Showing 1 through 5 of 24 records. | | Pages: 3 pages | || | Words: 924 words | || | |
| 1. Dunn, Kerry., Darling, Deana., Daboll-Lavoie, Kathleen., Wieczorek, Kim. and Contiopedis, Ellen. "Assessing Teacher Impact on the Whole Child: Preparing Teachers for the Communities They Will Serve" Paper presented at the annual meeting of the ATE Annual Meeting, Hyatt Regency Dallas, Dallas, TX, Feb 15, 2009 Online <PDF>. 2009-11-28 <http://www.allacademic.com/meta/p277691_index.html>Publication Type: Single Paper Format
Abstract: Participants will learn about a multi-year research study designed to investigate indicators of program graduates’ impact on whole child (1-6) success. Duality between teaching dispositions and practice will be addressed. |
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| | Pages: 4 pages | || | Words: 804 words | || | |
| 2. Holmgren, Gayla. "Educating the Whole Child Requires Whole Teachers: Reflections from Beginning Teachers and their Mentors" Paper presented at the annual meeting of the ATE Annual Meeting, Hyatt Regency Dallas, Dallas, TX, Feb 15, 2009 Online <PDF>. 2009-11-28 <http://www.allacademic.com/meta/p277380_index.html>Publication Type: Single Paper Format
Abstract: A Partnership for new teacher professional development and mentorship has gathered reflections from teachers on their challenges and stresses. Hear highlights from three years of qualitative data and plans for publishing statewide guidelines for new teacher induction. |
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| | Pages: 20 pages | || | Words: 7279 words | || | |
| 3. Irizarry, Yasmiyn. "When Teachers Lose Their Say: The Influence of No Child Left Behind on Teacher Efficacy" Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada, Aug 10, 2006 Online <PDF>. 2009-11-28 <http://www.allacademic.com/meta/p104927_index.html>Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Research has shown that teacher efficacy is influenced by many teacher and school level characteristics, while other studies have focused on the impact of school policy on states and school districts. Yet the connection between school policy and individual teacher and student outcomes is often overlooked. By connecting theory from the organizations and social psychological literature, a bridge can be made between these to areas of research. To assess whether this connection is possible, the author estimated changes in teachers’ perceptions of their influence in school policy decision making overtime for teachers from three waves of the Early Childhood Longitudinal Study- Kindergarten Class of 1998-99, using No Child Left Behind as the public policy of choice. The author found that there were notable reductions in perceptions of participative decision making from 2000 to 2002 for highly educated teachers and teachers in schools with high levels of poverty. |
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| 4. Dunne, Meghan. "Federal principals, state agents, and teacher quality: Factors influencing state implementation of No Child Left Behind’s Highly Qualified Teacher provision." Paper presented at the annual meeting of the Midwest Political Science Association 67th Annual National Conference, The Palmer House Hilton, Chicago, IL, <Not Available>. 2009-11-28 <http://www.allacademic.com/meta/p360349_index.html>Publication Type: Conference Paper/Unpublished Manuscript
Abstract: With the passage of the No Child Left Behind Act in 2001, the federal government extended its reach into classrooms across America. Despite this proverbial "reach," its lack of enforcement of the law’s Highly Qualified Teacher provisions has been bl |
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| | Pages: 3 pages | || | Words: 869 words | || | |
| 5. Hutchinson, Cynthia. "Educating the whole child: What do pre-service teacher candidates and in-service teachers consider problem behavior?" Paper presented at the annual meeting of the ATE Annual Meeting, Hyatt Regency Dallas, Dallas, TX, Feb 15, 2009 Online <PDF>. 2009-11-28 <http://www.allacademic.com/meta/p273868_index.html>Publication Type: Multiple Paper Format
Abstract: A survey was administered to 132 pre-service teacher candidates and 57 in-service teachers to determine the specific behaviors in-service and pre-service teachers consider most difficult to control in the classroom |
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