researchproposalfinalpptx1-140326143753-phpapp02.pdf

researchproposalfinalpptx1-140326143753-phpapp02.pdf

• 1.
  Research Proposal: Do LowerSocio-Economic Class Students Receive Less Effective Teaching? Jeffery Massey, Sr. EDGCC 513 Saint Xavier University Graduate School of Education Prof. Wendy Sears
• 2.
  CHAPTER 2-Introduction • ResearchProblem: What impact does the degree of effective teaching have on the academic achievements of student populations from lower socio-economic statuses? • Hypothesis 0: In the null case, the degree of either positive or negative effective teaching has no impact upon the academic achievements of students from lower socio-economic statuses. • Hypothesis 1: The degree of positive effective teaching has a positive impact upon the academic achievements of students from lower socio-economic statuses. • Hypothesis 2: The degree of negative effective teaching has a negative impact upon the academic achievements of students from lower socio-economic statuses
• 3.
  CHAPTER 2-Introduction  increasingdesire for accountability of teacher’s effectiveness  impact of teaching characteristics, district policy and procedures governing teacher evaluations and placements • best allow for examination through the use of qualitative studies • more open- ended, evolving and process-oriented nature of the stated research theme [McMillan, J. H., 2012]
• 4.
  CHAPTER 2-Introduction Cont’d •to discovering the nature of teaching efficacy on lower and higher socio-economic [SES] status • teacher retention, student alienation or identified effective teaching strategies practiced in classrooms [McMillan, J. H., 2012]. • Morgan saw as an educational inequity due in part to a lack of educational resources and deficient teaching quality (Morgan, 2012) • devising methodologies and instruments that would restrict investigator bias. • many studies that appeared inadequate in their referencing of known and accepted study findings • central phenomena relative to discovering the nature of teaching efficacy on lower and higher socio-economic [SES] status students-schools.
• 5.
  LITERATURE REVIEW • developmentof adequate measurement instruments for both teacher intervention traits and methods [Rice, J., K. 2010]. • new insight into exactly what takes place both in the lower SES schools and the higher level SES student populations • contemporary research landscape that, through the use of mixed methods study designs, illustrates distinctly causal qualitative and quantitative datasets • focuses are at the heart of this literature review for the stated research problem
• 6.
  LITERATURE REVIEW Primary Sources •The Stronge study evaluated chosen subject populations [i.e. 307 5th grade teachers from 3 public school districts in Southeastern U.S.] • gender, age, time of experience, seniority, staff development and teacher academic preparations [Stronge, J. H., Ward, T. J., Grant, L. W. 2011]. • Dr. Suzanne Rice is an educator and research fellow at the Melbourne Graduate School of Education. • 2006, through the University of Melbourne, which looked at how teachers in Victoria made their decisions on where to teach. • 919 teachers across the Victorian state • looked at teachers retention rate
• 7.
  Literature Review: PrimarySources • J. K. Rice (2011) examined numerous variables comparatively in order to see if strong correlations existed between teachers showing various teaching experience time [Rice, J.K., 2011]. • looked at involved math achievement where apparently stronger influences lay with regard to experience of teachers with lower number of years at the middle-school or elementary levels[Rice, J.K., 2011]. • lowest years of experience were more likely to be assigned to lower SES school populations and that apparent teacher productivity returns [for the chosen student populations located in North Carolina and Florida] evidenced gaps between lower and higher SES comparative populations [Rice, J.K., 2011].
• 8.
  Identifying Teacher Efficacy Characteristics •previous academic preparation, • level of licensure or certification, • status of teacher supervisory evaluations, • number of years of experience, • level of teacher satisfaction for current position placements, • level of teacher motivation or beliefs • the nature of teacher initial placements, transfers or retentions impacted by school or district policies • independent variable of the study strategies ( • Rubie-Davies, Flint and McDonald, 2012) that suggested a direct link between variables in the efficacy scores connected to the teacher’s belief about how writing should be taught
• 9.
  Identifying Teacher Efficacy Characteristics •those preparations gave unbiased evidence of causal relationships between teaching practices-qualities • learning in multiple levels of SES populations [Stronge, J. H., Ward, T. J., Grant, L. W. 2011]. • comparative examples of information : • populations of low socio- economic statuses [SES] showed greater or less effectiveness than those teachers having higher SES student populations [Sass, T.R., Hannaway, J., X u, Z., Figlio, D. N. & Feng, L., 2010].
• 10.
  Identifying Teacher Efficacy Characteristics •IES- January 2014 study of the Institute for Educational Sciences • average disparity in teaching efficacy: 4 weeks of learning & 2 weeks of math learning • overall achievement gap for disadvantaged students in grades four through eight was equivalent to about 24 months in reading and 18 months of math (Institute for Educational Sciences, 2014). • Clofelter Study –serious lack of knowledge for impacts re: credentials v. teacher quality • Raised concerns over impact on student achievement accountability • (Clotfelter, 2010).
• 11.
  Issues of DistrictControlled Environment, Policy and Procedures • Ronfeldt, M., & Wycoff. J., 2013 • incongruences for retention of teachers • varied levels of experience who • share likewise production levels of students • higher and lower academic achievements [Ronfeldt, M., & Wycoff. J., 2013] • Shernoff, E. S., Mehta, T. G., Atkins, M. S., Torf, R., & Spencer, J. 2011 • Impact of stressors on urban teachers production • Overcrowding, Px. Deteriorated bldgs., Ltd. Resources • Hi rates Tchr. Dissatisfaction • Hi rate of mental health & learning disabled needs • Use of videotape & transcript-open ended Q’s
• 12.
  Other Significant InternationalStudies • Delvin, 2011 • Conceptual frames-Low SES Higher Education • Bridging socio-cultural incongruity • adequate achievement by low socio-economic students would best be facilitated using a joint- venture approach between primary stakeholders (Delvin, 2011). • Brok, P., Tartwijk, J., Wubbels, T., & Veldman, I., 2010 • apparent impact of diverse ethnicity within both teacher and student populations on student outcomes • Dutch, Moroccan, Turkish and Surinamese ethnic groups within Dutch secondary multi-ethnic class school systems.
• 13.
  Findings & Results •Kane, T., Taylor, E.S., Tyler, J.H. & Wooten, A.L., 2011 • Cincinnati Public School System’s Teacher Evaluation System [TES] • Danielson Framework with 4 domains • planning and preparing for student learning, creating a student learning environment, teaching for student learning and professionalism [Kane, T. et al., 2011] • illustrated that TES scores are an important predictor of student achievement growth. • Suzanne L. Rice study (Rice, 2010) • most and least effective teacher groups with participants from top and bottom quartiles • demographic information [i.e. age, gender, years of teaching, educational qualifications, type of their own school education, level of parents education and current post-graduate studies if any] • teacher’s perspective *school leadership, other staff, professional development and use of 4-point Likert scale], attitudinal and belief measures [4-point Likert scale for academic orientation, beliefs on effectiveness of education]
• 14.
  Findings & Results •Rice, S. 2010 cont’d • in three regions of Victoria, Australia and comprised of 919 part-time and full time teaching staff • 205 primary and 714 secondary teachers, was taken from a pool of government, catholic and independent schools (Rice, 2010). • characteristics germane to lower socio-economic regions in the country • teacher participation rates were high and ranged from 16% to 85% per school (Rice, 2010). • rate for average participation was 58% and the usual initial contact was via letters to principals that gave an outline for the study objectives and goals (Rice, 2010)
• 15.
  Issues of Class,Race and Ethnicity for Lower and Higher SES Models • Desimone, Long 2010 • lower achieving students initially assigned teachers who emphasize basic instruction, • higher achieving students assigned teachers who emphasize advanced instruction • intensive interventions- time spent on math related to achievement growth for disadvantaged populations such as black students and low-SES students [Desimone, Long 2010]. • weak correlations existed- instruction by teachers and that for teacher quality
• 16.
  METHODOLOGY • Sample/Ethical Behavior •primary grade level 11th grade – • sampling size of 75-150 teachers and students. Determination of lower SES- students eligible to receive free or reduced lunch programs. • submission to the Institutional Review Board for permission/approval to conduct the study • Setting-Midwestern region over 6-12 months • Chicago School System • chosen to best represent inner-city, urban schools that traditionally have exhibited notable difficulties recruiting and retaining highly qualified, well- motivated experienced teachers.
• 17.
  METHODOLOGY • Instrumentation • survey/interviewmethod and will include some degree of face to face question submission with regard to the use of members of the teacher’s union and supervisory educational personnel recruited to participate with both hands- on and phone interviews/surveys (McMillan, J. H., 2012). • Data will be analyzed from scores obtained from completed questionnaires that have. • Procedures/Research Design-Private school participation for inner-city schools will be represented by participation with district managers and administrators • perspectives on teacher qualifications, performance evaluations, teacher placement and retention policies. Specific attention will be given to describing and differentiating between the levels of teaching staff development activities • used Likert scaling for answer choices. The coding will be assessed within categories attributable to the various questions and will also reflect multiple overarching categories for like subjects such as satisfaction, adequacy and motivation using a developed ordinal and nominal system
• 18.
  REFERENCES • Brok, P.,Tartwijk, J., Wubbels, T., & Veldman, I. (2010). The differential effect of the teacher–student interpersonal relationship on student outcomes for students with different ethnic backgrounds. British Journal of Educational Psychology, 80(2), 199-221. DOI: 10.1348/000709909X465632 • Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2010). Teacher credentials and student achievement in high school a cross-subject analysis with student fixed effects. Journal of Human Resources, 45(3), 655-681. Accessed: http://scholar.google.com/citations?view_op=view_citation&continue=/scholar%3Fhl%3 Den%26start%3D10%26as_sdt%3D0,14%26as_ylo%3D2010%26scilib%3D1&citilm=1&cit ation_for_view=evBnn4oAAAAJ:UebtZRa9Y70C&hl=en&oi=p • Coleman. J. (1964). Equality of educational opportunity. United States Department of Health, Education and Welfare, United States Government Printing Office • Creswell, J. W., Hanson, W. E., Plano, V. L. C., & Morales, A. (2007). Qualitative research designs selection and implementation. The Counseling Psychologist, 35(2), 236-264. • Devlin, M. (2011). Bridging socio-cultural incongruity: conceptualizing the success of students from low socio-economic status backgrounds in Australian higher education. Studies in Higher Education, (ahead-of-print), 1-11. • Desimone, L. M., & Long, D. (2010). Teacher effects and the achievement gap: do teacher and teaching quality influence the achievement gap between black and white and high- and low-ses students in the early grades? Teachers College Record, 112(12), 3024-3073. • Institute for Educational Studies (2014) Do disadvantaged students get less effective teaching? The National Center for Educational Evaluation (NCEE), January 2014.
• 19.
  REFERENCES • Kane, T.J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011). Identifying effective classroom practices using student achievement data. Journal of Human Resources, 46(3), 587-613. Accessed: http://www.gse.harvard.edu/cepr-resources/files/news-events/ncte-effective- classroom-practices--kane-taylor-tyler-wooten.pdf0 • McMillan, J. H., (2012) Educational research: fundamentals for the consumer. 6th ed. Pearson Educational Inc., 501 Boylston St., Boston, MA. 02116 • Morgan, H. (2012). Poverty-stricken schools: what we can learn from the rest of the world and from successful schools in economically disadvantaged areas in the U.S. Education, 133(2), 291-297. • Rice, J. K. (2010). The Impact of Teacher Experience: Examining the Evidence and Policy Implications. Brief No. 11. National center for analysis of longitudinal data in education research. Accessed: http://files.eric.ed.gov/fulltext/ED511988.pdf • Rice, S. (2010). Getting our best teachers into disadvantaged schools: differences in the professional and personal factors attracting more effective and less effective teachers to a school. Educational Research for Policy & Practice, 9(3), 177-192. doi:10.1007/s10671- 010-9085-2 • Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4-36. Accessed: http://doczine.com/bigdata/1/1383667518_0af8737597/w17176.pdf • Rubie‐Davies, C. M., Flint, A., & McDonald, L. G. (2012). Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships? British Journal of Educational Psychology, 82(2), 270-288. Accessed: https://researchspace.auckland.ac.nz/bitstream/handle/2292/10693/j.2044- 8279.2011.02025.x.pdf?sequence=3
• 20.
  • Sass, T.R., Harris D.N. (2008) Teacher training, quality and student achievement. Calder Urban Institute, March 12, 2008 Accessed: http://files.eric.ed.gov/fulltext/ED509656.pdf • Sass, T. R., Hannaway, J., Xu, Z., Figlio, D. N., & Feng, L. (2012). Value added of teachers in high-poverty schools and lower poverty schools. Journal of Urban Economics, 72(2), 104-122. Accessed: http://files.eric.ed.gov/fulltext/ED513819.pdf • Shernoff, E. S., Mehta, T. G., Atkins, M. S., Torf, R., & Spencer, J. (2011). A qualitative study of the sources and impact of stress among urban teachers. School Mental Health, 3(2), 59-69. DOI: 10.1007/s/12310-011-9051-z • Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339-355. DOI: 10.1177/0022487111404241