Teacher Education

Permanent URI for this collectionhttps://hdl.handle.net/11274/8862

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A comparison of the impact of curriculum on the perceived level of self-determination in adults with intellectual and developmental disabilities
(1/2/2019) Guthrie, Terry Mike; Pemberton, Jane
Higher levels of perceived self-determination (SD) in individuals with intellectual and developmental disabilities (IDD) often correlate to improved post-school outcomes in education, employment, independent living, and relationships. It is imperative that instructional practices used with students with IDD address the behaviors and skills that a person must possess to be self-determined. This study used a quasi-experimental design to measure the perceived level of self-determination (SD) and the four essential characteristics of self-determined behavior and skills: autonomy, self-regulation, psychological empowerment, and self-realization in 18 adults with intellectual and developmental disabilities. The curriculum used was Life Centered Education (LCE) (Wandery, Wehmeyer & Glor-Scheib, 2013). Results of the study revealed statistically significant differences in self-regulation interpersonal cognitive problem-solving norm sample and self-regulation interpersonal cognitive problem-solving positive scores between participants with an intellectual disability compared to those with a developmental disability. Additionally, there were significant differences in mean scores between disabilities in all four essential characteristics of self-determination.
Mathematics teachers and the inclusion of students with mathematical learning disabilities
(1/2/2020) Steffek, Edward Frank; Myers, Diane
This study investigated teachers’ perceptions of their abilities to teach mathematics and which evidence-based interventions they were currently using to teach students with mathematical learning disabilities (MLD) in their inclusion classrooms. In this descriptive study, a researcher-designed survey instrument was used to investigate (a) demographic and educational characteristics of inclusion teachers of MLD at the middle and secondary levels, (b) participants’ knowledge of MLD, (c) how prepared and supported participants felt they were to teach students with MLD, and (d) whether or not participants were using evidence-based teaching strategies and interventions in their inclusion classrooms. Participants were 98 middle and high school math, special education, and/or inclusion teachers from five North Texas suburban school districts who were currently teaching mathematics classes. Survey results provided a snapshot into participants’ perceptions of their abilities to teach mathematics and which evidence-based interventions they were currently using in their inclusion classrooms; these results can shape future research and highlight teachers’ training needs. While the majority of the results aligned with current research, some results did not align with current research, indicating the need for caution when making broad generalizations. The findings in this study support continuing the discussion about the most effective teacher preparation opportunities for middle and secondary mathematics teachers related to the unique characteristics and learning styles of students with MLD. Study results indicated that teacher education programs should provide current evidence-based research to their future teachers in easy-to-use methodologies with non-intimidating terminology, school administrators should support ongoing professional development opportunities that promote the instructional effectiveness of teachers, and that the participants felt overworked, undertrained, but still yet have the best of intentions to meet the educational needs of their students including their students with MLD.
Response to intervention and school leadership
(1/31/2020) Paschall, Melody C; Myers, Diane; Pemberton, Jane
The purpose of this study was to examine Response to Intervention (RtI) implementation in schools from the campus administrator’s point of view, exploring components and critical factors that influence the process. The significance of the study is to provide an extension point to determine if there are trends in the RtI implementation process regarding the components in relation to school leadership’s perception and experience. A web-based survey was administered to a large group of assistant principals and principals (N = 564) in 211 school campuses in grade levels K-12. Of the 564 administrators, 157 responses were obtained. The survey consisted of 20 Likert-type items that addressed the school administrator’s knowledge and implementation of the RtI process. The components surveyed were universal screening, progress monitoring, tiered instruction, and data-based decision making. Within each component, five questions were asked about the administrators’ knowledge of the purpose, resources and support, time for implementation, training, and the component of linguistic and cultural responsiveness regarding the RtI process was asked across all the sections. The results of the t tests on the data compared elementary to secondary administrators’ perceived knowledge on four components of RtI, including the fifth component, linguistic/culturally responsive evaluated as a separate question. Three of the 20 questions with a confidence level of 95%, comparing the elementary and secondary administrators, showed no differences in knowledge. For the remaining sixteen questions, the t-test results indicated a significant difference in the means for the responses between the elementary and secondary administrators. There was a higher correspondence of agreement among elementary administrator responses on all components regarding the questions as compared to the secondary administrators’ responses. The results can assist future researchers and practitioners when evaluating the RtI process in public school settings regarding training needed to support school leaders. The study also has the potential to guide further research needed for school administrators to be able to more effectively use the RtI process to identify students at-risk of mastering grade level standards. By using the RtI process more effectively and closing education gaps for students, there is potential for fewer special education referrals on campuses.
Student success in advanced academics: Identifiers and predictors
(10/17/2019) Hollis, Savannah; Malone, Peggy
Research indicates improved academic performance and higher college attendance rates for students participating in advanced courses in high school (Shaw et al., 2012). Advanced academic programs may also build human capital while preparing students for college by exposing them to higher level curriculum and teaching time management skills (Klopfenstein & Thomas, 2009). Unfortunately, due to the continued underrepresentation of minority and low-income students, these programs have developed reputations for being too exclusive (The Broad Report, 2013). Furthermore, it is argued that students capable of excelling in advanced academics courses fail to be appropriately identified as high achieving and do not participate. An expanded literature review will focus on the impact of access, student preparedness prior to enrollment in advanced classes, and the social-emotional needs of advanced students. As the two largest advanced academic programs, most data pertains to the College Board’s Advanced Placement Program and the International Baccalaureate Diploma Program.
Implementing the flipped classroom in principles of biology to determine effects on student academic performance.
(10/3/2018) Gardner, Kacee; Westmoreland, Sandra
The purpose of this study is to determine the effects of using the flipped classroom model on academic performance as opposed to using a traditional lecture style method. Moreover, this study examines if lower achieving students perform differently than high achieving students when the flipped model is implemented. Researchers used the 2015 fall semester as a control year and all topics in Principles of Biology at Texas Woman’s University were taught using traditional lecture. In the 2016 fall semester, two topics in Principles of Biology were taught using the flipped classroom model. Data from consenting participants were used from identical pre-and post-tests administered in both semesters. Results indicated that there was no significant difference in academic performance on the two topics taught traditionally in 2015 and using the flipped model in 2016. However, in 2016, participants did perform significantly better on test items taught traditionally as opposed to those taught using the flipped model. Results also indicated that lower achieving students improved at a significantly higher magnitude on topics taught using the flipped classroom model than did high achieving students.
Using a multi-tier framework to increase teachers’ fidelity of BIP implementation
(12/1/2017) Stanton, Erin; Myers, Diane; Starrett, Teresa; Marshall, David, Ph. D.; Pemberton, Jane
Most school districts have policies and procedures in place to guide professionals (e.g., behavior specialists, psychologists) in conducting Functional Behavior Assessments and writing Behavior Intervention Plans for students with disabilities. However, it is often difficult for classroom teachers to follow through with every component and strategy in student BIPs due to time constraints, number of students, or lack of training. The purpose of this study was to examine the effects of using a tiered approach to deliver performance feedback and training sessions on the fidelity of special education teachers’ BIP implementation. In this study, Tier 1 interventions were effective for all participants. Also, all participants were able to maintain their level of performance during the maintenance phase.
The impact of using Elkonin sound boxes for students who are at-risk for dyslexia
(12/15/2020) Germany, Sarah Elizabeth; Keeley, Randa
Dyslexia is a common, lifelong, language and brain-based learning disability that can affect language processing and may lead to difficulties with reading, spelling, and writing. Symptoms of dyslexia include problems with decoding or single word reading, poor reading fluency, and poor spelling (IDA, 2018a). The use of Elkonin Sound Boxes (ESBs) is a specific instructional method used primarily with early elementary students; ESBs help students build phonemic awareness by segmenting words into individual sounds or syllables (Durst & Joseph, 2016). Adding to the current literature on the importance of early screening, early identification, and early intervention related to students’ overall reading progression from the results of this study. Results indicate that ESBs is associated with an increase in identifying letter sounds and word identification of CVC words across all participants. Discussed are the implications of these findings and future steps for further research on ESBs intervention.
Implementation of a three level curricular unit in marine biology for six through ten year old students
(1971-08) Clowers, Penny Ann Fulk; Bennett, Lloyd; Fearing, Joseph; Gardner, Delores
An investigation of the relationship between the reading achievement of third-grade boys and auditory and/or visual perception, discrimination, and memory
(1971-08) Tompkins, Norma; Watkins, Ernest; Gorton, Chester; Ryan, Don; Wylie, Edward; Griffin, Aileen
No abstract available
A comparative study of the effects of Title III in-service teacher training on teacher personality, attitude and knowledge of exceptional children
(1975-05) Chapman, Marjorie E.; Harrison, Kenneth; Leach, Ethel; Jolly, Virginia; Wylie, E.J.; Wiebe, Michael; Durrance, Victor
Field dependence among the educable mentally retarded
(Texas Woman's University, 1975-06-25) Kulik, Barbara Jeanne
The influence of teacher use of the verbal I-Message on disruptive behavior in primary grade classrooms
(1977-05) Sanders, Dorothy Mould; McFarland, John; Stone, Howard; Spicola, Rose
The development of a model for early childhood-bilingual-bicultural teacher training with study and field experiences in a foreign country
(1978-05-30) Sittig, Claudia Guadalajara; Stone, Howard; Martin, B.E.; Spicola, Rose; McFarland, John W.; Brown, Sam Ed
Suitability of selected sixth-grade textbooks in Texas
(1978-05-30) Cambier, Ruth Mitchell; Wood, Martha; Jongsma, Kathy; Shilling, Louis
A study of the relationship of age, tenure, educational level and principal's leadership style to teacher job satisfaction
(1980-04-29) Sibley, Elizabeth W.; McFarland, John; Petty, Paul; Crews, Carole
Foreign language teachers' attitudes and the decline of foreign language enrollment in relationship to bilingual education
(1980-08) Barker, Rosaline; Stone, Howard
A study of attitudes of school administrators and board of education members toward the vocational education programs in North Texas
(1980-08-31) Roodssari, Mohammad Reza Hajiaghazadeh; Pittman, Mildred M.; Kelly, Henry; Nasman, Leonard; Stamper, Silas S.
Purpose of the Study. (1) To determine attitudes of school administrators and board of education members toward vocational education programs at the secondary level in Denton County of North Texas. (2) To ascertain if any significant differences existed between the attitudes of the respondents. (3) To develop a model which could be utilized in attitudinal studies in an emerging industrial country. Procedure. A self-report questionnaire was developed and mailed to 66 school administrators and 77 board of education members of the eleven school districts in the Denton County of North Texas. Of the total sent 119 questionnaires (84 percent) were completed and returned. The information obtained from the respondents was examined and analyzed employing descriptive and inferential statistics. The data were submitted to statistical treatment under four specific categories: economic, evaluation, responsibility, and role and value factors. Differences between the attitudes of the respondents toward each categorical factor were statistically determined. Findings. The t test was used to determine the existence of significant attitudes of the respondents toward each category, and resulted in the following probabilities: .87 for economic factors, .39 for evaluation, .33 for responsibility, and .19 for role and value factors. All values were above the .05 level of probability, and thus were not considered significant. The chi-square performed for item analysis revealed significant differences of perception on only four out of forty items. Conclusions. School administrators and board of education members view the economic, evaluation, responsibility, and role and value factors related to vocational education at the secondary level in essentially the same manner. School administrators and board of education members strongly support vocational education programs at the secondary level specifically in regard to finances, evaluation, responsibility, and the role and value of such programs to society.
Perceived performance of public school principals, with implications for their continuing professional education
(1980-08-31) Shugart, Jill; McFarland, John; Crews, Carole; Stone, Howard; Pittman, Mildred; Short, Rodney
The study's primary purposes were: (1) to assess principals' perceptions of their job performance; (2) to determine if competency indicators are performed more frequently or more effectively in one administrative area than another; (3) to detect disparities among principals', teachers', and central administrators' views of principal performance; and (4) to draw inferences about the continuing professional education needs of principals. The study also compared views of elementary with secondary principals, elementary with secondary teachers, and inexperienced with experienced teachers. The population consisted of certified personnel in the Garland Independent School District in Garland, Texas. The sample included 64 principals, 160 teachers, and 36 central administrators. The Principal Performance Description Survey--Teacher Form, developed at the University of Georgia, was utilized to survey subjects. The instrument contains competency indicators classified into the administrative categories of Curriculum and Instruction, Staff Personnel, Pupil Personnel, and System-Wide Policies and Operations. Subjects assigned ratings to both the frequency and the effectiveness dimensions of principal performance. One-sample t-tests, independent t-test, one-way and two-way analyses of variance, and modified Least Significant Difference multiple comparison tests were all used to analyze the data on an itemized basis and across the four administrative categories. Conclusion. (1) Principals, teachers, and central administrators differ in their perceptions of principal performance. Principals evaluate themselves higher than they are rated by either of the other groups. Also, the assessments given by central staff are lower than those given by teachers. (2) Elementary principals are better satisfied with their performance than secondary principals. (3) Elementary teachers give significantly higher evaluations to principal performance than secondary teachers. (4) Experienced teachers give principals slightly higher frequency ratings than inexperienced teachers on instruction-related tasks, but the experience variable does not significantly affect perceptions of effectiveness. (5) All referent groups believe principals are most competent in Pupil Personnel matters and least adequate in Curriculum and Instruction. Effectiveness ratings for Staff Personnel are only slightly above those for Curriculum. Recommendations. (1) Principals should be involved in inservice education programs dealing with Curriculum and Instruction and Staff Personnel. While Staff Personnel activities could be attended jointly by both elementary and secondary principals, their different instructional needs warrant separate sessions in this area. (2) Future research should involve perceptions of middle school principals and teachers distinct from those of senior high educators. (3) The question as to how educators' perceptions may be affected by their experience in the profession needs further study.
The role of the effective administrative reading coordinator as perceived by the coordinators, teachers, principals, and other administrators
(1980-12-31) Haggard, Geraldine; Griffin, Margaret; Spicola, Rose; Jongsma, Kathy; Stone, Howard; Grantham, Dennis
This study had two major purposes: (a) to determine the role of the administrative reading coordinator as perceived by teachers, elementary principals, the coordinators, and curriculum directors in 10 Texas suburban school districts, five of the districts employing an administrating reading coordinator (ARC) and (b) to determine the effectiveness of the five ARCs as evaluated by the coordinators themselves, their principals, teachers, and curriculum directors. Four major roles were identified from research in general supervision: consulting, bringing about change, working with reading materials, and coordinating district program. Twenty-eight role indicators are listed under the four comprehensive roles as part of the Role/Role Indicators Assessment Instrument used with the four population groups. The importance of each role and role indicator was weighed by each population group in the 10 districts. The five districts with ARCs also rated the performance of the ARC in each role indicator. The teachers as compared to the ARCs placed less importance on eight role indicators and one major category. The principals placed less importance on six role indicators and one major category. The curriculum directors placed less emphasis on only one role indicator. Teachers in districts without ARCs compared to teachers with ARCs valued higher two major categories and six role indicators. There were no differences in role perceptions for the principals and curriculum directors without and with ARCs. The teachers with ARCs compared the desired and actual performance of their ARC in the role indicators. Teachers showed dissatisfaction with performance in all role indicators. Principals showed dissatisfaction with actual performance in all role indicators but three. The curriculum directors indicated no differences in the desired and actual performances for the role indicators. The ARCs gave themselves low ratings for two of the role indicators. A comparison of the ARCs' performance as perceived by the ARCs and each of the other three groups was made. Teachers gave the ARCs lower ratings for eight role indicators. Principals gave lower ratings for nine indicators. Curriculum directors agreed with the ARCs' perceptions of the actual performance in the indicators. The Personal Orientation Inventory by Shostrom was given to the five ARCs. An analysis of variance was done to determine if any of the mean performance ratings for the coordinators were different. The test was positive. The Newman-Keuls test revealed three performance scores to be significantly higher compared to the other two. Two of the highly-rated ARCs had high scores on the POI. The third most highly-rated coordinator had a score that was not valid. General supervisors were named as the most common source of leadership in reading in districts without ARCs. The curriculum directors and principals disagreed on the actual leadership exhibited by the principals. The principals and teachers gave poorer performance ratings to the ARCs in the role indicators than the curriculum directors and the ARCs themselves. The major category of bringing about change and the related role indicators had the lowest importance ratings from teachers with ARCs. Teachers without ARCs seemed to give greater value to this category. The research results indicated the need for a defined role for the individual reading coordinator, the possibility of using the POI as a screening instrument for use when interviewing potential reading coordinators, and the lack of designated reading leaders in districts without reading coordinators.
An examination of the effects of student teaching on the attitudes toward teaching reading in content area classrooms
(1981-08-31) Hurd, Marilyn Joyce; Jongsma, Kathleen

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