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Peer reviewed
Download full textIsherwood, Robert S.; Barger-Anderson, Richard; Erickson, Matthew – Journal of Special Education Apprenticeship, 2012
Qualitative research was conducted in a large suburban school district implementing co-teaching as a new service delivery model for special education. Researchers examined the changes that resulted from the new service delivery model using a socio-technical systems lens. This framework views schools as open systems that contain a structural, task,…
Descriptors: Team Teaching, Qualitative Research, Suburban Schools, Special Education
Direct linkGwynn, Eugenia Parrett – ProQuest LLC, 2012
Using longitudinal data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364), the purpose of the current study was to fill a significant gap in the literature on teacher-child relationship quality by addressing several key issues. It sought to address whether closeness and…
Descriptors: Academic Achievement, Teacher Student Relationship, Behavior Problems, Gender Differences
Word, Lisa Sharble – ProQuest LLC, 2012
Co-teaching is an approach where general education teachers and special education teachers work together to meet the needs of all students in the general education setting. The purpose for this study was to examine the relationship between specific variables involved in co-teaching (preparation for co-teaching training, collaborative practices,…
Descriptors: Team Teaching, Grade 5, Grade 8, Special Education
Fowler, Laura T. Sanchez – Online Submission, 2012
The National Wildlife Federation and AISD engaged in a project to build outdoor learning classrooms on middle school and elementary school campuses. Teachers participated in a half-day Appreciative Inquiry Summit during the second year of the partnership. This report describes teachers' reflections and aspirations for the Schoolyard Habitats they…
Descriptors: School Districts, National Organizations, Wildlife, Outdoor Education
Schafer, William D.; Lissitz, Robert W.; Zhu, Xiaoshu; Zhang, Yuan; Hou, Xiaodong; Li, Ying – Practical Assessment, Research & Evaluation, 2012
Interest in Student Growth Modeling (SGM) and Value Added Modeling (VAM) arises from educators concerned with measuring the effectiveness of teaching and other school activities through changes in student performance as a companion and perhaps even an alternative to status. Several formal statistical models have been proposed for year-to-year…
Descriptors: Teacher Evaluation, Teacher Effectiveness, School Effectiveness, Academic Achievement
What Works Clearinghouse, 2012
This study examined whether being taught by a teacher with a high "value-added" improves a student's long-term outcomes. The study analyzed more than 20 years of data for nearly one million fourth- through eighth-grade students in a large urban school district. The study reported that having a teacher with a higher level of value-added…
Descriptors: Urban Schools, Quasiexperimental Design, College Attendance, Pregnancy
Huddleston, Andrew P. – Education Policy Analysis Archives, 2015
The author uses Bourdieu's concepts of field, capital, and habitus to analyze how students, parents, teachers, and administrators are responding to Georgia's test-based grade retention policy in reading at one Georgia elementary school. In this multiple case study, the author interviewed, observed, and collected documents regarding ten fifth…
Descriptors: Grade Repetition, State Policy, Reading Achievement, Elementary School Teachers
Sheldon, Steven B.; Davis, Marcia H. – Baltimore Education Research Consortium, 2015
This report focuses on the opening of new school libraries and their impact on schools, teachers and students after two years of implementation of the Baltimore Elementary and Middle School Library Project (Library Project). The findings build on the first report of this project and show that it is not just new facilities, but also the added…
Descriptors: School Libraries, Elementary Schools, Middle Schools, Program Implementation
Morsink, Paul M.; Hagerman, Michelle Schira; Heintz, Anne; Boyer, D. Matthew; Harris, Robin; Kereluik, Kristen; Hartman, Douglas K.; Wood, Anne; White, Amber; Woodruff, Carmen; Anderson, Tracey; Goldstein, Shelly; Hamm, Beth; Lewis, Cindy; Lewis, Paul; Mitchell, Cindy; Murphy, Jill; Rogers, Lyn; Sherrieb, Anne; Siegler, Tammy; Withey, Kevin – Journal of Education, 2011
This study examined the initial learning trajectories of 13 upper elementary teachers as they developed technological, pedagogical, and content knowledge during a 7-month professional development program to integrate technology into classroom practice. The program was collaborative and non-prescriptive; teachers worked on self-chosen summer…
Descriptors: Elementary School Teachers, Technological Literacy, Teacher Competencies, Pedagogical Content Knowledge
White, Jacquelyn M. – ProQuest LLC, 2011
The purpose of this quantitative correlational study was to investigate relationships between grade levels, personal factors of teachers, and instructional variety used by 4th-12th grade teachers in Kern County, California. The population under investigation included 2,844 teachers. 235 elementary, middle school/junior high, and secondary teachers…
Descriptors: Elementary School Teachers, Secondary School Teachers, Middle School Teachers, Qualitative Research
Ladd, Helen F. – Educational Evaluation and Policy Analysis, 2011
This quantitative study examines the relationship between teachers' perceptions of their working conditions and their intended and actual departures from schools. Based on rich administrative data for North Carolina combined with a 2006 statewide survey administered to all teachers in the state, the study documents that working conditions are…
Descriptors: Secondary School Teachers, Instructional Leadership, Elementary School Teachers, Middle School Teachers
Skaalvik, Einar M.; Skaalvik, Sidsel – Teaching and Teacher Education: An International Journal of Research and Studies, 2011
This study examines the relations between school context variables and teachers' feeling of belonging, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Six aspects of the school context were measured: value consonance, supervisory support, relations with colleagues, relations with parents, time pressure, and…
Descriptors: Foreign Countries, Discipline Problems, Fatigue (Biology), Job Satisfaction
Fisher, Kimberly Geneva – ProQuest LLC, 2013
The purpose of this study was to determine the degree to which general education teachers in elementary schools believe they are prepared to teach children/students with specific special education exceptionalities in the general education classroom. The study addresses the exceptionalities of: autism, speech/language disorder, specific learning…
Descriptors: Teacher Attitudes, Attitudes toward Disabilities, Regular and Special Education Relationship, Mainstreaming
Coble, Barbara S. – ProQuest LLC, 2010
The purpose of this study was to examine teachers' current and retrospective perceptions of empowerment within the context of the No Child Left Behind Legislation. Much of the empowerment research to date was conducted prior to the No Child Left Behind (NCLB) Act which was signed into law in January, 2002. The legislation mandates that K-12 public…
Descriptors: Teacher Empowerment, Self Efficacy, Federal Legislation, Educational Improvement
Koehler, Holly; Doolittle, Martha – Online Submission, 2010
During the 2009-2010 school year, 479 new teachers in the Austin Independent School District were mentored by 419 experienced teachers during more than 12,000 sessions. Planning was the most common type of mentoring activity.
Descriptors: Mentors, School Districts, Experienced Teachers, Faculty Development
