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Corey Sharp – ProQuest LLC, 2024
The persistent challenge of teacher attrition, particularly in special education positions, is examined within the context of the East Dillon School District in Dillon, IL. Despite efforts to recruit and retain special education teachers, vacancies remain unfilled, leading to a disruption to the educational experiences of students with…
Descriptors: Special Education Teachers, Teacher Persistence, School Districts, Middle Schools
Christine M. Anderson; Kelly H. Summers; Ryan D. Kopatich; William B. Dwyer – AERA Open, 2023
This quantitative study aims to explore the validity of Donohoo et al.'s (2020) Enabling Conditions for Collective Teacher Efficacy Scale (EC-CTES) for fostering collective efficacy in schools and evaluate its relationship to measures of collective teacher efficacy. The instruments used for this study include the EC-CTES, the Collective Efficacy…
Descriptors: Test Reliability, Public School Teachers, Teacher Competencies, Teacher Competency Testing
Inglese, Anton J. – ProQuest LLC, 2023
This study explored the influence of school funding and climate on student achievement in Illinois public elementary schools, examining de-identified individual fourth-grade students and their achievement scores during the 2018-19 academic year. Data sources included the Illinois Achievement Readiness (IAR) assessments for reading and math,…
Descriptors: Educational Finance, Educational Environment, Correlation, Grade 4
Raczynski, Dagmar; Sebring, Penny Bender; Weinstein, José; Gordon, Molly Flynn – International Journal of Leadership in Education, 2022
In an unusual research collaboration, scholars in Chile and the US collected similar empirical data across their two countries to investigate and contrast relational trust in schools in Valparaíso, Chile and Illinois, US. The most salient finding was that, when asked about constructs associated with relational trust, teachers and students…
Descriptors: Foreign Countries, Comparative Education, Trust (Psychology), Interpersonal Relationship
Deborah Eaton – ProQuest LLC, 2021
Co-teaching is a service delivery model employed to establish inclusion. The lack of evidence supporting the use of co-teaching is the problem addressed. The purpose of this qualitative case study was to improve the inclusive experiences and outcomes for students by determining the role teacher self-efficacy plays in the co-teaching experiences of…
Descriptors: Teacher Attitudes, Self Efficacy, Team Teaching, High School Teachers
Hesser, Suzzette L. – ProQuest LLC, 2021
Nearly half of the new teachers entering education leave the profession within their first five years, creating what many describe as a revolving door of educators (Ingersoll, 2003; Ingersoll et al., 2018). This qualitative research study used Delphi methodology to facilitate an anonymous panel of Illinois educators tasked with gaining consensus…
Descriptors: Beginning Teachers, Teacher Persistence, Public Schools, Educational Policy
Region 9 Comprehensive Center, 2022
An estimated 17% to 30% of new teachers in the U.S. leave the profession within their first 5 years of teaching. Some challenges that prompt new teachers to leave the field include stress, lack of appropriate support, and feeling unprepared to handle behavioral and academic issues among their students. Research supports the finding that teachers…
Descriptors: Teacher Recruitment, Teacher Persistence, Teacher Shortage, Labor Turnover
Easterly, R.G., III.; Myers, Brian E. – Journal of Agricultural Education, 2017
Desimone's core features of professional development (PD) guides the PD for teachers. The purpose of this study was to examine the PD practice of School-Based Agricultural Education (SBAE) teachers in the enthusiastic and growing career stage. Semi-structured telephone interviews were conducted with five teachers from five different states. The…
Descriptors: Agricultural Education, Faculty Development, Semi Structured Interviews, Qualitative Research
Thompson, James R.; Walker, Virginia L.; Snodgrass, Melinda R.; Nelson, Jessica A.; Carpenter, Megan E.; Hagiwara, Mayumi; Shogren, Karrie A. – Grantee Submission, 2020
For most students with intellectual disability (ID), education in the least restrictive environment has been determined to be separate special education classrooms. One means to promote greater participation in general education classrooms is for educators to identify and arrange individualized supports that students need to be successful. We…
Descriptors: Intellectual Disability, Students with Disabilities, Regular and Special Education Relationship, Inclusion
Bos, Johannes M.; Graczewski, Cheryl; Dhillon, Sonica; Auchstetter, Amelia; Cassasanto-Ferro, Julia; Kitmitto, Sami – American Institutes for Research, 2022
The purpose of this study is to evaluate the implementation and impacts of the Building Assets, Reducing Risks (BARR) model in its first year of implementation in 66 schools across the U.S. and to document scale-up progress during the Investing in Innovation (i3) grant period (2017-2021). The impact evaluation included 21,529 9th grade students…
Descriptors: Program Effectiveness, Grade 9, Secondary School Students, Secondary School Teachers
Woods, Scott Christopher; Cromley, Jennifer Grace; Hackmann, Donald Gene – Journal of Educational Administration, 2020
Purpose: This study explored implementation of the middle school concept (MSC) in Illinois middle-level schools, examining relationships between MSC implementation and schools' relative wealth, racial/ethnic composition, and achievement levels. Design/methodology/approach: This quantitative study utilized a sample of 137 Illinois middle-level…
Descriptors: Middle Schools, Grade 5, Grade 6, Grade 7
Hock, Sandra L. – ProQuest LLC, 2018
Many schools have begun implementing co-teaching involving a general and special education teacher working collaboratively together within a classroom to deliver instruction to all students within a general education classroom environment. This trend has shown progression over the last 20 years with the implementation of the Individuals with…
Descriptors: Teacher Attitudes, Special Education Teachers, Regular and Special Education Relationship, Teacher Collaboration
Butler, Jeannine M.; Nasser, Karee O. – Journal of Special Education Apprenticeship, 2020
This research study examined curricular and instructional approaches that help students who receive special education services meet common Illinois state standards as measured by annual state standardized testing. Despite having supportive accommodations and modifications, Illinois students who receive special education services have lagged behind…
Descriptors: Special Education, General Education, Reading Instruction, Curriculum
Bouchard, Margaret; Stegemoller, W. Jason – i.e.: inquiry in education, 2019
Teaching English language learners, referred to as emergent multilingual students here, is a complex endeavor including ESL and bilingual teachers, content teachers, and paraeducators, among others, for example special education teachers and reading specialists, to name a few. As a result, the Illinois State Board of Education's (ISBE) guidance…
Descriptors: English Language Learners, English (Second Language), Bilingual Education, Expertise
Henning, Nick; Dover, Alison; Dotson, Erica K.; Agarwal-Rangath, Ruchi – Education Policy Analysis Archives, 2018
The rise of high-stakes, standardized, teacher performance assessments (TPAs) is central to the industry being created out of the regulation, policing, and evaluation of university-based teacher education In addition to reinforcing a narrow and counter-critical framework, TPAs can shift responsibility for the evaluation of teacher candidates from…
Descriptors: Educational Policy, Educational Practices, Teacher Evaluation, Performance Based Assessment