON QUALITY IMPROVEMENT FOR PRE-SCHOOL CLASSROOM EDUCATORS
Title
EFFECTS OF A BONUS ON QUALITY IMPROVEMENT FOR PRE-SCHOOL CLASSROOM EDUCATORS.
Creator
Wilkins, Ilene, Martin, Suzanne, University of Central Florida
Abstract / Description
Interest in teacher effectiveness and merit pay has continued to be a high priority for major stakeholders in the field of education as well as the public. The focus of this research was to test the hypothesis that the implementation of a classroom bonus plan would improve the observable attributes and behaviors of teaching that have been determined to be effective in improving student learning. Specifically, the study was conducted to measure intentional teacher-student interactions,...
Show moreInterest in teacher effectiveness and merit pay has continued to be a high priority for major stakeholders in the field of education as well as the public. The focus of this research was to test the hypothesis that the implementation of a classroom bonus plan would improve the observable attributes and behaviors of teaching that have been determined to be effective in improving student learning. Specifically, the study was conducted to measure intentional teacher-student interactions, classroom quality, environment and organization as well as emotional and instructional support in Pre-K classrooms as measured by Classroom Assessment Scoring System (CLASS). During a summer Voluntary PreK program, six eligible classroom teams (teacher and teacher assistant) were randomly divided into either a bonus or non-bonus group. A pre- and post-CLASS was completed on each classroom team of participants to evaluate the quality of their instruction. The CLASS score assesses team versus individual participation, resulting in a compiled score based on the performance of all classroom staff members, i.e., teacher and teacher assistant. There was no statistical significance of the CLASS post-assessment score between the bonus and non-bonus group. However, two of the four bonus group participant teams achieved the targeted scores needed to receive a bonus. None of the non-bonus group achieved the targeted score. Additionally, pre- and post-assessment data for the entire student population of the Agency Summer VPK program was examined. There was no significance in student post-assessment scores between the three groups (bonus, non-bonus, and non-participants).
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Date Issued
2010
Identifier
CFE0003473, ucf:48971
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003473
THE IMPACT OF TEACHER INCENTIVE PAY PROGRAMSON THE LEARNING GAINS OF LOW-PERFORMING MIDDLE SCHOOL STUDENTS
Title
THE IMPACT OF TEACHER INCENTIVE PAY PROGRAMSON THE LEARNING GAINS OF LOW-PERFORMING MIDDLE SCHOOL STUDENTS.
Creator
Miller, Donna, Lue Stewart, Martha, University of Central Florida
Abstract / Description
President Barack Obama committed hundreds of millions of dollars to the Teacher Incentive Fund (TIF), yet a few fundamental questions remain unansweredÂÂ--was the federal program effective? Did student test scores improve? Since the late 19th century, teachers have been paid for their classroom services regardless of how wellÂÂ--or poorlyÂÂ--their students performed. Nearly a century later, advocates of education reform continue to...
Show morePresident Barack Obama committed hundreds of millions of dollars to the Teacher Incentive Fund (TIF), yet a few fundamental questions remain unansweredÂÂ--was the federal program effective? Did student test scores improve? Since the late 19th century, teachers have been paid for their classroom services regardless of how wellÂÂ--or poorlyÂÂ--their students performed. Nearly a century later, advocates of education reform continue to champion teacher compensation policies that link salary to student achievement. Researchers have identified two motivation theories that must be present in order to have a successful incentive pay program: goal theory and expectancy theory. The presence or absence of these theories, have produced mixed results at both the federal and state levels. Although the Florida Department of Education crafted its own statewide incentive pay plan, three public school districts have received multimillion dollar awards via competitive TIF grants. The purpose of this dissertation was to determine if any differences in learning gains existed between the 2008 and 2009 Florida Comprehensive Assessment Test® (FCAT®) Math scores among the students of math teachers at one urban Central Florida Title I middle school who participated in TIF when compared to the students of math teachers who did not participate in TIF. The dissertation also analyzed FCAT® Math scores from 2005 through 2009 in one Central Florida school district to determine if any trends existed among the Title I middle schools participating in TIF; if any trends existed among the Title I middle schools that did not participate in TIF; and if any trends existed between the two groups when compared to each other. The literature review and results of this study found that learning gains existed among students whose teachers participated in TIF. In fact, at one urban Central Florida middle school, students of math teachers who did not participate in TIF also demonstrated learning gains. In addition, seven of the ten Title I middle schools from the same Central Florida district had increased FCAT® Math scores with the implementation of the TIF grant along with the three Title I middle school that were not eligible to participate. This research suggested that the teacher incentive program implemented in a Central Florida district had a positive impact on learning gains of low-performing students. The results of the independent-samples tests revealed that there was no statistical difference in the math scores based on participation in TIF. Students of the math teachers who participated in TIF demonstrated at least one yearÂÂ's academic growth. Likewise, the findings were similar for students of teachers who opted not to participate as learning gains increased in this group as well. As a result of these findings, recommendations for further study include end-of-the-year interviews with TIF-eligible teachers whose students had learning gains, but chose not to participate. Suggestions for additional research include surveying teachers whose students had higher scores in the absence of an incentive program, analyzing the test scores of other subject areas, and researching other school districts in Florida that were awarded the TIF grant.
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Date Issued
2010
Identifier
CFE0003146, ucf:48632
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003146