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New teacher engagement: A descriptiv...

Lockhart, May L.

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New teacher engagement: A descriptive study on the role of teacher education on assessed teacher engagement and student performance.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	New teacher engagement: A descriptive study on the role of teacher education on assessed teacher engagement and student performance./
作者:	Lockhart, May L.
面頁冊數:	180 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
標題:	Education, Evaluation. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3638238
ISBN:	9781321217711

New teacher engagement: A descriptive study on the role of teacher education on assessed teacher engagement and student performance.
Lockhart, May L.

New teacher engagement: A descriptive study on the role of teacher education on assessed teacher engagement and student performance. - 180 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ph.D.)--Capella University, 2014.

This item must not be sold to any third party vendors.

This quantitative descriptive nominal study examined 300 pre-recorded assessments of traditionally tracked (TT) and non-traditionally tracked (NTT) new secondary teachers from three schools in the same district, who taught for 0-3 years during 2011-2012. The purpose was to determine the role of teacher education on assessed teacher engagement and student performance. These pre-recorded assessments were developed with the predetermined objectives in the components of the system administrators called IMPACT, because they believe "the adults serving in the district's schools have the ability to make a dramatic, positive impact on students' lives" (IMPACT, 2011-2012). Weiner's (1972) attribution theory and Resnick's (1999), principles of learning were reviewed to connect the use of socialized learning in teacher engagement to student achievement. The concepts in Performance Feedback, the Adequate Yearly Progress (AYP) report and the strategies in observation "walk-throughs" were examined to substantiate that observation was the common element administrators used to collect the data on areas of instruction. The Chi-Square test of Independence was conducted to test whether two independent variables are related to, or are independent of each other (Ravid, 2011) and if there was a significant difference with the observed frequencies on teacher engagement and student performance scores. The results indicated that there was a statistically significant difference, p = .05 and demonstrated a significant difference in the frequencies on student performance scores. Practical implications for this study suggest teacher education did not have a role on assessed teacher engagement and student performance.

ISBN: 9781321217711Subjects--Topical Terms:

1669638
Education, Evaluation.

New teacher engagement: A descriptive study on the role of teacher education on assessed teacher engagement and student performance.
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500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Adviser: Christopher Stabile.
502 $a Thesis (Ph.D.)--Capella University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This quantitative descriptive nominal study examined 300 pre-recorded assessments of traditionally tracked (TT) and non-traditionally tracked (NTT) new secondary teachers from three schools in the same district, who taught for 0-3 years during 2011-2012. The purpose was to determine the role of teacher education on assessed teacher engagement and student performance. These pre-recorded assessments were developed with the predetermined objectives in the components of the system administrators called IMPACT, because they believe "the adults serving in the district's schools have the ability to make a dramatic, positive impact on students' lives" (IMPACT, 2011-2012). Weiner's (1972) attribution theory and Resnick's (1999), principles of learning were reviewed to connect the use of socialized learning in teacher engagement to student achievement. The concepts in Performance Feedback, the Adequate Yearly Progress (AYP) report and the strategies in observation "walk-throughs" were examined to substantiate that observation was the common element administrators used to collect the data on areas of instruction. The Chi-Square test of Independence was conducted to test whether two independent variables are related to, or are independent of each other (Ravid, 2011) and if there was a significant difference with the observed frequencies on teacher engagement and student performance scores. The results indicated that there was a statistically significant difference, p = .05 and demonstrated a significant difference in the frequencies on student performance scores. Practical implications for this study suggest teacher education did not have a role on assessed teacher engagement and student performance.
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