Download or read book An Investigation of the Impact of NC School Performance Grades on Teacher Perceptions and Turnover written by Eric Michael Grebing and published by . This book was released on 2018 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Fourth Through Eighth Grade Educator Perceptions of the North Carolina Teacher Performance Bonus written by Tiffany Swanson Clapsaddle and published by . This book was released on 2022 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this causal-comparative and correlational research study was to determine if differences exist in educators’ perceptions of the North Carolina Teacher Performance Bonus and assess any relationships between educators’ perceptions and their Education Value-Added Assessment System (EVAAS) score using a 28 question Likert-item survey. To recruit and retain highly effective educators, it is essential for politicians and school administrators to assess and understand educators’ perceptions of any pay-for-performance program. Data were gathered using the Teacher Performance Pay Attitudinal Survey (TPPAS), from 174 fourth-eighth grade educators in the seven far western North Carolina school districts. An ANOVA with three eligibility groups (a) no bonus, (b) one bonus, and (c) two bonuses was calculated with no statistically significant differences found in mean scores of educators’ perceptions of the North Carolina Teacher Performance Bonus. A Pearson product-moment correlation coefficient was calculated with a positive association found between an educator’s perception score and EVAAS growth score. Finally, teacher perceptions of the performance bonus were compiled and reported with regard to demographic categories as they related to the knowledge and understanding and teacher efficacy of the current North Carolina Teacher Performance Bonus. Recommendations for future research include developing an understandable performance pay program with a feasible goal linked to teacher effort that is fairly measured and distributed.
Download or read book An Examination of the Relationship Among and Between Teacher Satisfaction School Funding and Student Achievement in North Carolina written by Melanie Nantz McKenzie and published by . This book was released on 2003 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: The overall goal of the research was to examine what, if any, relationship exists among and between teacher satisfaction, school funding (local and total), and student achievement on end of grade (EOG) tests in grades 3-8 in reading and math in North Carolina in 2001-2002. Data from the North Carolina Working Conditions Survey were utilized to determine the level of teacher satisfaction in five areas: use of time, facilities and resources, leadership, empowerment, and professional development. Teacher turnover was also examined as a factor of teacher satisfaction, and both, along with funding, were analyzed to determine their impact on student achievement. This study determined that neither teacher satisfaction nor total school funding was highly related to student achievement. Teacher turnover, however, was found to be moderately negatively related to student achievement at a statistically significant level. Even when teachers who chose to leave due to retirement, family relocation, childcare, and death were factored out of the turnover rate, a statistically significant, moderately negative relationship still existed. Local school funding levels were also found to be slightly positively related to student achievement. A further finding of this research indicated that the combination of low levels of local school funding and interrelated issues such as teacher turnover and free/reduced lunch ratios do exhibit statistically significant relationships with student achievement. A medium correlation between teacher turnover and free/reduced lunch rates was also noted. A combination of high teacher turnover and low SES or free/reduced lunch ratios seems to predict low student achievement on EOG tests.
Download or read book Building Models for Marketing Decisions written by Peter S.H. Leeflang and published by Springer Science & Business Media. This book was released on 2013-06-29 with total page 642 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is about marketing models and the process of model building. Our primary focus is on models that can be used by managers to support marketing decisions. It has long been known that simple models usually outperform judgments in predicting outcomes in a wide variety of contexts. For example, models of judgments tend to provide better forecasts of the outcomes than the judgments themselves (because the model eliminates the noise in judgments). And since judgments never fully reflect the complexities of the many forces that influence outcomes, it is easy to see why models of actual outcomes should be very attractive to (marketing) decision makers. Thus, appropriately constructed models can provide insights about structural relations between marketing variables. Since models explicate the relations, both the process of model building and the model that ultimately results can improve the quality of marketing decisions. Managers often use rules of thumb for decisions. For example, a brand manager will have defined a specific set of alternative brands as the competitive set within a product category. Usually this set is based on perceived similarities in brand characteristics, advertising messages, etc. If a new marketing initiative occurs for one of the other brands, the brand manager will have a strong inclination to react. The reaction is partly based on the manager's desire to maintain some competitive parity in the mar keting variables.
Download or read book Evaluating the Impact of Job Satisfaction on Teacher Retention of Secondary Teachers in a Rural Southeastern North Carolina District written by CeeGee Shanikua Richardson and published by . This book was released on 2017 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Retaining qualified teachers in America’s schools is one of the nation’s challenges in education. Current research revealed teacher turnover had risen to 16.9% nationally, which equates to 2.7 million teachers, including 2.1 million who left the profession before retirement. In order to make a positive change in teacher retention, teacher perceptions of needs that lead to job satisfaction needed to be investigated. This mixed-method study investigated the identifiable or perceived factors that influence the retention of secondary teachers in a rural southeastern North Carolina district. The data for this study were collected during the spring semester of the 2016-2017 school year. All of the schools were asked to participate in a focus group interview that was recorded and transcribed. The lack of qualified education teachers threatens the quality of the education students will receive. Attrition plays a part in the teacher shortage problem, and efforts to improve retention must be informed by an understanding of the factors that contribute to attrition. The top four areas of dissatisfaction in this study were administrative support, salary, collegial support, and a sense or mission to teach. Other findings were that this study supported previous research that teacher values about satisfaction have changed a little in 30 years that they are largely independent of teacher demographics, and that satisfaction/dissatisfaction levels are directly related to teacher intent or wish to leave the teaching profession and their current positions. Overall, the study suggested that education administrators should be concerned about teacher dissatisfaction and its effects on retention of capable and motivated teachers and that teachers will reveal their issues if given a safe forum for doing so.
Download or read book A Comparative Analysis Study of Professional Development Models Impacting Student Academic Achievement written by Mark L. Cockrell and published by . This book was released on 2011 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study analyzed the impact of professional development on student achievement in eastern North Carolina high schools. The high schools studied were consistent in their student enrollment, teacher staff size, and socieo-economic status. For the purposes of this research, the characteristics of effective professional development were categorized into two types: the reform model and the traditional model (Garet, Porter, Desimone, Birman, & Yoon, 2001). Two of the schools used the traditional model of professional development while one high school used the reform model. Student achievement data were analyzed for five end of course tests: Algebra I, Biology, Civics, English 9, and U.S. History, over a three year period to draw conclusions on the impact of the professional development on student achievement. Also, a staff survey was administered to supplement the quantitative data to gauge the effectiveness of the professional development from the perceptions of the staff members. For this study, the student achievement data were analyzed over a three year period to determine if specific teacher professional development impacted student achievement based on the North Carolina Testing and Accountability model, (ABC's), the pattern of growth for the federal Annual Yearly Progress (AYP) Target Goals by subgroup based on Reading and Math test scores, and the rate at which the subgroup scores closed towards the AYP target goals. Also, a survey was administered to gauge teacher perceptions of the impact of professional development on student achievement. The researcher highlighted those areas of difference between the staffs of the two models and highlighted the most significant responses from each model implemented. Results of this study were inconclusive. The pattern of student growth for the NC testing model and the AYP testing model showed no significant pattern of influence for either model implemented. The qualitative data were more conclusive as the teachers implementing the reform method of professional development reported more favorable results. The study of professional development and the link to student achievement is difficult to determine and needs further research.
Download or read book Teachers Perceptions on the Effects of Instructional Reform on Student Achievement and Teachers Practices in a North Carolina School District written by Retha Peterson Purcell and published by . This book was released on 2007 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the relationship between teachers' perceptions of reform and student achievement. The purpose of this study was also to determine whether teachers' perceptions changed after implementation of reform programs. The design of the study was quantitative. A Likert scale survey was used to collect the data. The responses of the participants were analyzed using a paired t-test and a Pearson Correlation analysis. Student achievement data was also used to determine achievement gains. The end of year test data was analyzed by using a paired t-test. Findings revealed three areas of significance. There were no significant relationships between teacher attitudes and reform. There were significant differences in teacher practices after the reform. There were no significant gains in student achievement after the reform. Teachers consistently used the instructional practices after the reform was implemented at their school with a high rate of success. Recommendations growing from the study included a similar study with the southeastern district to include elementary and middle schools using a larger sample of teachers. It is further recommended that this stiuy be expanded to include qualitative study to observe teachers in the classroom using the instructional practices.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Impact of Project based Learning on Student Achievement written by Jason W. Potts and published by . This book was released on 2017 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined grade 7-12 teachers' perceptions of the impact of project-based learning on student achievement upon state assessments. The participants were 37 teachers of grades 7-12 who taught in one of four selected school districts, and had taught at least one academic course at their respective grade level. This research was based on participation in an online survey that included Likert scale responses and open-ended questions. The researcher also interviewed four teachers to further investigate teacher beliefs regarding the impact of project-based learning on student achievement on state assessments. Results indicated that teachers generally understood what the basic tenets of project-based learning were, and that project-based learning is an effective teaching pedagogy. An analysis of the data also indicated that many teachers felt that they are using an instructional approach that is similar to project-based learning, but they do not consider their classrooms to be project-based learning classrooms. Most teachers reported that they do not allot for the amount of time required for extended assignments or projects, a hallmark of the project-based learning classroom. Teachers perceived that their use of project-based learning pedagogies, along with the use of the integral classroom aspects of project-based learning, led to student achievement on curricular coursework. This study revealed that a slight majority of grades 9-12 teachers felt that their use of project-based learning has prepared students for success on state assessments, whereas some teachers, particularly teachers of grades 7-8, did not feel that their use of project-based learning had prepared their students for success on state assessments.
Download or read book Amplifying Teacher Voice in Education Policy Discussions The Case of North Carolina written by Marlow McKenzie Artis and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The researcher of this disquisition will examine teachers’ beliefs in their ability to advocate for the profession as well as, can be extended to serve as a vehicle for teachers to dialogue with state policymakers. , exclusively using technology. Tar Heel Teachers at Home is a North Carolina interview series that is hosted by a panel of educators. The series is focused on engaging North Carolinians in conversations around education. Most of the decision makers who have appeared on the show have been individuals with local jurisdiction such as system superintendents and school board members. Members of the General Assembly represent less than 7% of featured guests on the program since it was launched in 2019. Since 2010, North Carolina’s educational landscape has been most impacted by laws that were initiated by the General Assembly. Career status protections have been abolished, compensation for advanced degrees have been terminated, the cap on the number of charter schools has been lifted, and the private school voucher program has been expanded (Parmenter, 2019). These wholesale changes to public education affect collective teacher perception of the profession as well as their ability to have a positive impact. The General Assembly should be a central component because of its influence in the state. Throughout the close examination of this problem, all featured guests on Tar Heel Teachers at Home will be members of the General Assembly (NC House of Representatives & NC Senators). Participants will be invited to interact with the General Assembly across multiple technology avenues. Teacher voice is not totally absence from educational policy discussions in North Carolina. However, there is a need to amplify teacher voice because more and more decisions are being made at the local, district, and state levels that could impact students in a more positive way if teacher voice was included and taken into consideration. The purpose of this improvement initiative was to improve school climate, positively impact student achievement, and reduce teacher turnover. Research shows that there are major benefits for schools in these three areas when teachers are included in the decision-making process (Kahlenburg and Potter, 2018).
Download or read book The North Carolina Historical Review written by and published by . This book was released on 2010 with total page 526 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Perceptions written by Susan L. DeNadai and published by . This book was released on 2011 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine teacher perceptions of the organizational change from a traditional grading and reporting system to a standards-based grading and reporting system. The study looked at the perceptions of (a) teachers at the elementary level who had been using a standards-based grading and reporting system for three years, (b) middle school teachers in fifth and sixth grade and related arts who had been using a standards-based grading and reporting system for one year, and (c) middle school teachers in seventh and eighth grade who could possibly be implementing a standards-based grading and reporting system in the future. Three research questions guided this qualitative study, and data were collected using three different instruments. Elementary teachers who participated completed a 14-question Likert-scale survey on their perceptions of standards-based grading and reporting after implementation. Middle school teachers of fifth and sixth grade, and related arts teachers that participated, completed a 16-item open-ended questionnaire that compared their responses to Fullan's (1993) Eight Lessons of Change. Additionally, middle school teachers of seventh and eighth grade who consented to participate in this study answered interview questions that focused on the possibility of implementation of standards-based grading and reporting in the coming school year. The results of this study suggested that participants agreed that a traditional grading system does not effectively communicate a student's level of achievement, and that a standards-based grading and reporting system could communicate more effectively individual student achievement. However, the participants agreed that the change to a standards-based grading and reporting system could be difficult and that the lack of an adequate computerized reporting system, a consistent rating scale, and time to design rubrics and common assessments could make it even harder.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 700 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Research in Education Finance and Policy written by Helen F. Ladd and published by Routledge. This book was released on 2014-12-17 with total page 693 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sponsored by the Association for Education Finance and Policy (AEFP), the second edition of this groundbreaking handbook assembles in one place the existing research-based knowledge in education finance and policy, with particular attention to elementary and secondary education. Chapters from the first edition have been fully updated and revised to reflect current developments, new policies, and recent research. With new chapters on teacher evaluation, alternatives to traditional public schooling, and cost-benefit analysis, this volume provides a readily available current resource for anyone involved in education finance and policy. The Handbook of Research in Education Finance and Policy traces the evolution of the field from its initial focus on school inputs and revenue sources used to finance these inputs, to a focus on educational outcomes and the larger policies used to achieve them. Chapters show how decision making in school finance inevitably interacts with decisions about governance, accountability, equity, privatization, and other areas of education policy. Because a full understanding of important contemporary issues requires inputs from a variety of perspectives, the Handbook draws on contributors from a number of disciplines. Although many of the chapters cover complex, state-of-the-art empirical research, the authors explain key concepts in language that non-specialists can understand. This comprehensive, balanced, and accessible resource provides a wealth of factual information, data, and wisdom to help educators improve the quality of education in the United States.
Download or read book Invitational Education written by John M. Novak and published by . This book was released on 2001 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focuses on means of communication used in the classroom by which teachers inform students of their progress and achievement.
Download or read book Teacher Turnover Teacher Quality and Student Achievement in DCPS written by Melinda Adnot and published by . This book was released on 2016 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large, positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study examines this question by evaluating the effects of teacher turnover on student achievement under IMPACT, the unique performance-assessment and incentive system in the District of Columbia Public Schools (DCPS). Employing a quasi-experimental design based on data from the first year years of IMPACT, we find that, on average, DCPS replaced teachers who left with teachers who increased student achievement by 0.08 SD in math. When we isolate the effects of lower-performing teachers who were induced to leave DCPS for poor performance, we find that student achievement improves by larger and statistically significant amounts (i.e., 0.14 SD in reading and 0.21 SD in math). In contrast, the effect of exits by teachers not sanctioned under IMPACT is typically negative but not statistically significant.
