Integrated Curriculum: Its Use, Initiation and Support in Midwestern Schools

Survey data based on a random stratified sample of 400 schools were utilized to compare schools that use integrated, interdisciplinary or multidisciplinary curriculum (IC) with those that do not (No IC). This study explores the extent and type of use of JC, how school principals rate IC success, and differences between IC and NoIC schools in terms of their characteristics, and teacher involvement and support across different school levels. Selected data tables and analyses are presented and discussed

Teacher evaluation as a policy target for improved student learning: A fifty-state review of statute and regulatory action since NCLB.

This paper reports on the analysis of state statutes and department of education regulations in fifty states for changes in teacher evaluation in use since the passage of No Child Left Behind Act of 2001. We asked what the policy activity for teacher evaluation is in state statutes and department of education regulations, how these changes in statutes and regulations might affect the practice of teacher evaluation, and what were the implications for instructional supervision from these policy actions. Teacher evaluation statutes and department of education regulations provided the data for this study, using archival records from each state's legislature and education departments that were placed into a comparison matrix based on criteria developed from the National Governors Association (NGA) goals for school reform (Goldrick, 2002). Data were analyzed deductively in terms of these criteria for underlying theories of action (Malen, 2005), trends, and likely effects on teacher evaluation and implications for supervision. The majority of states adopted many of the NGA strategies, asserted oversight and involvement in local teacher evaluation practices, decreased the frequency of veteran teacher evaluation, and increased the types of data used in evaluation. Whether or not the changes in teacher evaluation will improve student learning in the long run remains to be seen

Culturally competent ELL teachers: an examination of their epistemological beliefs and reflective practices

The purpose of this study was to identify areas of commonality, if any, among the practices, knowledge, and beliefs of successful teachers of English Language Learners' (ELL) cultural competencies in northeast Alabama. The study's participants were identified as exemplary educators of ELL students by their principal or another supervisor within their school or district. The research illustrating the impact those teachers' epistemological beliefs or their reflective practice's had on student outcomes was used as a guide for this study. This study examined the epistemological beliefs and reflective practices of exemplary teachers of ELL students and was based on the assumptions that: (a) teacher epistemology is an important component of cultural competency, (b) teachers' use of reflective practice is an important component of cultural competency, and (c) commonalities can be identified among teachers' beliefs and practices related to educating ELL students. The final assumption was that if the identified effective teachers of ELL students had higher levels of epistemological beliefs and/or were more reflective, it would be beneficial to ask practitioners to engage in activities that transform their epistemologies and change their reflective capabilities. The study procedures included gathering demographic information regarding experience and training, conducting an interview that pertained to the factors in Schommer's Epistemological Survey and to Arredondo Rucinski and Bauch's Reflective, Ethical, and Moral Assessment Survey (REMAS) that asked questions about how their teachers' practices were implemented and how these practices are enacted in the classroom. The researcher then transcribed and analyzed the interview data to identify connecting statements and common themes in the interviews. This study described commonalities among exemplary teachers of ELL students. The participants were found to have sophisticated levels of epistemological beliefs and were found to be reflective in their practices and beliefs. Additionally, the participants were found to use strategies that engaged their students through active participation and multiple modes of inquiry. The findings suggested that instructional leaders should develop the beliefs and skills concerning epistemology and reflective practice among their faculty to increase teacher capacity. (Published By University of Alabama Libraries

Collabration in professional learning communities and development of teacher efficacy and trust in Alabama schools

Collaboration in Professional Learning Communities and development of teacher efficacy and trust in Alabama schools was studied. The purpose of the study was to examine how Professional Learning Communities are used in North Alabama schools to foster collaboration and to develop teacher efficacy and trust within school settings. The participants in the study were kindergarten through fifth grade educators employed in North Central Alabama schools. The methodology consisted of the Teachers’ Sense of Efficacy Scale (TSES), a survey by Tschannen-Moran and Woolfolk Hoy (2001) and researcher-developed interviews. The surveys were used to identify patterns and themes about teachers’ beliefs. Purposeful interviews were conducted to assess the perceived levels of trust and effectiveness gained as a result of participating in collaborative activities. Data from the Teachers Sense of Efficacy Scale, a survey used to assess teacher efficacy in student engagement, teacher efficacy in instructional strategies, and teacher efficacy in classroom management, were analyzed and paired with themes that emerged from interviews surrounding the establishment of trust. Interviewees viewed these emerging themes as being a result of their participation in collaborative activities in professional development settings. Results indicated that teachers who were involved in ongoing, job-embedded professional development centered on dialogue and collaboration reported a higher sense of efficacy and were more willing participants in dialogue on teaching and learning in perceived risky environments. (Published By University of Alabama Libraries

An elusive search: a study investigating the link between instructional leadership and school effectiveness

The purpose of this study was to explore the perceived instructional leadership behaviors of principals in schools in Alabama and to investigate the relationship between instructional leadership and school effectiveness. This study determined the extent of the relationship between principals' perceptions of their instructional leadership practices, specifically the instructional leadership functions and dimensions identified by the Principal Instructional Management Rating Scale ([PIMRS] Hallinger, 1983/1990), and school effectiveness as described by the Alabama State Department of Education determinant of student achievement, the ACT Aspire. Perceptions of principals were gathered from 94 principals in elementary, middle, and high schools in Alabama. This study used a non-experimental, descriptive, and cross-sectional research design that examined principals' leadership behaviors and determined the degree to which these could be linked with indicators of school effectiveness. This study sought to answer the following research questions: (1) To what extent do principals demonstrate instructional leadership behaviors characterized by PIMRS framework? (2) What are the levels of performance of schools as indicated by their ACT Aspire achievement data, and do these vary by socioeconomic status or community setting? (3) What is the relationship between the instructional leadership behaviors of principals and the performance of schools? (4) Do the perceptions of principals regarding instructional leadership behaviors characterized by the PIMRS framework vary by: (a) total of years of experience in educational leadership, (b) years of experience as principal at the current school, (c) level of education, (d) the grade span of the school, (e) indicators of school socioeconomic status? Findings indicated that a small, but significant positive relationship existed between the instructional leadership dimension Defining the School Mission and the proficiency rates of schools in both Reading and Mathematics. The school's socioeconomic context was a significant variable related student achievement as was the school's community setting. School principal's emphasis on instructional leadership varied by their experience both in terms of years of experience at the current school as principal and total years in educational leadership overall. This study provides administrators and policy makers in Alabama with a confirmation of the widely held assumption that principals are difference makers in the achievement of schools. Further, this study adds to the body of literature linking specific instructional leadership behaviors and increased student achievement. (Published By University of Alabama Libraries

Justuce or just us?: voices from within prison walls

The school to prison pipeline refers to the pattern of tracking students out of educational institutions into the penal system. This narrative study was designed to explore the reasons young Black men aged 19-25 are being incarcerated at a growing rate from the young men's perspectives. By giving these young men a voice, this research allowed these young men to tell their stories of why they think they were incarcerated and what interventions could have helped them. This study highlights the young men's perception of influences in their lives that funneled them into the school to prison pipeline. Research suggests the need for social and political programs that will assist families in the formative lives of young Black me. (Published By University of Alabama Libraries

Epistemological beliefs of administrators: a comparison of beliefs and actions of elementary and secondary administrators

Epistemology is the study of knowledge and learning and is a branch of philosophy dealing with the nature of knowledge, scope, general basis, and justification of belief (Honderich, 1995). Epistemological beliefs refer to an individual's beliefs about the nature of and knowledge of learning. Schommer (1992) contended that the study of epistemological beliefs could help identify the impact schooling may have on an individual's beliefs about the nature of knowledge and learning. Arredondo and Rucinski (1998) questioned "whether epistemological beliefs of principals might affect their support of certain innovations or their involvement of teachers in school decision processes and other supervisory practices" (p. 294). This study described what principals' beliefs about knowledge and learning are, and examined how they enact their beliefs in schools. The study was guided by two research questions: (1) What are the epistemological beliefs of elementary and secondary school administrators? (2) How do administrators perceive they enact these beliefs in their schools? The Epistemological Beliefs Questionnaire developed by Marlene Schommer (1990) was used to answer research question 1. The questionnaire was sent to 126 administrators in five school districts in a southern state. Seventy-eight administrators responded to the survey. Data from the study were analyzed by examining the factor scores for each administrator as well as finding mean scores for high and low scoring participants. Results showed significant differences between high and low scoring participants on each of the identified factors. Information for research question 2 was obtained by conducting 16 purposefully selected individual interviews with elementary and secondary administrators. Interviews began with a iii discussion of epistemology and simple and complex learning. Interviewees were then asked questions about their beliefs and actions. After transcription, emergent themes and categories were examined to determine what administrators' epistemological beliefs are and what administrators perceive they do in their schools to enact their epistemological beliefs. Implications for practitioners, researchers and policy developers were included. (Published By University of Alabama Libraries

Relationships among teacher quality characteristics and reading and mathematics achievement in Title I schools in the Alabama Black Belt Region

The purpose of this study was to examine relationships existing among teacher quality characteristics and reading and math achievement on the Alabama Reading and Math Test in Title I schools in the Western and Midwestern regions of Alabama. The population identified was 57 schools in 13 school districts (seven feeder schools, five schools with sixth grade only, one school with fifth through sixth grades, and one school with fourth through sixth grades). The sample consisted of 29 schools and 9 school districts and a sample of 284 teachers. This study used descriptive statistics, bivariate (Spearman) correlation, and multiple regression to analyze data to answer three research questions addressing relationships among teachers' pedagogical knowledge, educational background, years of experience, grade level configuration (assignment) and professional development (independent variables), and reading/mathematics achievement (dependent variables) on the Alabama Reading and Math Test. A field test was conducted in a neighboring school district to assist the researcher in evaluating the participants' responses to survey questions, to determine whether the survey questions had the potential to produce the desired data, and to evaluate the wording of the questions on the survey. Particularly, this study verified that teachers' grade level configuration is significantly related to the students' math and reading achievement on the Alabama Reading and Math Test. In the same way, this study also confirmed that teachers' years as a full-time teacher is a significant predictor of student math achievement and teachers' years taught in the public school sector is a significant predictor or student reading achievement. Also, this study confirmed that teachers' professional development components such as Alabama Reading Initiative Training (ARI) is negatively significant to reading achievement on the Alabama Reading and Math Test. These findings were consistently constructed based on statistical analyses, which may have important and practical implications. In effect, such information may be useful for school administrators to continue to examine teacher quality characteristics to determine, which teacher quality characteristics influence student achievement. Furthermore, these findings may guide strategic decisions, mostly those referred to implement policies to improve teacher quality as well as other education policies to motivate high-quality teaching. (Published By University of Alabama Libraries