Profiling National Board Certified Teachers in a Large Urban District in West Tennessee

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Autor/in	Simmons Nevels, LaShanda D.
Titel	Profiling National Board Certified Teachers in a Large Urban District in West Tennessee
Quelle	(2013), (155 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Union University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-1850-7
Schlagwörter	Hochschulschrift; Dissertation; Mixed Methods Research; Teacher Certification; National Standards; Structured Interviews; Urban Schools; Multiple Regression Analysis; Teaching Experience; Educational Attainment; Alternative Teacher Certification; Predictor Variables; Scores; Age Differences; Racial Differences; Ethnic Groups; Gender Differences; Statistical Significance; Family Influence; Teaching Methods; Organization; Success; Teacher Characteristics; School Districts; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsabschluss; Bildungsgut; Prädiktor; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Ethnie; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Organisation; Organisationsstruktur; Erfolg; School district; Schulbezirk
Abstract	The purpose of this mixed-methods study was to investigate the factors associated with the successful achievement of National Board Certification. This study also aimed to identify common characteristics among teachers who have achieved National Board Certification, as perceived by National Board Certified Teachers (NBCTs). Through structured interviews, quantitative and qualitative data were gathered from NBCTs in a large urban school district in West Tennessee. The results of a multiple regression analysis revealed that years of teaching experience, level of advanced degree, and the number of attempts at certifying are not statistically significant in predicting composite scores on the National Board Certification Assessment. A one-way ANOVA indicated that neither ethnicity, gender, nor age have a statistically significant effect on composite scores on the National Board Certification assessment. Determination, family support, improved teaching practices, and organizational skills were identified as personal factors that influenced the successful achievement of National Board Certification. Additionally, professional factors were identified as contributors to success with National Board Certification: professional development, NBCT support, and study groups. The research questions explored in this study were the following: (a) To what extent do years of teaching experience at the time of certification, levels of advanced degrees at the time of certification, and number of attempts at certifying predict composite scores on the National Board Certification assessment? (b) Is there a significant difference in the composite scores on the National Board Certification assessment between National Board Certified Teachers grouped by ethnicity, gender, and age at the time of certification? (c) Are there personal and professional factors that influence the successful achievement of National Board Certification as perceived by National Board Certified Teachers? (d) Are there common characteristics among teachers who achieve National Board Certification as perceived by National Board Certified Teachers? Schools and school districts throughout the state and nation may use the data gained from this study to inform teachers regarding factors that should likely be in place in order to support success with National Board Certification, streamline the support structures offered to candidates of National Board Certification, and, ultimately, increase the academic achievement of students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01