This article examines the relationship between teacher turnover rates and student academic performance. It discusses how high teacher turnover has negative impacts, including inconsistent instruction from rotating substitute teachers and an unequal distribution of effective teachers. The article reviews studies that found correlations between higher turnover rates at schools and lower student test scores. While more research is still needed, the evidence suggests that addressing teacher turnover may be important for improving student achievement, especially in low-income schools that tend to experience higher turnover.
This article discusses two major challenges facing public schools: teacher quality and student achievement. It notes that the No Child Left Behind Act has increased pressures around these issues. Specifically, it points out that teacher shortages exist in certain subject areas, especially in urban and rural schools serving low-income students. It also discusses the rise of alternative certification programs to help address these shortages. The article concludes that teacher quality and student achievement are crucial issues that will be profoundly impacted by the requirements of the No Child Left Behind Act.
The Role of School Environment in Teacher Dissatisfaction Among U.S. Public S...Alvera Kisil
This document summarizes a research article that examines the relationship between school environment factors and teacher dissatisfaction in the United States. The article uses data from the 2007-2008 School and Staffing Survey to analyze how factors like teacher autonomy, principal leadership, student problems, and community problems affect teacher dissatisfaction. The study finds that teacher autonomy and principal leadership are associated with decreased odds of teacher dissatisfaction, while student and community problems are associated with increased odds of teacher dissatisfaction. The school environment plays a statistically significant role in teacher dissatisfaction.
Perceptions of Tenured and Adjunct Faculty Regarding the Role of the Adjunct ...inventionjournals
This study purpose was to explore the perceptions of adjuncts and tenured faculty about the role of the adjunct in higher education. Through purposeful sampling, the lived experiences of nine adjuncts and nine tenured faculty members were considered from three historically black colleges and universities in the southeastern United States. The Critical Social Theory guided this qualitative phenomenological study as it relates to organizational culture. The Critical Social Theory framework illuminates the perceptions of the more powerful players in an organization and the impact of these perceptions on the workplace culture. Six themes that emerged from the analysis of the data: (a) Professional Development and Support, (b) Increased Collaboration, (c)Standard Recruiting and Retention Practices, (d) Shared Responsibilities, (e) Their Perceived Student Perceptions of Adjuncts and Tenured Faculty in the Classroom, and (f) The Relationship between Adjuncts and their University. These themes gave rise to a general description of the perceptions and the workplace culture. The findings from the study yielded several unexpected outcomes.
This article discusses the issues and challenges faced by English Language Learners (ELLs) in public schools, particularly in Texas. It analyzes how standardized testing required by the No Child Left Behind Act has both positive and negative consequences, or "washback effects", for ELLs. While high-stakes testing is meant to improve outcomes for at-risk students like ELLs, it can also increase dropout rates, disproportionately place ELLs in special education, and cause school rankings to focus more on demographics than academic growth. Both quantitative and qualitative data are needed to fully understand the impact of standardized testing on ELLs.
This document discusses factors that influence secondary school academic program planning, including family academic preference, teacher quality standards, and student personal interest. It reports on a study that examined the influence of these three factors on academic program planning in secondary schools in Nigeria. The study found that family academic preference, teacher quality standards, and student personal interest all have a measurable influence on secondary school academic program planning in the region studied.
School learning resources are arguably one of the
most important influencers of students’ scores in
national examinations and hence affect each
individual school’s effectiveness. It had been pointed
out by the Nyanza Provincial Education Board that
the province’s performance in examinations and the
quality of education in general is unsatisfactory and
inadequate. A confidential document entitled the State
of Education in Nyanza Province points out factors
such as inadequate physical facilities, as one of the
factors impacting negatively on school performance in the province. The study sought to investigate the perceived
contribution of school learning resources on students’ scores
Environmental influence on academic performance of secondary school students ...Alexander Decker
This document discusses how environmental factors influence the academic performance of secondary school students in Port Harcourt, Nigeria. It finds that performance is affected by factors like the school environment, home background, technology use, and the relationship between teachers and students. Specifically, it notes that improper maintenance of school facilities, noisy school locations, large family sizes, and overreliance on the internet for schoolwork can negatively impact student achievement. The document recommends improving school upkeep, fostering positive teacher-student interactions, and changing how technology is used in learning.
Some factors affecting the performance of secondary school students in chemi...Alexander Decker
This study examined factors that influence the performance of secondary school students in chemistry in Kolokuma/Opokuma local government area of Bayelsa State, Nigeria. The study investigated the relationship between students' chemistry exam scores and their attitudes/interest, previous preparation, study style, parental involvement, and teachers' expectations. A survey was administered to 600 secondary school students across 10 schools. Results found that all factors had a statistically significant positive correlation with exam scores, with previous preparation having the strongest relationship and attitude/interest having the weakest. The study concluded that multiple variables influence student performance in chemistry.
This article discusses two major challenges facing public schools: teacher quality and student achievement. It notes that the No Child Left Behind Act has increased pressures around these issues. Specifically, it points out that teacher shortages exist in certain subject areas, especially in urban and rural schools serving low-income students. It also discusses the rise of alternative certification programs to help address these shortages. The article concludes that teacher quality and student achievement are crucial issues that will be profoundly impacted by the requirements of the No Child Left Behind Act.
The Role of School Environment in Teacher Dissatisfaction Among U.S. Public S...Alvera Kisil
This document summarizes a research article that examines the relationship between school environment factors and teacher dissatisfaction in the United States. The article uses data from the 2007-2008 School and Staffing Survey to analyze how factors like teacher autonomy, principal leadership, student problems, and community problems affect teacher dissatisfaction. The study finds that teacher autonomy and principal leadership are associated with decreased odds of teacher dissatisfaction, while student and community problems are associated with increased odds of teacher dissatisfaction. The school environment plays a statistically significant role in teacher dissatisfaction.
Perceptions of Tenured and Adjunct Faculty Regarding the Role of the Adjunct ...inventionjournals
This study purpose was to explore the perceptions of adjuncts and tenured faculty about the role of the adjunct in higher education. Through purposeful sampling, the lived experiences of nine adjuncts and nine tenured faculty members were considered from three historically black colleges and universities in the southeastern United States. The Critical Social Theory guided this qualitative phenomenological study as it relates to organizational culture. The Critical Social Theory framework illuminates the perceptions of the more powerful players in an organization and the impact of these perceptions on the workplace culture. Six themes that emerged from the analysis of the data: (a) Professional Development and Support, (b) Increased Collaboration, (c)Standard Recruiting and Retention Practices, (d) Shared Responsibilities, (e) Their Perceived Student Perceptions of Adjuncts and Tenured Faculty in the Classroom, and (f) The Relationship between Adjuncts and their University. These themes gave rise to a general description of the perceptions and the workplace culture. The findings from the study yielded several unexpected outcomes.
This article discusses the issues and challenges faced by English Language Learners (ELLs) in public schools, particularly in Texas. It analyzes how standardized testing required by the No Child Left Behind Act has both positive and negative consequences, or "washback effects", for ELLs. While high-stakes testing is meant to improve outcomes for at-risk students like ELLs, it can also increase dropout rates, disproportionately place ELLs in special education, and cause school rankings to focus more on demographics than academic growth. Both quantitative and qualitative data are needed to fully understand the impact of standardized testing on ELLs.
This document discusses factors that influence secondary school academic program planning, including family academic preference, teacher quality standards, and student personal interest. It reports on a study that examined the influence of these three factors on academic program planning in secondary schools in Nigeria. The study found that family academic preference, teacher quality standards, and student personal interest all have a measurable influence on secondary school academic program planning in the region studied.
School learning resources are arguably one of the
most important influencers of students’ scores in
national examinations and hence affect each
individual school’s effectiveness. It had been pointed
out by the Nyanza Provincial Education Board that
the province’s performance in examinations and the
quality of education in general is unsatisfactory and
inadequate. A confidential document entitled the State
of Education in Nyanza Province points out factors
such as inadequate physical facilities, as one of the
factors impacting negatively on school performance in the province. The study sought to investigate the perceived
contribution of school learning resources on students’ scores
Environmental influence on academic performance of secondary school students ...Alexander Decker
This document discusses how environmental factors influence the academic performance of secondary school students in Port Harcourt, Nigeria. It finds that performance is affected by factors like the school environment, home background, technology use, and the relationship between teachers and students. Specifically, it notes that improper maintenance of school facilities, noisy school locations, large family sizes, and overreliance on the internet for schoolwork can negatively impact student achievement. The document recommends improving school upkeep, fostering positive teacher-student interactions, and changing how technology is used in learning.
Some factors affecting the performance of secondary school students in chemi...Alexander Decker
This study examined factors that influence the performance of secondary school students in chemistry in Kolokuma/Opokuma local government area of Bayelsa State, Nigeria. The study investigated the relationship between students' chemistry exam scores and their attitudes/interest, previous preparation, study style, parental involvement, and teachers' expectations. A survey was administered to 600 secondary school students across 10 schools. Results found that all factors had a statistically significant positive correlation with exam scores, with previous preparation having the strongest relationship and attitude/interest having the weakest. The study concluded that multiple variables influence student performance in chemistry.
Exploring teaching practices that are helpful in addressing at risk students ...zahirwali
This study is conducted to explore and identify factors
that put students at risk. Secondly, it introduces teaching
practices that are found to be helpful in dealing with those
students who are entitled at-risk. The data for the study has been
collected through a critical review of available literature. The
findings indicate that different factors related to school, personal
life, family and community contribute in putting students at-risk.
The findings also show that caring and committed teaching,
involvement in learning, peer tutoring, tutoring and small groups
are the beneficial teaching practices for students at-risk.
Effectiveness of computer assisted stad cooperative learning strategy on phys...Gambari Amosa Isiaka
1) The study investigated the effectiveness of using a computer-assisted Students' Team Achievement Division (STAD) cooperative learning strategy to teach physics, compared to an individualized computer instruction strategy.
2) 84 students from two senior secondary schools in Nigeria were assigned to either the STAD group or the individual instruction group. The STAD group used a computer-assisted learning package on physics topics.
3) The study aimed to determine if the STAD approach led to better problem-solving skills, achievement, and retention of physics content compared to individual instruction, and whether gender influenced student performance.
A comparative study of public versus private primary schools,Alexander Decker
This document compares the performance of public and private primary schools in rural areas of Azad Jammu & Kashmir (Pakistan Occupied Kashmir). It finds that private schools generally perform better than public schools across various measures of performance, except for a few measures. Both public and private schools still lack adequate human and material resources to provide a quality education. The document reviews several other studies that have also found private schools tend to outperform public schools on factors like school facilities, teacher absenteeism, school administration, and teacher job satisfaction. However, both public and private schools in the region face challenges in ensuring a high standard of education.
Williams, Monica National Focus On Postmodernism In Higher EducationWilliam Kritsonis
Postmodernism in higher education is a widely debated issue. Critics argue that postmodernism breeds an unruliness of knowledge in higher education. Some academics choose to educate students through prescription rather than innovating classroom delivery and incorporating postmodernism.
National Implications: The Impact of Teacher Graduate Degrees on Student Math...William Kritsonis
National Implications: The Impact of Teacher Graduate Degrees on Student Math Assessments by Dr. Kevin Badgett, Dr. John Decman, Dr. Carol Carman - National FORUM of Teacher Education Journal, 23(3) 2013 - Online - www.nationalforum.com - a national refereed journal - Dr. William Allan Kritsonis, Editor-in-Chief (Founded 1982)
This document analyzes the effects of decentralization on educational outcomes in Indonesia. It begins with an introduction to decentralization and its theoretical benefits, such as improving efficiency and accountability. However, empirical evidence on decentralization's impact is mixed. The study then provides background on Indonesia's rapid decentralization reforms and persistent educational disparities. Leveraging 15 years of school-level data, the study estimates decentralization's effects using a differences-in-differences model comparing public and private schools. The analysis finds no overall effect on achievement but a negative effect on teacher effort, particularly in rural schools and those with inactive school committees.
Leading the Instructional Program and its effect on Academic Achievement of s...inventionjournals
ABSTRACT: The purpose of this study was to determine the relationship between instructional program and academic achievement of students in national examinations in public secondary schools in Tinderet sub county Kenya. The objective of this study was: to determine the impact of leading the instructional program on the students’ academic achievement in national examinations. The study was guided by the effective schools model by Lezotte (2010), which states that an effective school is characterized by seven correlates namely: leading the instructional program, focus on school mission, safety and orderliness of schools, expectations for success, home-school relations, frequent monitoring of students progress and opportunity to learn for students. The researcher employed a survey design targeting all the 18 public secondary schools in Tinderet Sub County, all the 18 principals and the 225 teachers. Stratified sampling technique was used to select 10 schools for the study from the total 18 schools in the distinct. The sampled schools were stratified according to the academic performance for the last three years (2011-2013). All the principals of the sampled 10 schools took part in the study. Simple random sampling was used to select 90 teachers (9 teachers from each school selected). The sample size was 100 respondents. Questionnaires and interview guide were used to collect data. The descriptive survey allowed the generation of both qualitative and quantitative data. Quantitative data was analyzed using the descriptive statistics including frequencies and percentages. Pearson product moment correlation coefficient and Anova were used to make inferences. Qualitative data was put under themes consistent with the research objectives. The analyzed data was then presented in form of graphs, pie charts and tables for easy interpretation. Findings from the study showed that, majority of the principals indicated that they always led the instructional program. Majority of the teachers on the other hand indicated that, principals did not always engage in these leadership practices but did engage sometimes. Analysis of variance between principals' and teachers' responses on similar issues indicated that there was a significant difference in the manner teachers and principals were responding to questions. Findings on the effect of leadership practices on academic performance were consistent as the teachers and principals were in agreement that these leadership practices when applied had a positive effect on academic performance. Correlation test however revealed that the effect was weak as indicated by the correlation coefficients which were below 0.5. The study concluded that; leading the instructional program was not being implemented fully. The study recommended that; Implementation of leading the instructional program practices should be effected in schools by all principals. Various stakeholders that is teachers, students, Board of Management and princi
Best practices for managing the writing center : Australia's universities.The Free School
This research report analyses best practices for managing an Academic Learning Skills Unit (ALSU) at post-secondary education institutions. My discussion centres on Australia’s 41 universities and compares these organisations’ ALSUs.
My research aims to analyse management policies and best pedagogical practices which drive these teaching centres in order to understand the unique institutional factors that explain why each university chooses to adopt the model it uses to run its ALSU. I review key features such as the ALSU’s policies, mandate, funding levels and headcount. I also examine the dominant modes of service delivery, i.e. online c.f. on-campus. Furthermore, I review their organisational structures. This analysis enables me to determine whether each university maintains an ALSU that is embedded within the faculties or if it runs a multidisciplinary centralised ALSU or another model such as a hybrid of these two.
The ALSU is known as the Writing Center in Canada and the United States.
Factors influencing effective learning of mathematics at senior secondary sch...Alexander Decker
This document summarizes a study that investigated factors influencing effective learning of mathematics at senior secondary schools in Gombe, Nigeria. The study surveyed 120 students across 4 schools about availability of qualified teachers, teaching methods, class sizes, and access to textbooks. Results found that lack of qualified teachers and inadequate textbooks significantly impacted student learning. It was recommended that only qualified math teachers be hired, class sizes be reduced, and textbooks be subsidized to improve math education outcomes.
This document describes a study that implemented a Praise Note system to improve student behavior in an elementary school lunchroom. The intervention taught appropriate lunchroom behaviors, provided practice opportunities, and rewarded students with praise notes for behaving well. Data showed significant decreases in inappropriate behaviors like littering (96% decrease), improper sitting (64% decrease), and running (75% decrease). The study demonstrates the effectiveness of using differential reinforcement through a praise note system to modify student behavior in common areas of schools. It also provides guidance to help implement similar behavior management programs grounded in evidence-based strategies.
The article discusses two major challenges facing public schools: teacher quality and student achievement. It notes that the No Child Left Behind Act has increased pressures related to these issues. Specifically, it emphasizes that teacher shortages exist in certain subject areas like STEM fields. To address shortages, alternative certification programs have emerged but their impact on student outcomes is unclear. The article concludes that teacher quality and student achievement are paramount issues that will be shaped by NCLB.
This article discusses merit pay for teachers and its impact on teacher motivation and student achievement. It provides an overview of the purpose of merit pay systems and definitions of key terms. It then discusses the Houston Independent School District's implementation of a merit pay system in 2005 and the positive results it produced, including improved student test scores, narrowed achievement gaps, fewer teacher absences, and a 19% drop in teacher turnover. The concluding remarks recommend further study of whether these outcomes could be achieved in other school districts with merit pay systems.
Alison Coates-McBridge and William Allan Kritsonis, PhD - Article: The M&M Ef...William Kritsonis
Alison Coates-McBridge and William Allan Kritsonis, PhD - Article: The M&M Effect - Assessing the Impact of Merit Pay on Teacher Motivation: National Implications - Published in the DOCTORAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008
This article discusses the issues and challenges faced by English Language Learners (ELLs) in public schools, particularly in Texas. It analyzes how standardized testing required by the No Child Left Behind Act has both positive and negative consequences, or "washback effects", for ELLs. While high-stakes testing is meant to improve outcomes for at-risk students like ELLs, it can also increase dropout rates, referrals to special education, and fail to account for the impact of student demographics on school performance rankings. The article calls for more data on both the intended and unintended consequences of standardized testing on ELLs and schools with large ELL populations.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; counseling and addiction, international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Exploring teaching practices that are helpful in addressing at risk students ...zahirwali
This study is conducted to explore and identify factors
that put students at risk. Secondly, it introduces teaching
practices that are found to be helpful in dealing with those
students who are entitled at-risk. The data for the study has been
collected through a critical review of available literature. The
findings indicate that different factors related to school, personal
life, family and community contribute in putting students at-risk.
The findings also show that caring and committed teaching,
involvement in learning, peer tutoring, tutoring and small groups
are the beneficial teaching practices for students at-risk.
Effectiveness of computer assisted stad cooperative learning strategy on phys...Gambari Amosa Isiaka
1) The study investigated the effectiveness of using a computer-assisted Students' Team Achievement Division (STAD) cooperative learning strategy to teach physics, compared to an individualized computer instruction strategy.
2) 84 students from two senior secondary schools in Nigeria were assigned to either the STAD group or the individual instruction group. The STAD group used a computer-assisted learning package on physics topics.
3) The study aimed to determine if the STAD approach led to better problem-solving skills, achievement, and retention of physics content compared to individual instruction, and whether gender influenced student performance.
A comparative study of public versus private primary schools,Alexander Decker
This document compares the performance of public and private primary schools in rural areas of Azad Jammu & Kashmir (Pakistan Occupied Kashmir). It finds that private schools generally perform better than public schools across various measures of performance, except for a few measures. Both public and private schools still lack adequate human and material resources to provide a quality education. The document reviews several other studies that have also found private schools tend to outperform public schools on factors like school facilities, teacher absenteeism, school administration, and teacher job satisfaction. However, both public and private schools in the region face challenges in ensuring a high standard of education.
Williams, Monica National Focus On Postmodernism In Higher EducationWilliam Kritsonis
Postmodernism in higher education is a widely debated issue. Critics argue that postmodernism breeds an unruliness of knowledge in higher education. Some academics choose to educate students through prescription rather than innovating classroom delivery and incorporating postmodernism.
National Implications: The Impact of Teacher Graduate Degrees on Student Math...William Kritsonis
National Implications: The Impact of Teacher Graduate Degrees on Student Math Assessments by Dr. Kevin Badgett, Dr. John Decman, Dr. Carol Carman - National FORUM of Teacher Education Journal, 23(3) 2013 - Online - www.nationalforum.com - a national refereed journal - Dr. William Allan Kritsonis, Editor-in-Chief (Founded 1982)
This document analyzes the effects of decentralization on educational outcomes in Indonesia. It begins with an introduction to decentralization and its theoretical benefits, such as improving efficiency and accountability. However, empirical evidence on decentralization's impact is mixed. The study then provides background on Indonesia's rapid decentralization reforms and persistent educational disparities. Leveraging 15 years of school-level data, the study estimates decentralization's effects using a differences-in-differences model comparing public and private schools. The analysis finds no overall effect on achievement but a negative effect on teacher effort, particularly in rural schools and those with inactive school committees.
Leading the Instructional Program and its effect on Academic Achievement of s...inventionjournals
ABSTRACT: The purpose of this study was to determine the relationship between instructional program and academic achievement of students in national examinations in public secondary schools in Tinderet sub county Kenya. The objective of this study was: to determine the impact of leading the instructional program on the students’ academic achievement in national examinations. The study was guided by the effective schools model by Lezotte (2010), which states that an effective school is characterized by seven correlates namely: leading the instructional program, focus on school mission, safety and orderliness of schools, expectations for success, home-school relations, frequent monitoring of students progress and opportunity to learn for students. The researcher employed a survey design targeting all the 18 public secondary schools in Tinderet Sub County, all the 18 principals and the 225 teachers. Stratified sampling technique was used to select 10 schools for the study from the total 18 schools in the distinct. The sampled schools were stratified according to the academic performance for the last three years (2011-2013). All the principals of the sampled 10 schools took part in the study. Simple random sampling was used to select 90 teachers (9 teachers from each school selected). The sample size was 100 respondents. Questionnaires and interview guide were used to collect data. The descriptive survey allowed the generation of both qualitative and quantitative data. Quantitative data was analyzed using the descriptive statistics including frequencies and percentages. Pearson product moment correlation coefficient and Anova were used to make inferences. Qualitative data was put under themes consistent with the research objectives. The analyzed data was then presented in form of graphs, pie charts and tables for easy interpretation. Findings from the study showed that, majority of the principals indicated that they always led the instructional program. Majority of the teachers on the other hand indicated that, principals did not always engage in these leadership practices but did engage sometimes. Analysis of variance between principals' and teachers' responses on similar issues indicated that there was a significant difference in the manner teachers and principals were responding to questions. Findings on the effect of leadership practices on academic performance were consistent as the teachers and principals were in agreement that these leadership practices when applied had a positive effect on academic performance. Correlation test however revealed that the effect was weak as indicated by the correlation coefficients which were below 0.5. The study concluded that; leading the instructional program was not being implemented fully. The study recommended that; Implementation of leading the instructional program practices should be effected in schools by all principals. Various stakeholders that is teachers, students, Board of Management and princi
Best practices for managing the writing center : Australia's universities.The Free School
This research report analyses best practices for managing an Academic Learning Skills Unit (ALSU) at post-secondary education institutions. My discussion centres on Australia’s 41 universities and compares these organisations’ ALSUs.
My research aims to analyse management policies and best pedagogical practices which drive these teaching centres in order to understand the unique institutional factors that explain why each university chooses to adopt the model it uses to run its ALSU. I review key features such as the ALSU’s policies, mandate, funding levels and headcount. I also examine the dominant modes of service delivery, i.e. online c.f. on-campus. Furthermore, I review their organisational structures. This analysis enables me to determine whether each university maintains an ALSU that is embedded within the faculties or if it runs a multidisciplinary centralised ALSU or another model such as a hybrid of these two.
The ALSU is known as the Writing Center in Canada and the United States.
Factors influencing effective learning of mathematics at senior secondary sch...Alexander Decker
This document summarizes a study that investigated factors influencing effective learning of mathematics at senior secondary schools in Gombe, Nigeria. The study surveyed 120 students across 4 schools about availability of qualified teachers, teaching methods, class sizes, and access to textbooks. Results found that lack of qualified teachers and inadequate textbooks significantly impacted student learning. It was recommended that only qualified math teachers be hired, class sizes be reduced, and textbooks be subsidized to improve math education outcomes.
This document describes a study that implemented a Praise Note system to improve student behavior in an elementary school lunchroom. The intervention taught appropriate lunchroom behaviors, provided practice opportunities, and rewarded students with praise notes for behaving well. Data showed significant decreases in inappropriate behaviors like littering (96% decrease), improper sitting (64% decrease), and running (75% decrease). The study demonstrates the effectiveness of using differential reinforcement through a praise note system to modify student behavior in common areas of schools. It also provides guidance to help implement similar behavior management programs grounded in evidence-based strategies.
The article discusses two major challenges facing public schools: teacher quality and student achievement. It notes that the No Child Left Behind Act has increased pressures related to these issues. Specifically, it emphasizes that teacher shortages exist in certain subject areas like STEM fields. To address shortages, alternative certification programs have emerged but their impact on student outcomes is unclear. The article concludes that teacher quality and student achievement are paramount issues that will be shaped by NCLB.
This article discusses merit pay for teachers and its impact on teacher motivation and student achievement. It provides an overview of the purpose of merit pay systems and definitions of key terms. It then discusses the Houston Independent School District's implementation of a merit pay system in 2005 and the positive results it produced, including improved student test scores, narrowed achievement gaps, fewer teacher absences, and a 19% drop in teacher turnover. The concluding remarks recommend further study of whether these outcomes could be achieved in other school districts with merit pay systems.
Alison Coates-McBridge and William Allan Kritsonis, PhD - Article: The M&M Ef...William Kritsonis
Alison Coates-McBridge and William Allan Kritsonis, PhD - Article: The M&M Effect - Assessing the Impact of Merit Pay on Teacher Motivation: National Implications - Published in the DOCTORAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008
This article discusses the issues and challenges faced by English Language Learners (ELLs) in public schools, particularly in Texas. It analyzes how standardized testing required by the No Child Left Behind Act has both positive and negative consequences, or "washback effects", for ELLs. While high-stakes testing is meant to improve outcomes for at-risk students like ELLs, it can also increase dropout rates, referrals to special education, and fail to account for the impact of student demographics on school performance rankings. The article calls for more data on both the intended and unintended consequences of standardized testing on ELLs and schools with large ELL populations.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; counseling and addiction, international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
The study assessed factors hindering academic performance of grade 9 students at Wenceslao Trinidad National High School. A questionnaire was administered to 50 students to determine if student-related factors (intelligence, study habits, motivation) or teacher-related factors (personality, teaching skills) had a greater effect. The results showed student-related factors had a greater impact, with averages of 68.4% for intelligence, 57.2% for study habits, and 72% for motivation. Teacher-related factors received higher averages, but student factors were determined to hinder academic performance more.
The Influence of School Administrato rs on Teacher Retention DecisionsAlvera Kisil
This document summarizes a study examining the influence of school administrators on teacher retention decisions. The study uses survey data from first-year teachers in New York City along with administrative data to analyze the relationship between teachers' assessments of school contextual factors and actual teacher turnover. The key findings are:
1) Teachers' perceptions of school administration have the strongest influence on their retention decisions, more so than other factors like staff relations, facilities, or student behavior.
2) This effect of administration is consistent for both first-year teachers and all teachers in the sample, and is confirmed by surveys of teachers who recently left their positions.
3) School administration, particularly the support and leadership of administrators, appears to be a major factor
Okta mahendra (1608042030) the analysis of 6 journal articlesAndrew Garfield
1. This document summarizes 6 journal articles on the relationship between school facilities and student outcomes such as academic achievement. The articles used qualitative and quantitative methodologies such as surveys and statistical analyses. Overall, the research consistently found that school facility conditions like building quality, classroom size, noise levels, and overcrowding influence student and teacher performance. Students in better facility conditions tended to outperform those in substandard buildings.
This document discusses a study on retaining highly qualified teachers and developing a fresh framework for human resource management in education. It begins by noting that skill levels of the workforce are crucial for education and retaining high-quality teachers is challenging. A fresh framework is needed to change outdated practices and align HR policies with student achievement goals. The document then reviews literature on teacher retention, reasons why teachers stay or leave, the impact of teacher preparation programs, and keys to success like school-university partnerships. It aims to answer questions about effective leadership strategies to evolve 21st century HR management in education.
This document discusses a framework for human resource management in education for the 21st century. It will involve evolving new approaches for recruiting and retaining highly qualified employees. A key part of this new framework is managing change, as changes in one area can impact other areas. The document reviews research on factors that impact employee retention such as teacher preparation programs, induction/mentoring programs, state strategies, compensation, and working conditions. Research shows these factors can positively influence retention rates.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
The document discusses the importance of recruiting, developing, and retaining minority teachers in K-12 public education. It notes that while student diversity is increasing, the teaching population is becoming less diverse. Minority teachers play an important role by bringing positive role models and varied perspectives for minority students. The authors argue that educational leaders need to identify ways to close the growing gap between student and teacher diversity.
Branch Robert M National Agenda Minority Teacher Recruitmentguestfbbbfe37
Dr. Robert M. Branch & Dr. William Allan Kritsonis
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...William Kritsonis
This document provides an introduction and literature review for a dissertation examining the effectiveness of Title I tutoring programs in elementary schools. It discusses the background of Title I programs and issues with evaluating tutoring effectiveness. The study aims to investigate tutoring program structures and relationships between program ratings and student achievement. Surveys will be used to collect administrator and teacher ratings of tutoring programs at selected elementary schools.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
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1. DOCTORAL FORUM
NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
VOLUME 5 NUMBER 1, 2008
A National Issue: Whether the Teacher Turnover
Effects Students’ Academic Performance?
Loretta A. Terry William Allan Kritsonis, PhD
PhD Student in Educational Leadership Professor and Faculty Mentor
The Whitlowe R. Green College of Education PhD Program in Education Leadership
Prairie View A & M University The Whitlowe R. Green College of Education
Prairie View, Texas Prairie View A & M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
College of Education and Professional Studies
Central Washington University
____________________________________________________________________________________________________________
ABSTRACT
The high teacher turnover rate and low student academic performance are two
urgent issues that threaten the education of American’s children---our greatest
resource. The technical core of schools nationally is to provide a quality education
to produce literate generations to function in our global society. If the United States
is to equip its young people with the problem-solving and communication skills that
are essential is in the new economy it is more important than ever to recruit and
retain high-quality teachers (Murnane & Steele, 2007). This article focuses on
whether teacher turnover effects students’ academic performance.
Introduction
Each year teachers enter, leave, and move within the K-12 teacher workforce
in the United States (Education Statistics Quarterly, 2005). Asserting that teaching has
become “a revolving door occupation,” the report cited national Center for Education
Statistics figures showing that about one-third of the country’s new teachers leave
teaching sometime during their first three years on the job (American School Board
Journal, 2004). The Bureau of National Affairs puts the annual national turnover rate—
that is, people leaving one job for any other—at 11 percent (2004). The National
Commission on Teaching and America’s Future (NCTAF) reported that beginning
1
2. DOCTORAL FORUM
NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
2_______________________________________________________________________
teachers have an attrition rate of 14 percent—that is, 14 percent leave the profession
entirely after one year.
Today, more than ever teacher shortage and demand for substitute teachers
plague the American school systems. Schools districts with high turnover often respond
to a shortage of effective teachers at the prevailing wage not by leaving teaching position
vacant, but by filling them with ineffective teachers (Murnane & Steele, 2007). Staffing,
classrooms with a continuous string of short-and long-term substitute teachers contributes
to the instability, low quality of instruction and as a consequence leads to low student
performance. Therefore, staffing classes with substitute teachers has a direct effect on
student academic performance. These teachers frequently change, have insufficient
preparation and cause curricular consistency.
“No teacher supply strategy will ever keep our schools staffed with quality
teachers unless we reverse the debilitating turnover rates” (Colgan, 2004, p.23). NCLB
required that all teachers be highly qualified in the subjects they teach by 2006 (Porter-
Magee, 2004). Excessive teacher turnover in low-income urban communities appears to
have an impact on student achievement (Darling-Hammond & Sykes, 2003). The high
teacher turnover rate results in a low teacher commitment rate where many urban high
school teachers are poor adult role models and choose no to engage with students.
Teacher turnover is receiving increased attention in education research and policy. The
focus of this attention associates the turnover problem with the shortage of high quality
teachers in low-achieving schools, suggesting that teacher turnover—due to teachers
either quitting the profession or transferring to a higher performing school—leaves low
achieving schools with the least qualified teachers (Haycock, 1998).
Purpose of the Article
The purpose of this article is to examine the existing research and data that
address the issue of whether teacher turnover affects student academic performance. The
intended outcome is to generate dialogue that will lead to viable remedies and encourage
ongoing research of this devastating issue.
The Problem of High Teacher Turnover and Student Performance
Teacher turnover is a rising problem in the United States that must be
addressed if a quality education is be provided for all children. Studies suggest that
America is spending over a billion dollars on teacher turnover (Love & Kritsonis).
Excellence in education requires that highly qualified teachers should be recruited and
retained. Recent studies of teacher effects at the classroom level have found that
differential teacher effectiveness is a strong determinant of differences in student learning
3. LORETTA A. TERRY AND WILLIAM ALLAN KRITSONIS
_____________________________________________________________________________________3
far outweighing the effects of classroom variables (Sanders & Rivers 1996; Wright,
Horn, & Sanders, 1997). These studies reveal disturbing indications for efforts to
achieve educational equity, including indications that African American students are
nearly twice as likely to be assigned to the most ineffective teachers and half as likely to
be assigned to the most effective teachers (Darling-Hammond & Berry, 1999). The
unequal distribution of effective teachers is the most urgent problem facing American
education (Murnane & Steel, 2007). Although schools’ racial compositions and
proportions of low-income students predict teacher turnover, salaries and working
conditions—including large class sizes, facilities problems, multi-track schools, and lack
of text-books—are strong and significant factors in prediction high rates of turnover;
when these conditions are taken into account, the influence of student characteristic on
turnover is substantially reduced (Loeb, Darling-Hammond & Luczak, 2005).
Contemporary educational theory holds that one of the pivotal causes of
inadequate school performance is the inability of schools to adequately staff classrooms
with qualified teachers. A case study of a representative sample of 15 elementary schools
selected was conducted by one researcher based on their geographic location,
demographic characteristics and seven-year average rate of turnover. Of the 15 schools
selected, only five participated in the study representing five of seven geographic clusters
in the district with variation in their student demographics and teacher turnover rates. The
study found correlations between student performance and turnover rates were also
significant, but negative (Guin, 2004). “Schools with higher turnover rates had fewer
students meeting standard on statewide assessments in both reading (Pearson Correlation:
-.306, Sig. (2-tailed):.000, n =418) and math (Pearson Correlation: -.282, Sig. (2-
tailed):.000” (Guin, 2004, p. 7). These correlations between teacher turnover and student
statewide assessments in reading and are only one example. Nevertheless, additional
statistical analysis beyond the scope of this study is necessary in order to determine the
causal effects, if any between turnover and student performance. Addressing the issue of
low performing schools isolated from the source of the problem is difficult to say the
least. School districts and school boards that are genuinely concerned with improving
low-performing schools should begin paying attention to teacher turnover rates at the
school level (Guin, 2004).
Concluding Remarks
In conclusion, results this examination of exiting research indicates that teacher
turnover problem and school staffing issues are not primarily due to teacher shortages,
but rather to an insufficient supply of qualified teachers. The data indicates that school
staffing problems are primarily due to excessive demand resulting from a "revolving
door"—where large numbers of qualified teachers depart their jobs for reasons other than
retirement and their positions are filled with unprepared and unqualified teachers.
4. DOCTORAL FORUM
NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
4_______________________________________________________________________
Finally, America’s children are indeed the greatest resource for our future.
Consequently, it is incumbent upon educators of the twenty-first century to bring the
pressing national issue of teacher turnover to the forefront for vital resolutions through
continuous focused research.
References
Colgan, C., (August, 2004). Is there a teacher retention crisis? American School Board
Journal, 22-25.
Darling-Hammond, L., & Berry, B. (1999). Recruiting teachers for the 21st century: The
foundation for educational equity. Journal of Negro Education, 68(3), 254-279.
Darling-Hammond, L., & Sykes, G. (2003). Wanted: A national teacher supply policy for
education: The right to meet the “highly qualified” teacher: challenge. Education
Policy Archives, 11 (33), 16-19. Retrieved October 3, 2007, from
http://epaa.asu.edu/epaa/v11n33/
Education Statistics Quarterly, U.S. Department of Education, National Center for
Education Statistics. (2005). The condition of education 2005. Crosscutting
Statistics, 7(1), 1-9.
Guin, K. (2004). Chronic teacher turnover in urban elementary schools. Education
Policy Archives, 12 (42), 1-25. Retrieved October 3, 2007, from
http://epaa.asu.edu/epaa/v12n42/
Haycock, K. (1998). Good teaching matters: How well-qualified teachers can close the
gap. Washington, DC: The Education Trust.
Haycock, K. (2000). Honor in the boxcar: Equalizing teacher quality.
Washington, D.C.: The Education Trust.
Loeb, S., Darling-Hammond & Luczak, J. (2005). How teaching conditions predict
teacher turnover in California schools. Peabody Journal of Education, 80(3),
44-70.
Love, A. & Kritsonis, W. A. (2007-2008). A principal’s role in retaining first year
teachers. National Forum of Teacher Education Journal, 18(l &2), 44-50.
Murnane, R., & Steele, L. (2007). What is the problem: The challenge of providing
effective teachers of all children. The Future Children, 17(1) 15-43.
National Commission on Teaching and America’s future (NCTAF)(2003). No dream
denied: A pledge to American’s children summary report. Washington, DC:
Author.
Porter-Magee, K. (Sep/Oct 2004). Teacher quality, controversy and NCLB. Clearing
House, 78(1), 26-29.
Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residential effects of teachers on
future student academic achievement. Knoxville, TN: Knoxville University of
Tennessee Value-Added Research and Assessment Center.
5. LORETTA A. TERRY AND WILLIAM ALLAN KRITSONIS
_____________________________________________________________________________________5
Wright, S. P., Horn, S. P., & Sanders W. L. (1997). Teacher and classroom context
effects on student achievement: Implications for teacher evaluation. Journal of
Personnel Evaluation in Education, 11, 57-67.