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Urban middle school teachers: Tenured versus non-tenured teachers and the impact they have on academic achievement

机译：城市中学教师：终身制教师与非终身制教师及其对学业成绩的影响

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摘要

The Iowa Test of Basic Skills (ITBS) is used in the district of Study School No. 1 to give insight on student academic skill level in terms of years and months. Teacher strategies and expertise in the area of education is an integral part of the educational process. Tenure status, or the years of experience, is plagued with the idea that it promotes or has an impact on student achievement. Although there were a significant number of tenured special education and general education teachers at the study school during the 2005--2006, 2006--2007, and 2007--2008 school years, the school did not make adequate yearly progress (AYP) due to the special education subgroup's failure to meet state standards. Because the school failed to make AYP for four consecutive years, they have been placed on Academic Watch. Several of these general education teachers had many years of teaching experience; however, there was no evidence of the relationship between tenure status and the academic gains the students displayed on the ITBS assessment. The ITBS is used to assess student academic skills. In this study the researchers wanted to determine if there was a significant relationship between teacher tenure status (independent variable) and student academic achievement (dependent variable). Pre- and post-ITBS reading and math scores were used as a basis to examine academic achievement. The hypothesis stated that if students receive instruction from a tenured teacher, they will have greater academic achievement than students receiving instruction from a non-tenured teacher. General education, instructional special education, and special education resource teachers were included in the study. Scatter Plots for each data set were constructed to visually indicate a relationship between the independent and dependent variables. The correlation coefficient was also calculated using the independent and dependent variables, which, for some data sets, resulted in a negative correlation, meaning there was not a positive correlation, and no further testing was needed. While these two statistical measure may have resulted in a positive correlation between the independent and dependent variables, a correlation coefficient test of significance was run using critical values for PPMC, and an alpha of 0.05 was used to determine if there was a positive correlation between the years of teacher service and the pre- and post-ITBS reading and math scores. The correlation coefficient test of significance was the last factor in determining if there was a positive correlation between the independent and dependent variables, and was only used if the correlation coefficient did not result in a negative figure. The result of the analysis for special education concluded that there was not a significant correlation between the independent and dependent variables; the null hypothesis was accepted, except for the 2005--2006 reading ITBS pre and post scores for a tenured teacher. For this positive correlation, the null hypothesis was rejected. The result of the analysis for general education concluded that there was not a significant correlation between the independent and dependent variables. This collaborative research project was conducted by Sheryl Wilson, Trenese Dancy, and Rochelle Harris-Clark. Each researcher studied tenured versus non-tenured teachers; however, they each had a different focus group. Sheryl Wilson focused on instructional special education teachers, Trenese Dancy focused on general education teachers, and Rochelle Harris-Clark focused on all teachers.
机译：爱荷华州基本技能测验（ITBS）在第一学习学校区中使用，以了解学生的学业技能水平（年数和月数）。教师在教育领域的策略和专业知识是教育过程不可或缺的一部分。终身制地位或多年的经验困扰着它促进或影响学生成绩的想法。尽管在2005--2006年，2006--2007年和2007--2008年学年期间，该研究学校有大量终身任用的特殊教育和通识教育教师，但由于该学校的年度进展（AYP）不足，特殊教育小组未能达到国家标准的原因。由于学校连续四年未能通过AYP，因此已被列入“学术观察”。这些通识教育老师中有几位具有多年的教学经验。但是，没有证据表明任职状态与ITBS评估中显示的学生学业成绩之间存在关联。 ITBS用于评估学生的学术技能。在这项研究中，研究人员希望确定教师任职状态（自变量）与学生学业成绩（因变量）之间是否存在显着关系。 ITBS之前和之后的阅读和数学成绩被用作检查学习成绩的基础。假设表明，如果学生接受终身教职的老师的指导，他们的学业成绩将比接受非终身任课的老师的指导的学生更高。该研究包括通识教育，指导性特殊教育和特殊教育资源教师。构建每个数据集的散点图以直观地指示自变量和因变量之间的关系。还使用独立变量和因变量来计算相关系数，对于某些数据集，相关系数为负相关，这意味着不存在正相关，因此不需要进一步的测试。虽然这两种统计量度可能导致自变量和因变量之间存在正相关，但使用PPMC的临界值进行了显着性的相关系数检验，并使用α为0.05来确定自变量之间是否存在正相关。多年的教师服务以及ITBS前后的阅读和数学成绩。显着性的相关系数检验是确定自变量和因变量之间是否存在正相关的最后一个因素，并且仅在相关系数未导致负数时才使用。特殊教育的分析结果得出结论，自变量和因变量之间没有显着相关性。零假设被接受，除了2005--2006年读ITBS终身教师的前后分数。对于这种正相关，无效假设被拒绝了。通识教育的分析结果得出结论，自变量和因变量之间没有显着相关性。这个合作研究项目由Sheryl Wilson，Trenese Dancy和Rochelle Harris-Clark进行。每个研究人员研究了终身教师与非终身教师的关系。但是，他们每个人都有不同的焦点小组。 Sheryl Wilson专注于特殊教育老师，Trenese Dancy专注于普通教育老师，Rochelle Harris-Clark专注于所有老师。

著录项

  • 作者

    Harris-Clark, Rochelle.;

  • 作者单位

    Lindenwood University.;

  • 授予单位 Lindenwood University.;
  • 学科 Secondary education.;Middle school education.
  • 学位 Ed.D.
  • 年度 2010
  • 页码 125 p.
  • 总页数 125
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 预防医学、卫生学;
  • 关键词

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