3543 research outputs found
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Propers 6 (Pentecost 4) Series B 2018
No full textThis PDF comments on the Propers Six, Series B and offers ideas for proclamation and preaching
A Study of Customer Relationship Management and Undergraduate Degree Seeking Student Retention
No full textThis dissertation explores the use of Customer Relationship Management (CRM) technologies and processes in a large Midwestern undergraduate public Institution of Higher Education. CRM systems and processes have operated in business and industry for some time, but only more recently are CRM systems being adopted and used for undergraduate student retention in colleges and universities. The purpose of this research study is to examine and describe how a CRM system is being implemented for undergraduate degree-seeking student retention at a large Midwestern undergraduate public IHE. CRM technology has been used for undergraduate student recruitment, but its application for undergraduate student retention is still unclear. The scholar-practitioner approach was used to research this academic issue that is important to practitioners in higher education. A qualitative methodology using a single case study design was used. The primary sources for data included interviews with nine IHE stakeholders and the examination of CRM and student retention documents at this IHE. The major findings of this study identified four main themes that emerged from the data analysis: CRM Implementation, Multi-level Decision-making, Interdepartmental Communications and Interactions, and Student Retention Information and Results. The relationships among these themes illustrate the main findings of this research. Implications and recommendations for future research and practice are discussed
Elementary Principal and Teacher Perceptions of the Quality and Accuracy of Teacher Evaluation Ratings: A Causal-Comparative Study
No full textThe purpose of this study was to compare perceptions of elementary principals and teachers in the state of Michigan regarding the quality and accuracy of performance evaluation ratings. Since evaluation reforms were enacted in 2011, student achievement has declined in the state. However, 98% of Michigan teachers are rated effective or highly effective on their annual performance evaluations. The sample of 104 principals and 80 teachers in public elementary schools in Michigan completed complementary surveys to measure perceptions of quality and accuracy of annual performance evaluations, as well as the use of teacher evaluations. Survey results indicated a statistically significant difference regarding quality of teacher evaluations, with principals having more positive perceptions than teachers. A general agreement was found between principals and teachers regarding the accuracy of evaluation ratings. Principal’s perceptions were generally more favorable than teachers regarding the use of teacher evaluations for recommending professional development, teacher retention, teacher tenure, and teacher dismissal. Although evaluative feedback is used to identify strengths and weaknesses and make recommendations regarding professional development to correct weaknesses, some teachers may feel that this use of evaluation ratings is not appropriate. Findings suggested that teachers also may perceive that evaluation ratings should not be used to make personnel decisions, while principals might have perceived that teacher performance should be an important consideration in making retention decisions regarding a teacher. Further research is needed to determine if middle and high school principals and teachers have similar perceptions
Case Study of a New Teacher Mentoring and Induction Program
No full textA single case design was used to explore the implementation of the new teacher induction and mentoring program (NTIMP) from the perspective of new teachers who participated in the program. The district studied for this single case study was experiencing high teacher turnover. To reduce this problem, a NTIMP was implemented by the district. The NTIMP was investigated with a diverse sample of new educators from a semi-rural school district in the western part of the United States. Data sources including interviews, surveys, and document review were used in the study to allow for triangulation of data. Findings indicated that the NTIMP was a beneficial initiative implemented by the study site for helping teachers adjust to teaching and reducing feelings of isolation. Responses regarding the NTIMP’s impact on a new teacher’s development of a positive attitude towards teaching and in developing a sense of professionalism indicated both positive and negative experiences. The responses to survey questions and semi-structured interviews reflected the importance of access to professional development and both formal and informal mentoring access for new teachers to help them achieve success in teaching. A support system is critical to new teachers who were grappling with seeking answers to questions and gathering assistance to become a more effective educator. New teachers require experienced teacher support through development of professional relationships, relationships with students and students’ families and caregivers, and additional guidance in professional practice. Future studies should include long term impact of the program on participants
Case Study: Changes in Elementary Student Mindset After Mathematics Anxiety and Growth Mindset Teacher Training
No full textThe purpose of this qualitative case study was to explore how professional development on the topics of mathematics anxiety and incremental theories of intelligence affect the planning and instruction of mathematics by classroom teachers, as well as changes in student mindset and grit as perceived by teachers. This study was conducted at a suburban elementary school in the northeast region of the United States over a six-week period using a sample size of six teachers in grades three through five. Data was collected via interviews and observations, and then coded using the grounded theory of constant comparison, resulting in five major themes: embracing mistakes, shifting mindset, developing grit, developing a growth mindset, and preparing for mathematics mentally. The data was triangulated to ensure creditability in the results, which found that the study supports current research on growth mindset and mathematics anxiety. Participants noticed an increase in student motivation and confidence after growth mindset interventions were implemented. The results indicate that teachers should consider utilizing growth mindset interventions in their classrooms to help their students develop a positive mindset, thus reducing anxious feelings in the mathematics classroom. Future research should include a study of students and teachers in kindergarten through second grade to compare the number of students in kindergarten with mathematics anxiety to the number of students with mathematics anxiety in second grade. This may provide insight into when mathematics anxiety begins in elementary age students
A Descriptive Case Study of Professional Development for Cooperating Teachers in a Clinically-Based Model of Student Teaching
No full textThe specific purpose of this study to is to discover what trainings and professional development are most beneficial to, and meet the needs of, clinical supervising teachers who work with first-year practicum student teachers and second-year resident student teachers within a clinical model of student teaching. The information from this study is relevant because it seeks to meet the mandatory requirements of Oregon Senate Bill 83 which states that cooperating teachers must be trained. However, specific training that is needed or required has not been clarified at the state level. Ten clinical supervising teachers participated in this study. They took part in focus groups, interviews, and documents in the form of exit tickets and peer reflective forms were collected from them. A literature-based checklist was used to determine areas of growth needed that were yet unidentified as needs by the participants. Findings of the study show that clinical supervising teachers are experts in pedagogy but need more training in adult learning theory. In examining the results, the researcher found that clinical supervising teachers need to understand the success criteria for practicum and resident teachers, and they require more training in mentoring strategies, co-teaching strategies, culturally responsive teaching, classroom management, and edTPA. Trainings to fill these gaps should include practical strategies that are targeted and delivered throughout the school year, matched to need, rather than providing one-size-fits-all information prior to the start of a clinical supervising teacher’s experience
A Case Study of the Impact of Secondary Administrators\u27 Leadership Styles, Management of Instructional Programs, and Professional Development in Maintaining High Performing Schools
No full textThe purpose of this qualitative case study was to explore the impact of secondary administrators’ leadership styles, management of instructional programs, and professional development in maintaining high performing schools. A total of 11 participants (principals and assistant principals) were selected from three high performing school districts. The conceptual framework for this study was based on the three dimensions and ten instructional functions that Hallinger and Murphy (1985) utilized in their research study. Hallinger and Murphy’s (1985) research study revealed that student academic performance improved because the role of the principal as a leader helped influence their staff to work toward a clear, measurable, and attainable goal. Therefore, Hallinger and Murphy’s (1985) conceptual framework effectively addressed the research questions for this study. The methodological triangulation was through the different data sources; interviews and full day observations were used for data analysis. This study sought to gain a deeper understanding of authentic experiences from secondary administrators’ points of view of how they maintained high performing schools for two consecutive years. Three central themes emerged from this study as well as sub-themes (a) transformational leadership, with subthemes: building educational leaders, and creating and communicating the school mission, vision, and goals (b) using data strategically with fidelity to make decisions, with subthemes: research-based instructional resources for students, and best practices instructional resources for teachers, and (c) professional learning opportunities, with subthemes: attending high-quality and relevant professional learning and facilitating a culture of collective responsibility for professional learning. Other subthemes emerged from the study that demonstrated how principals utilized their teachers, protected instructional time, maintained high visibility, modeled lessons, and provided incentives for learning and teachers. The essential findings from the study could be shared with K-12 principals to help them reflect on their practice. The findings from the study will help administrators improve their low performing schools and districts
Secondary School Teacher Perceptions and Role in the Underrepresentation of African American Students in Gifted Education
No full textThis qualitative phenomenological study explored the phenomenon of the underrepresentation of African American students in gifted education programs. The purpose of this study was two-fold. First, the purpose was to explore the perspectives secondary school teachers have towards African American students regarding how secondary middle school teachers identify and refer African American students for enrollment in gifted education programs. Second, the purpose of this study was to understand how secondary middle school teacher perceptions of the identification and referral of African American students influence the underrepresentation of African American students in gifted education programs. The theoretical framework that guided the conceptual framework was transformational leadership (Shields, 2011) along with collective efficacy and deficit thinking (Bieneman, 2011). A phenomenological design was utilized with a purposeful sample of six secondary school teachers. The research questions were designed so participants could articulate their perspectives on what factors influence the underrepresentation of African Americans in gifted education. Data was collected through in-depth interviews. A phenomenological analysis as well as coding were utilized to analyze the data. The study’s findings revealed that teacher perceptions influenced African American student representation in gifted education programs because teachers let outside factors such as personal bias, cultural influence, and more cloud their ability to recognize giftedness in students of color. Recommendations for educational stakeholders is to (a) assess and improve the practices of policies of GATE programs, and (b) provide ongoing professional development for teachers to recognize the abilities of gifted minority students
Parent Experiences with Student Mobility Through School Choice Participation: A Phenomenological Study
No full textA phenomenon of student mobility exists under Michigan’s school choice policies. School leaders must identify ways to attract and retain students for the survival of their school and the academic success of children. The purpose of this phenomenological study was to explore the experiences of parents who have utilized school choice policy in a way that has resulted in multiple moves for their children. The central research question for this study was: What are the experiences of parents whose children have been mobile students, through participation in the state’s school choice policy? Data was collected during a series of three face-to-face interviews with 12 participants. Three central themes and corresponding subthemes emerged from the interviews: (a) parents have feelings of empowerment and freedom in regards to the opportunities school choice provides; (b) parents experience feelings of being limited and helpless; (c) parents feel a lack of connectedness to school communities. Parents experience significant changes in school communities over short periods of time, and practitioners must continually adapt to the academic and social needs of an ever-changing population. Implications of this study include a need for policy changes; Michigan leaders should rewrite the state’s open enrollment rules to ensure access and equity
The Effect of the Directed Case Study Method on the Critical Thinking Skills of High School Students
No full textMany teachers struggle to find teaching methods that meet educational goals effectively. One common instructional goal is to emphasize critical thinking. Generally, critical thinking refers to the way individuals approach problems, apply information in new ways, and understand multiple sides to an issue (Willingham, 2007). This quasi-experimental study investigated the effect of the directed case study method on the critical thinking skills of high school students. The directed case study is an example of case-based teaching, a method that features a relevant story and incorporates objective questions. The study was conducted in a large, semi-urban high school, with 79 ninth and 10th grade general biology students. Students were divided into a control group (n = 17) and a case study group (n = 62). Both groups were given a critical thinking testing instrument at the start of the study, a second version of the instrument at the mid-point of the study, and a third version of the instrument at the end of the study. The scores were analyzed using repeated measures analysis of variance with post-hoc tests. The design of this study offered an alternative to traditional pre and post-tests that are common to education research. In the results of this study, a statistically significant difference was shown between student scores on their first, second, and third attempts at the critical thinking test. There was a statistically significant interaction effect. However, the mean scores of the case study group remained consistent while the scores of the control group decreased over time. Based on these findings, the author suggests that the directed case study method may present a viable, active teaching methodology, but more research is needed