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Propers 9 (Pentecost 5) Series A 2017
No full textThis PDF contains commentary on the 9th Propers of series A in the three year lectionary cycle and offers up ideas for preaching and proclamation
Propers 15 (Pentecost 11) Series A 2017
No full textThis PDF comments on Proper 15 of the Three Year Lectionary and offers ideas for sermons
Merit Pay, Teacher Job Satisfaction, and Retention: A Mixed-Methods Study
No full textTeacher attrition is a costly issue for districts in the United States. Few studies closely examine the link between merit pay, teacher retention, and job satisfaction; however, merit pay is one strategy districts can use to increase teacher job satisfaction and retention. This mixed-method study measured teacher perspectives of merit pay in relation to job satisfaction and retention in order to provide essential feedback to stakeholders for future financial and strategic planning. 353 teachers in a district located in the southwestern United States were targeted for this study. Of those 353 teachers, 235 participants responded to the survey. After analyzing the quantitative data, three participants were selected to complete a series of phenomenological interviews to explore patterns and anomalies from the survey results and to clarify and bring deeper understanding whether merit pay and district improvement to compensation influence teacher job satisfaction and retention. Analysis of the data revealed merit pay is significantly and positively related to job satisfaction, and as merit pay payouts increased, job satisfaction increased. However, the data analysis also indicated merit pay is significantly and negatively related to job retention. Further analysis of the data determined merit pay is not significantly related to teacher retention as defined by total years of teaching experience. However, positive perceptions of merit pay declined as teaching experience increased
Middle School Teachers\u27 Perceptions of the Impact of Transitioning to Personalized Learning
No full textThis study focused on the lived experiences of a team of four rural middle school teachers as they made the transformation from traditional classrooms to personalized learning classrooms. The teachers were beginning their third year of personalized learning implementation as the study took place. The researcher investigated participants’ perceptions of the implementation of personalized learning in their classrooms. Three research questions focused on the changes that occurred during the transformation to personalized learning. Participants provided data through document review consisting of reflections, coursework, presentations, newspaper articles, and the school district video on personalized learning. In addition, individual interviews and a focus group with participants were conducted. Constructivism theory was used to develop an understanding of the transformation from a traditional classroom model to a personalized learning model. The researcher manually coded the data, and nine themes emerged, which were consolidated into two main themes: (a) participants learned through the transformation process, and (b) students were the focus of the transformation. Participants perceived the transformation to personalized learning as a process—teachers learned through implementation. In placing students at the center of the transformation, the veteran teachers used their best teaching practices to implement the new teaching model. This study contributes to the understanding of the transformation to personalized learning in middle school
The Perceived Needs of Teachers of At-Risk Students
No full textThe objective of this dissertation was to determine the perceived needs of teachers of at-risk students in regard to strategy-based professional development and supports for teachers to perform better within the classroom. Of secondary interest within this dissertation was whether differences exist between the perceived needs of teachers of at-risk students and the perceived needs of teachers of non-at-risk students. This was accomplished through a quantitative survey and data analysis that examined the perceived needs of teachers. Participants completed a survey in which they ranked their interest in specific strategy-based professional development and additional supports. The data was then analyzed using frequency statistics to determine the level of interest in the specific strategies and supports. A Multivariate Analysis of Variance (MANOVA) was also performed to determine if differences existed in the perceived needs of teachers of at-risk students and teachers of non-at-risk students. The study concluded that teachers of at-risk students had specific interests in participating in strategy-based professional development as well as interest in each of the potential supports that were included in the survey. The strategy-based professional developments that were shown to have high interest (2/3 or 66% of the teacher showing an interest greater than neutral were decrease in class behavior issues, increasing student engagement, differentiation of learning, student motivation, working with student with mental health and personal issues, academic problems, working with special needs students, student critical thinking, varying grade level readiness, and behavior problems. The supports that were shown to have high interest (two-thirds or 66% of the teacher showing an interest greater than neutral were additional guidance counselors, social workers, positive behavioral interventions and supports (PBIS), school psychologists, behavior specialists, in-home visits from school based teams, increased online educational offerings for students, technology training, dedicated technology support, and increased access to technology hardware. Furthermore, findings found that there were significant differences (p \u3c .05) in the perceived needs of teachers of at-risk students and the perceived needs of teachers of non-at-risk students. Significant differences were found in the areas of communication with staff regarding behavior issues (p = .05), interacting with students with mental health issues (p = .005), interacting with students of varying socioeconomic (SES) statuses (p = .002), student behaviors (p = .026), additional guidance counselors (p = .034), added social workers (p = .000), PBIS supports (p = .043), added school psychologist (p = .007), behavior specialists (p = .047), and in-home visits from school staff (p = .000). These findings suggest that differentiation should occur in the strategy-based professional development and the supports that are presented to teachers and schools based upon their at-risk or non-at-risk status
Advent 2 Series B 2017
No full textThis PDF comments on the Propers for the Second Sunday of Advent, Series B and offers ideas for proclamation and preaching