Changing the culture of student teaching at a small, private college: Implementing a collaborative model

Gray, John Carl Columbia University Teachers College 2002 해외박사(DDOD)

The study examines efforts to design and implement a collaboration-based preservice clinical teacher preparation model at a small, private college. The study is descriptive, analytical, and reflective, employing principles of practitioner research. The primary focus of the study is a research and development project that was partially financed by the Fund for the Improvement of Postsecondary Education, U.S. Department of Education, entitled “A Collaborative Model for the Supervision of Student Teachers.&rdquo. The study examines the model and its context; examines the forces that shaped the model's design and influenced its evolution; describes participant perceptions, choices and consequences; and provides insights into the process of changing the culture, content, and structure of student teaching. The study traces four basic steps: (a) research related to collaboration and participant roles in preservice clinical teacher education; (b) model development; (c) implementation, including revisions and expansion; and (d) analysis, reflections and implications. The study could serve as a guide for school reform advocates and those involved in the clinical preparation of teachers who want to address issues of professional collegiality, participant ownership and empowerment, school-college governance and reciprocity, and shared decision-making. It could inform those who are looking for ways to develop models for the clinical preparation of teachers that reflect a vision of the teacher as a decision-maker, leader, advocate for professional improvement, and teacher educator. Several components are analyzed in terms of their influence on the development and maintenance of a sustainable, collaboration-based student teaching culture. These components include understanding and applying the power of reciprocity, providing for front-end participant empowerment, providing for structured uncertainties, avoiding the dangers of commitment, establishing an environment of equity and shared controls, establishing a common collaborative vocabulary, addressing participant preconceptions, and providing participants with basic decision making tools. The study also addresses the pivotal importance of the college-based student teaching supervisor in a collaborative student teaching culture. The study describes new roles and skills for the college-based supervisor, and explores how those roles impact the supervisor's school-based engagement time, insights into classroom and school environment, and interpersonal relationships with stakeholders and the overall school community.

Mentoring in music education: The collaborative relationship among the student teacher, cooperating teacher and college supervisor. A qualitative action research study

Liebhaber, Barbara Golden Columbia University Teachers College 2003 해외박사(DDOD)

The relationship among the cooperating teacher, student teacher, and college supervisor was the focus of this research. The term “mentor” is used in this study as a metaphor for the opportunity for each of the participants to teach something to one another as well as learn from one another. The purpose of the study was to examine the mentoring process as it took place in the collaborative relationship among the participants in the music student teaching setting. Two in-depth case studies were conducted for this study, using qualitative research techniques. As the college supervisor and researcher, I was able to connect this study directly to my position as a director of music education, therefore using this as an action research study. I primarily relied upon data collected through interviews, with journal entries, discussions during seminars and use of e mail as additional sources. From analysis of the data, both within each case and across cases, themes relevant to the development of the collaborative relationship and mentoring process emerged. It seemed that the situation in which the mentoring took place in each of the four relationships: student teacher/cooperating teacher, student teacher/college supervisor, cooperating teacher/college supervisor, student teacher/cooperating teacher/college supervisor, was shaped by the participants' perspectives of their roles in the process. When each of the participants believed that he/she had something to learn from the experience as well as offer the others, the collaborative experience seemed to become more evident than when one of the participants felt that he/she had nothing or little to learn from the other two. The themes revealed in the analysis led to several conclusions. The main conclusions were that the supervisor may choose to use, as primary criteria, placing student teachers with cooperating teachers who are eager to learn from the experience as well as guide the student teachers and that the supervisor has the ability to nurture both the collaborative process and mentoring relationship during the experience. Following a discussion of the conclusions are some implications for placement of student teachers and supervision, as well as recommendations and suggestions for further research.

Investigating participants' behaviors in a Web-delivered distance education course as evidenced in text-only messages posted to online discussion boards

Kieran-Greenbush, Sheila Teachers College, Columbia University 2006 해외박사(DDOD)

The present study sought to understand what happened during one web-delivered distance education course offered as professional development for teachers. Within the context of the sample, the present study investigated participants' behaviors as evidenced in their text-only messages posted to the asynchronous, online bulletin boards, the only means of communication in the course. The present study analyzed the content of participants' messages identifying (1) the types and quantity of behaviors participants evidenced in their messages, (2) the ways participants used the elements of the text-only communication environment and (3) how participants enacted their roles as students and teachers. The sample studied was one offering of the web-delivered distance education course offered by WNET, the New York and New Jersey public broadcasting system. The United Federation of Teachers used the WNET web-delivered course as part of a professional development course offered to New York City's public-school teachers. The participants in the sample consisted of 45 students and 2 teachers who were all New York City public school teachers and UFT members. The present study found participants were actively engaged in the course with student interacting with other students and with the teachers. Students and course teachers collaborated with each other about course related and non-course related topics. The learning environment was student-centered as students initiated the majority of actions and course teachers responded to those actions. Students posted 65% and course teachers posted 35% of the 1,419 messages. Of the 917 students' original message, 63% were original messages and 37% were replies to course teachers and other students. 97% of the teachers' messages were replies to students. The teachers reacted to students by providing responses to student initiated actions and discussions. Students and teachers shared the responsibility of a traditional teacher role. Students helped each other with assignments and provided feedback on students' assignments. Course teachers retained such tasks as monitoring students' progress in the course to meet the requirements to receive CEU credits. Students and course teachers consciously chose to use the elements of the text-only environment for a number of purposes. They used the elements of written text to create social presence and to create an informal and conversational communication environment. Students created social presence that not only projected their persona but also engaged other students in creating a communication community. Students included remarks of a personal and professional nature in the assignments submitted and the other messages posted. Overall, the participants in the sample studied created a warm and conversational communication environment. Students and course teachers were engaged participants creating an active, student-centered learning environment.

Teachers' perceptions of their professional experiences within a professional development school (PDS) partnership and their attitudes and ideas about the effectiveness of a partnership

Wo, Bernadette Wan-Lan Columbia University Teachers College 2005 해외박사(DDOD)

One of the goals of the Holmes Partnership for Professional Development Schools is the professional development of teachers. Yet, the literature on teachers' perceptions of their professional experiences within PDS Partnerships examines perceptions of involved PDS teachers but does not examine the perceptions of noninvolved PDS teachers. The perceptions and attitudes of noninvolved teachers are valuable to examine if the Professional Development School movement represents a school-wide commitment and not a collaboration between a few teachers and a few college of education faculty. A survey instrument was used to collect data from 117 teachers in three schools about their professional experiences around the areas of professional development, scholarly activity, collaborative decision-making, curriculum development, institutional understanding, and personal understanding. The 46-item survey was distributed in an after school all-staff meeting at each school. One hundred and seventeen surveys were returned from a total staff of 160 in the three schools, representing a return rate of 73%. The study found the following: (1) There was a strong correlation between teachers' degree of PDS involvement and the level of their perceptions wherein the more involved practitioners tended to have more positive views of their experiences. The less involved practitioners tended to have less positive views of their experiences. However, there were very few significant relationships between perceptions and teachers' total years of teaching experience. (2) Teachers believe that PDS involvement would be more appealing if activities were relevant to teaching, release time to do PDS work was provided, opportunities to collaborate with colleagues were available, among others. (3) Teachers' responses concerning hindrances to their participation in the partnership were not having personal time, not having enough information about what the PDS is and not being informed about PDS activities, being new to school, among other factors. (4) Funding to spend on students, being consistently reimbursed financially for professional time, having the opportunities for career advancement were among teachers' selections of incentives that would motivate partnership involvement. Finally, the findings and the instrument are critiqued in light of the researcher's personal knowledge of the schools and the instrument itself.

Accountability and the principalship: The influence of No Child Left Behind on middle school principals in Connecticut

Luizzi, Bryan Dominick Teachers College, Columbia University 2006 해외박사(DDOD)

The purpose of this study was to measure perceptions of the influence No Child Left Behind (NCLB) has on leadership practices of Connecticut middle-school principals. To do so, this research used survey methodology to determine principals' and teachers' perceptions of the influence of NCLB on principal leadership. Data were collected through a 58-item questionnaire designed for this study. Principals' and teachers' responses were compared, as were principals' responses and years of experience as a principal, Educational Reference Group, and the principals' perceptions of the school's ability to meet NCLB expectations in the future. This study had two phases of data collection. In the first phase, a stratified-random sample of 21 schools were contacted and asked to participate. Nine principals agreed to their schools' participation in this research, and 51 (57%) teachers participated by responding to the online questionnaire. In the second phase of data collection, all principals in Connecticut's 170 middle schools were contacted and invited to participate. 42 (25%) principals participated in the study by responding to the online questionnaire for principals. Both principals and teachers identified budgetary constraints and the lack of remediation services as primary constraints to meeting NCLB expectations. Additionally, principals (79%) and teachers (82%) identified special education as the subgroup most at risk of underperforming. Furthermore, principals and teachers agreed that NCLB had an influence on professional development and student assessment. They also agreed that NCLB has had little or no influence on class sizes and curriculum. Principals were more positive than teachers concerning the impact of NCLB on leadership. In the open-ended responses, both principals and teachers noted significant issues with NCLB, namely, a narrowing of the curriculum, the calculation of Average Yearly Progress, and the consequences when schools fail to make AYP. The value of this study lies in its potential to provide insight into the influence of NCLB on middle school leadership in Connecticut. By looking specifically at the principalship, this study explored consequences of accountability on leadership. This information can be useful to policymakers, practitioners, and state leaders seeking to understand the influence of high-stakes accountability on middle-school leadership in Connecticut.

Teacher job satisfaction and dissatisfaction: An empirical study of urban teachers in Ethiopia

Aklog, Fenot Berhan Columbia University Teachers College 2005 해외박사(DDOD)

This study sought to identify the sources of job satisfaction and dissatisfaction of teachers in urban primary schools in Ethiopia, and to examine how personal and school characteristics mediate teachers' sentiments towards their profession. Participants were classroom teachers in 15 randomly selected primary schools in Addis Ababa, Ethiopia. The sample included 278 questionnaire participants and 10 interview participants. Over one-half expressed overall job dissatisfaction. Female teachers and teachers of lower primary grades indicated the highest overall job satisfaction levels. Teachers who entered the profession for intrinsic or altruistic reason and those who indicated strong commitment to the profession were among the most satisfied teachers in the study. Differences in overall job satisfaction levels were found by school type, school size, average class size and average grade repetition rates. Teachers identified aspects intrinsic to the task of teaching, such as their interactions with students and their capacity to influence student achievement as major sources of satisfaction. Satisfaction with extrinsic school or district levels facets showed the greatest variation in both degree and kind. Teachers were almost uniformly dissatisfied with wider system and societal levels facets of their work. A key difference between overall dissatisfied and overall satisfied teachers was found in their satisfaction with intrinsic aspects of teaching, but not in their satisfaction level with extrinsic aspects of their work. The findings from this study have important implications for educational policy. First, given the high levels of teacher dissatisfaction with extrinsic aspects of the job, clearly a threshold condition with such aspects must be achieved. Measures such as increasing teachers' salaries may serve to ameliorate sources of teacher dissatisfaction and, perhaps even reduce attrition. However, findings from this study suggest that such policies will have little impact on generating teacher satisfaction, because they would not address the underlying sources of job satisfaction. This study showed that teacher job satisfaction is most closely related to those aspects that are intrinsic to the task of teaching namely teacher efficacy and development. Efforts to increase teacher satisfaction must include measures to enhance their capability as teachers to address students' academic and affective needs.

The place of information communication technology (ICT) in remote rural primary schools in Jamaica

Thompson, Gloria Patricia Teachers College, Columbia University 2008 해외박사(DDOD)

The purpose of this study was to examine how teachers in remote rural primary schools in Jamaica integrate information communication technology (ICT) across the curricula, and to ascertain its impact and effectiveness in achieving that country's stated educational technology objectives. The study population comprised 24 teachers and 450 children from a purposive sample of four remote primary schools in different areas of the country. Data collected through classroom observations gave information on teachers' instructional practices in different classroom situations. Teachers' semi-structured questionnaire collected information on teaching qualification, experience, technology training and competencies, and availability of ICT tools and resources. The formal interviews were open-ended and allowed teachers to elaborate on ICT integration challenges. The students' questionnaire, administered only to grade 6 students, addressed familiarity with ICT tools and skill development. Document reviews provided evidence of each school's ICT tools and resources. The objectives of the four research questions were: (1) to provide the background, economy, and general characteristics of the population of students and teachers; (2) to identify teachers' technology skill development and provide information on their familiarity with the curriculum; (3) to identify the formal and informal teaching strategies employed in the integration process; (4) to identify ICT integration barriers. This study's findings indicate that teachers and children used experiential learning to channel ICT across the remote rural educational landscape. ICT integration is adaptable and engaging. It encourages cooperative skill building and motivates improvement in children's daily attendance and lateness. Teachers' pedagogical knowledge and ICT proficiency influence instructional practices and educational outcomes. School administrators and community members support technology education by their willingness to collaborate in lesson delivery and in-house technology training programs. Participants identified quality, frequency, and location of ICT training and staff development, poor infrastructure, limited ICT tools and resources, limited technical assistance, open classrooms, scarcity of funds, and difficulties establishing partnerships outside their school communities as barriers to technology integration. This study's participants recommended creation of a viable remote rural network that will provide the mechanism to move technology education forward with simplicity.

Teachers' use of clinical interviews to investigate mathematics competence in the classroom

Hendricks, Moira Jeanne Teachers College, Columbia University 2007 해외박사(DDOD)

The purpose of this study was to investigate three hypotheses that evolved from recent reform recommendations for authentic assessment that includes clinical interviewing. Recent joint recommendations of the National Association for the Education of Young Children and the National Council of Teachers of Mathematics stress the need for teaching and learning with understanding. These two organizations elaborate on the need for meaningful assessment even for pre-kindergarten children and they specifically mention interviews as a valid instrument. Unfortunately, interviews are under-utilized as an assessment tool and that is the impetus for this study. Effective clinical interviews can support the learning of serious mathematics even for young children and they can furnish classroom teachers with valuable information. The hypotheses were: (1) novice teachers can learn to conduct effective clinical interviews in the math classroom after limited training; (2) after a short practice period, the teachers' personal experiences with interviewing will affect their beliefs about their students' basic mathematical competency and; (3) as a result of their interviewing practice, the teachers' classroom practices may be altered. Five teachers in both private and public schools in Florida participated in this case study. Three teachers taught at the elementary level, another teacher taught algebra in a Middle School, and the fifth teacher taught algebra in a high school for learning-disabled students. Their training consisted of several meetings with the researcher, analysis of training videos about clinical interviewing, and study of a short guideline on interviewing techniques. The teachers practiced their interviewing for about six weeks before the researcher observed each classroom, taped a student and teacher interview, and conducted a final interview with the teachers. Careful analysis of all of the teachers' documents seems to confirm the hypotheses. This study concluded with some recommendations for future studies on clinical interviewing as assessment and some thoughts about professional development on authentic assessment practices.

Calculus for pre-service teachers: Faculty members' and student teachers' perceptions

Fothergill, Lee Teachers College, Columbia University 2006 해외박사(DDOD)

Since calculus is an introductory course to mathematics education programs a study should be conducted to explore how undergraduate mathematics faculty members could improve the teaching of calculus to benefit the preparation of pre-service secondary mathematics teachers. The purpose of the study was to obtain the perspectives of faculty members who had experience teaching undergraduate calculus, recent student teachers, and current research in regards to a first semester undergraduate calculus course specifically designed for pre-service secondary mathematics teachers. The study began with a review of literature that examined recommendations in regards to the preparation of pre-service secondary mathematics teachers. Then, an online survey was created and sent to college faculty members who had experience teaching a first semester calculus course to help determine the aspects of calculus that mathematics faculty deem most important in the teaching of calculus to pre-service mathematics teachers. A similar survey was sent to recent student teachers; however, their survey contained additional open-ended questions. The student teachers explained what they believed was both helpful and lacking in their undergraduate calculus course in preparing to become a secondary mathematics teacher. Faculty members with experience teaching at the secondary level, faculty members without experience teaching at the secondary level, and student teachers' survey results were compared and there were some notable differences between faculty members without experience teaching at the secondary level and student teachers. The aspects that were ranked the highest were problem solving, visualization of function, applications outside of mathematics, and mathematical maturity. These aspects were perceived by the examiner to be consistent with the views of major mathematical organizations, such as the MAA and NCTM. However, research goes further to suggest that pedagogy such as, making connections to secondary curriculum, the use of technology, and the modeling of diverse instructional strategies also play an important role in the preparation of preservice secondary mathematics teachers. In addition, a common recommendation from student teachers was for calculus instructors to teach using a variety of teaching methods that pre-service teachers can use in their future classroom.

Why resistance? Elementary teachers' use of technology in the classroom

Himsworth, Julieanne Boone Teachers College, Columbia University 2007 해외박사(DDOD)

The goal of this dissertation is to contribute to the growing understanding of how technology can be used as a catalyst for change in our schools. Previously, time and lack of professional development were seen as the barriers to change, but the problem is now seen as multifaceted. Teachers' pedagogical beliefs, teaching practices with technology, and school technology resources, as well as the organizational constraints placed upon educators by school districts, have all been found to influence teacher use of technology. This study examines data from 94 elementary school teachers from three suburban New York school districts who participated in an attitudinal survey modeled on Henry Becker's national survey of teachers. Survey results were analyzed using Chi Square and multiple regression analyses. Qualitative findings were gathered from interviews, observations, and document analyses of a convenience sample of seven survey participants. The data reveal that there is a relationship between computer use and teachers' perception of technology in their teaching practices, teachers' pedagogical beliefs, and the school resources available to them. Neither teachers' satisfaction with these resources nor their length of tenure in their classroom has an effect on computer use, as sometimes assumed. The results further show that teachers who describe themselves as "constructivists" use computers more frequently than those teachers who have a more traditional pedagogy. Teachers range along a continuum of what it means to integrate technology, even though all the teachers who were observed were eager to show the researcher that they were "integrating" technology. Recommendations include encouraging teachers in their use of technology by developing a supportive educational culture that includes staff development with follow-up support and leadership that includes teachers in the decision-making process. The future of successful technology integration is dependent on helping each teacher develop a student-centered pedagogy, which, in turn, requires developing supportive learning communities for teachers and administrators.