Beginning Teachers’ Perceptions of Preparedness to Differentiate Instruction for Diverse Learners

A two-phase, sequential mixed-methods design was used to assess perceptions of Preparedness (28 items, alpha = .96) to differentiate instruction for N = 36 graduates from one MAT teacher preparation program. Data were analyzed using descriptive statistics, one-way ANOVA and t-test procedures. A focus group with N = 10 purposively selected 2010 graduates and interviews with N = 2 graduates each from the 2008 and 2009 classes, and N = 2 faculty were conducted. The following areas presented challenges to teachers when attempting differentiation: pre-existing ideas of how to teach which contradict differentiation, misinformation regarding differentiation, and classroom management skills. This resulted in the unintentional implementation of surface-level differentiation, rather than deep-structure differentiation (Brighton, Hertberg, Moon, Tomlinson, & Callahan, 2005)

Perceived Efficacy of Beginning Teachers to Differentiate Instruction

A two-phase, sequential mixed-methods design was used to assess perceptions of teacher efficacy (10 item survey, alpha = .90) to differentiate instruction for N = 36 graduates from one MAT teacher preparation program. Research questions addressed levels of self-efficacy, perceptions of preparedness, teaching tenure, and number of certifications held. Data were analyzed using descriptive statistics, one-way ANOVA and t-test procedures. A focus group with N = 10 purposively selected 2010 graduates and interviews with N = 2 graduates each from the 2008 and 2009 classes, and N = 2 faculty were conducted. No significant relationships were found for tenure and number of certifications. A relationship was found between levels of self-efficacy and feelings of preparedness (r = .91, r2 = .81, p \u3c .001). Pre-existing ideas of how to teach which contradict differentiation, misinformation regarding differentiation, and classroom management skills presented challenges which resulted in the unintentional implementation of surface-level differentiation, rather than deep-structure differentiation (Brighton, Hertberg, Moon, Tomlinson, & Callahan, 2005)

Characteristics of At-Risk Students

This study focused on a major problem facing today’s educators: high school dropouts. Research questions addressed differences in teacher perspectives of the characteristics of struggling students. Differences in teachers’ perspectives based on teaching level (elementary & secondary) were examined. The researcher conducted focus groups with a total of 12 teachers. The research was conducted in two suburban districts. Focus group questions were designed following a survey administered to 108 suburban public school teachers. The survey responses reported previously identified four dimensions of characteristics of at-risk students: behavior, achievement, family involvement, and family background. The data from the focus groups can be used to inform decisions regarding the identification and support of at-risk students

Effects of implementing school-wide positive behavioral intervention and supports in an alternative school setting

One correctional alternative to punitive consequences is School Wide Positive Behavioral Intervention and Supports. The program’s effects on behavior, achievement, and social behavior of students in a juvenile corrections facility were examined. There was a significant difference in the number of problem behavioral referrals between the pre (n = 130, M = 4.28) and post periods (n = 98, M = 3.23, p =.05, d=.27, small effect size). Themes from a focus group of school personnel (N=6): an improvement of classroom management skills by teachers, inconsistent application of positive behavioral supports, and a lack of administration support for the program

Expectations for Career and Social Support by Mentors and Mentees Participating in Formal Elementary and Secondary School Mentoring Programs

Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants’ expectations for the relationship were met (Young & Perrewé, 2000). This research looked at mentoring expectations in the context of Rhode Island’s experience. The research questions were 1) What are participants’ principal expectations for their relationship? 2) Are expectations similar between them? 3) What is the relationship between participants’ level of satisfaction and roles, district classification, grade level taught, frequency of district-sponsored meetings, and perception of matched expectations? A concurrent mixed method model was employed and data were collected using a questionnaire. The sample consisted of N = 153 participants. Descriptive statistics, t tests and an ANOVA were used to analyze item responses probing expectations for Career and Social support. Mentees (M=3.96) had significantly higher agreement scores than mentors (M=3.66) for “mentees should accept/request challenging projects to enhance skills (t=-2.89,

Characteristics of At-Risk Students: Opinions of Elementary and Secondary School Teachers

This study focused on a major problem facing today’s educators: high school dropouts. Research questions addressed differences in teacher perspectives of the characteristics of struggling students. Differences in teachers’ perspectives based on teaching level (elementary & secondary) were examined. The researcher conducted focus groups with a total of 12 teachers. The research was conducted in two suburban districts. Focus group questions were designed following a survey administered to 108 suburban public school teachers. The survey responses reported previously identified four dimensions of characteristics of at-risk students: behavior, achievement, family involvement, and family background. The data from the focus groups can be used to inform decisions regarding the identification and support of at-risk students

College-Ready Urban Black, Hispanic, and Biracial Students: Why Are They Not Applying to College?

The study explored reasons why Black, Hispanic, and Biracial, first generation high school seniors who wish to attend college, do not apply. The literature indicated that these populations have consistently lower rates of college enrollment and educational attainment than Whites and Asians (Ashburn, 2008). Enrollment challenges included deficiencies in the areas of academic readiness (Forster, 2006), college knowledge (Tierney & Venegas, 2009), parental engagement (Auerbach, 2007), access to guidance counselors (Farmer-Hinton & Holland, 2008), and social capital (Burleson, Hallett, & Park, 2008). Future growth rates in American higher education will be spurred by those who are least educated and most economically disadvantaged (Epstein & Parrot, 2009). ^ Research was conducted through the lens of social capital acquired through resources internal and external to school environments. The research questions explored how environmental factors positively or negatively influenced college aspirations, knowledge of college admissions and financial aid processes, and other enrollment challenges. ^ Phase one of this mixed methods sequential explanatory design study collected quantitative data from N=26 seniors from two high schools in New England using a 25 question college interest survey instrument. The survey results assisted with the selection of the final n=18 first generation students were college eligible , but had not yet applied. The survey results also facilitated the development of focus group questions for phase two. Participants for the focus groups totaled n=11; five from one high school and six from the other. Focus group questions were designed to more fully examine quantitative data results. ^ Results were analyzed with frequencies, percents, means, and standard deviations to describe levels of college knowledge, parental involvement of college processes, perceptions of college preparedness, participation in readiness activities, and counselor access. Primary findings indicated that concerns about college financing were constant, parents had low levels of involvement with college processes, few students had engaged in college support programs, and students relied heavily on counselors for college assistance. ^ Potential actions focus on community based support networks to increase parent learning opportunities, developing a guide to assist with basic college processes, and access to college campuses to provide students with information and experiential learning opportunities.

Supporting New Teachers: Aligning Professional Development to Educator Evaluation Data

Professional development programs and teacher evaluation systems should go hand-in-hand to support teachers across all career stages (Danielson, 2007). The professional development (PD) opportunities in a K-12 district were examined to determine the extent to which they related to, and supported, the novice teachers’ rating on their evaluations. This district addressed teacher evaluation and teacher professional development jointly with their local and state level teachers’ unions with the collective “conception of teacher evaluation as part of a teaching and learning system that supports continuous improvement” (Darling-Hammond, 2014, p. 5). However, in 2014/15, this district did not have a mentoring/induction program to specifically address the PD needs of novice teachers. This study re-examined the data from a mixed-methods study of the perceived confidence of educators in relation to their PD needs and their evaluation standards (Torregrossa, 2015) to address the following research questions: What is the relationship between teachers’ perceived PD needs and the demographic variable of number of years teaching? What are the perceived PD needs of novice teachers (1 to 3 years in the profession) in the following educator evaluation areas: Standard 1: Planning and Preparation, 2: Classroom Environment, 3: Instruction, and 4: Professional Growth and Responsibilities? The respondents to the initial study’s (Torregrossa, 2015) online questionnaire (N=602) were a subset of the district’s 967 educators. The questionnaire, with openended questions and a 5-point Likert scale, indicated the predominate PD needs of teachers across all grade spans and years of service. For the purposes of this paper, the specific focus was on the data for new teachers (perceptions of confidence on their evaluation rubric and their professional development needs). This current study analyzed the data specifically within the demographic variable of number of years (1-3) in the profession. The results indicated the demographic of number of years teaching had an impact on perceived confidence (1-3, 4-6 \u3c 16-20, 20+). Further, the data showed that novice teachers have the greatest significant discrepancy in confidence on the evaluation tasks within Evaluation Standard Two - Classroom Environment (7 of 9 tasks = 78%): Understanding the Importance of Content (F=8.14, p\u3c.001, 3 ת²=.00),Setting Expectations for Learning and Achievement (F=8.38, p\u3c.001, ת²=.07), Managing Instructional Groups (F=4.71, p\u3c.001, ת²=.04), Managing Student Transitions (F=3.38, p\u3c.005, ת²=.03), Managing Materials and Supplies (F=3.74, p\u3c.002, ת²=.03), Setting Behavioral Expectations (F=7.52, p\u3c.001, ת²=.06), and Responding to Student Misbehavior (F=9.39, p\u3c.001, ת²=.08). Through this study, several overarching themes were identified for professional development to support novice educator practice and evaluations. The data indicated novice teachers have a lower perceived confidence level on 50% of the evaluation elements compared to their more veteran peers. There is a clear need for this district to establish a mentor/induction program to assist with supporting new teachers in the areas of planning and preparation, establishing the classroom environment, and instructional strategies