Perceptions of Teachers Regarding the Importance and Existence of Research-based Program Characteristics in Alternative High Schools and Teacher's Perceptions of Efficacy in the Commonwealth of Virginia

Perceptions of Teachers Regarding the Importance and Existence of Research-based Program Characteristics in Alternative High Schools and Teacher's Perceptions of Efficacy in the Commonwealth of Virginia
Author: Robert Craig Lowerre
Publisher:
Total Pages:
Release: 2010
Genre: Alternative education
ISBN:
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The purpose of this research was to determine teachers' perceptions of the degree to which research-based characteristics exist in alternative high schools and programs in the Commonwealth of Virginia and the importance of these characteristics to effective education. In addition, this research investigated whether or not these perceptions were related to the teachers' perception of efficacy. These seven characteristics were (a) clearly identified enrollment criteria, (b) low ratio of student to teachers, (c) one-to-one interactions between staff and students, (d) social skills instruction, (e) effective academic instruction, (f) parental involvement and parental support programs, and (g) specific training for teachers who are working with at-risk youth. Alternative school teachers were also administered the short form of the Tschannen-Moran and Woolfolk Hoy (2001) Teachers' Sense of Efficacy Scale that is specifically designed to assess the respondents' perceptions of their self-efficacy as teachers. The data show that alternative school teachers in Virginia ranked "low student to staff ratio" as the most important and "parental involvement and parental support programs" as the least important research-based characteristics for the academic focus of their schools. It was also evidenced by the data that none of the research-based characteristics were shown to have "strong evidence" of existence in Virginia's alternative schools and programs. Finally, the data showed that there is a positive correlation between the existence of the research-based characteristics and the reported self-efficacy of the alternative school teachers.

In the Middle

In the Middle
Author: Martha Naomi Alt
Publisher:
Total Pages: 220
Release: 2000
Genre: Education
ISBN:
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Prompted by widely held concerns about middle schools' academic rigor and the effectiveness of activities designed to help early adolescents develop in non-academic realms, many middle school educators have renewed efforts to develop curricula and instructional strategies that challenge students academically and expand their intellectual interests, to ensure that teachers receive appropriate training to meet student needs, and to create more nurturing and supportive environments. This report uses data from the Schools and Staffing Survey and the accompanying Teacher Follow-Up Survey to describe various aspects of middle schools, examine how they have changed over time, and compare middle schools with elementary and secondary schools. Following an introduction exploring policy issues related to middle schools, the report examines data in the areas of: (1) organization of schooling, including locations, size and other characteristics, and classroom organization and class size; (2) programs and services, including health-related services; (3) decision making and management, including site-based decision making and principals' and teachers' perceptions of their influence; (4) staffing, including qualifications, teacher workload, and staff turnover; and (5) school climate, including teacher satisfaction, and teachers' and administrators' ratings of problems at their schools. The concluding section of the report explores areas for future research. Tables and notes are appended. (Contains 66 references.) (HTH)

The Relationship Between the Effective Schools Characteristics, Collective Teacher Efficacy, and Student Achievement in High Poverty, High Minority Populated Elementary Schools in Mississippi

The Relationship Between the Effective Schools Characteristics, Collective Teacher Efficacy, and Student Achievement in High Poverty, High Minority Populated Elementary Schools in Mississippi
Author: Sherry Hall Shepard
Publisher:
Total Pages: 200
Release: 2005
Genre:
ISBN:
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Abstract: The purpose of this study was to determine whether statistically significant relationships exist between the independent variables of the characteristics of effective schools and collective teacher efficacy and the dependent variable student achievement. The study was conducted in 30 elementary schools representative of high poverty, high minority populated schools in Mississippi. The dependent variable for the study, student achievement, was measured using the School Performance Classification (SPC) assigned to each school by the Mississippi Department of Education. The independent variables for the study, the characteristics of effective schools and collective teacher efficacy, were measured using two instruments, the School Effectiveness Questionnaire (Baldwin, Coney, Fardig, & Thomas, 1993) and the Collective Efficacy Scale (Goddard, Hoy, & Woolfolk, 2000). These instruments gauged the teachers' perceptions of the degree to which each of the factors included in the study were present in the schools. The school was the unit of measure. The population consisted of 198 high poverty, high minority populated elementary schools located throughout Mississippi. A proportional stratified random technique was used to select the final sample for the study. A univariate correlational analysis was conducted to determine the strength of relationships between variables. Additionally, multiple regression was used to determine the multiple correlations among the variables. The study concluded that the characteristics of effective schools and collective teacher efficacy model is a strong predictor of student achievement. Further, the findings showed that collective teacher efficacy, clear and focused mission, and high expectations for success were significant predictors for student achievement in the model. As a result of the analysis of the data from the study, the following recommendations for further research are proposed: (1) A study that examines more closely the relationship between collective teacher efficacy and student achievement. (2) A study that focuses on schools that have implemented a school improvement program based on characteristics of school effectiveness. (3) A study that examines the relationship between the principal's perception of the degree to which characteristics of effectiveness are present in the school and the teachers' perception of the degree to which characteristics of effectiveness are present in the school.

School Climate

School Climate
Author: H. Jerome Freiberg
Publisher: Routledge
Total Pages: 240
Release: 2005-08-02
Genre: Education
ISBN: 1135714517
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Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.

Working in Urban Schools

Working in Urban Schools
Author: Tom Corcoran
Publisher:
Total Pages: 188
Release: 1988
Genre: Education
ISBN:
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This document on the working conditions of urban teachers reports data from a survey of 31 elementary, middle, and secondary schools in five urban school districts. More than 400 interviews were conducted with teachers, school administrators, central office personnel, district officials, board members, and union officials. The observations, interviews, and analyses confirm that, in most of these schools, the working conditions of teachers are bleak and would not be tolerated in other professions. Among the findings are the following: (1) physical conditions are sub-standard because of a lack of maintenance, repair, and space; (2) safety is not a serious problem to teachers, except in very depressed neighborhoods; (3) teachers do not have even the basic resources needed, let alone access to new technologies; (4) teachers consider hiring more personnel to address the personal problems of students a higher priority than hiring more teachers to reduce class size; (5) teachers generally understand the cultural gulf between them and their students but are unable to deal with what they consider aberrant student behavior; (6) teachers perceive that they are losing control over what they teach, primarily because of district-wide testing policies although they are in control of how they teach; and (7) teachers have little confidence in supervision, staff development, or central office leadership. Characteristics of good working conditions are identified. Tables illustrate the data. Appendices compare these findings with those of other studies, provide a list of about 100 references, describe the methodology, and compare school effects. (BJV)