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Contributions from the School that Influence Student Achievement: Differences in Teachers' Perceptions
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Contributions from the School that Influence Student Achievement: Differences in Teachers' Perceptions. |
| 개인저자 | Pollock, Erica Nicole. |
| 단체저자명 | The University of North Carolina at Chapel Hill. Education (School Psychology). |
| 발행사항 | [S.l.]: The University of North Carolina at Chapel Hill., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 130 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-03A. Dissertation Abstract International |
| ISBN | 9781085753890 |
| 학위논문주기 | Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Advisor: Knotek, Steven E. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | A substantial body of research has examined student achievement over the years. Though this research is vast, there is no indication that the findings are being used in schools and classrooms. Hence, there is concern regarding the research to practice gap in schools. Due to the unique opportunity teachers have to impact student achievement, their knowledge of and perceptions related to the factors that influence student achievement are important. When teachers' perceptions align with the research findings, students may be educated in the most effective manner possible. The primary purpose of this study was to determine whether teachers' perceptions, of the effects of school factors on student achievement, are significantly discrepant from the research, differ as a function of demographic characteristics, and which demographic characteristics predict perception alignment with current research findings. Understanding differences in teachers' perceptions is crucial to designing and implementing evidence-based interventions, acquiring teacher support, and addressing their concerns as key stakeholders.Participants were solicited from teacher organizations willing to participate in a web-based survey to measure teachers' perceptions of factors that influence student academic achievement. Participants in this study included teachers working with pre-kindergarten through high school students in the United States.Paired-samples t-tests indicated a statistically significant difference between teachers' perceptions and current research findings for all of the school factors examined (p = 0.000) except for mainstreaming (p = 0.419) and multi-age/multi-grade classes (p = 0.154). Teacher perception alignment with current research was greatest for the mainstreaming factor (M = 2.26) and least for the reducing class size factor (M = 69.60). Hierarchical multiple regression demonstrated a statistically significant difference in teachers perceptions based on demographic characteristics (F (32, 365) = 2.26, p <0.001). When separated into groups, teacher characteristics continued to have a significant impact on teacher alignment (F change (22, 375) = 2.422, p < 0.001) while school characteristics did not (F change (10, 365) = 1.796, p = 0.060). Only two demographic characteristics were individually statistically significant predictors of teacher perception alignment with current research: being a Black or African American teacher (棺 = 0.12, p = 0.03) and teaching at a religious private school (棺 = 0.16, p = 0.002). |
| 일반주제명 | Educational philosophy. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
