Publication Date

2008

Document Type

Dissertation/Thesis

First Advisor

Wholeben, Brent E.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Effective teaching--United States--Public opinion; Teacher effectiveness--United States--Public opinion; Teachers--Attitudes

Abstract

This dissertation examined contexts of education that are perceived to influence effective teaching practices. The No Child Left Behind legislation, with accountability as a major piece and the lack of funding for public schools, necessitates that all districts and schools improve student achievement using funding more efficiently. This can be accomplished by providing the best educational contexts to teachers to increase effectiveness of teaching which results in improved student achievement. The purpose of this study was to identify those educational contexts that result in teacher effectiveness and provide for a more efficient use of funds. Participants of this study have been highly recognized for their effectiveness. A mixed-method research design was employed beginning with phenomenological data from each participant through one-on-one interviews. An outline of categorical educational contexts was constructed and presented to interviewees. Research questions addressed each category and individual perceptions were recorded. Participants were also presented with an open-ended research question regarding any other contexts that were not mentioned that increased their effectiveness. Tables were constructed and an analysis was completed on all constructed categorical educational contexts, including other contexts that emerged from the interviews. A binomial and principal component analysis was conducted on all as well, to narrow the field of contexts. The results presented contexts as additional training before entering the classroom and additional degrees after the start of teaching to be important. Perceptions on professional development concluded that adults maintain different learning styles; therefore, a wide variety of trainings are necessary. In addition, when content is relevant, professional development is more likely to promote teacher effectiveness. Results included the perception that all new teachers need someone to guide them as they begin their careers. Most importantly it was found that the support of the building administrator greatly impacts the development of teacher effectiveness. It is therefore recommended that the contexts of education perceived to influence effective teaching practices include trainings that are more applicable in the classroom, relevant staff development and addressing the importance of the role of the administrator in developing effective teachers.

Comments

Includes bibliographical references (pages [123]-129).

Extent

ix, 141 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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