A Quantitative Analysis of Middle School Educators' Perceptions of the Categories and Characteristics of Successful Schools Developed by the Association for Middle Level Education Based on Licensure and Professional Experiences

Autor/in	Peltz, Andrew James
Titel	A Quantitative Analysis of Middle School Educators' Perceptions of the Categories and Characteristics of Successful Schools Developed by the Association for Middle Level Education Based on Licensure and Professional Experiences
Quelle	(2021), (115 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Cleveland State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7806-4779-9
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Middle School Teachers; Teacher Certification; Teaching Experience; Teacher Role; School Effectiveness; Values; Ohio + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Schuleffizienz; Wertbegriff
Abstract	Currently, the state of Ohio has a separate licensure classification specific to middle-level education, but this was not always the case. Prior to 1998, core teachers were prepared by universities to focus on elementary (K-8) or secondary (7-12). Teachers who obtained their license after the reform are broken into three groups: Early Childhood (PreK-3), Middle Childhood (4-9), and Adolescent-to-Young Adult (7-12).This study examined the relationship between an educator's license, role in the school, and professional experience to their comparative valuation of middle-level education's best practices and philosophies as described by the Association for Middle Level Education (AMLE). As states examine returning to a broader grade-band licensure system to increase the flexibility of teacher assignments, this study's results may help to illuminate the relative impact a change may have on teachers' attitudes and values. This research tested the hypothesis that educators with a middle childhood license will value specific characteristics differently than those with other certifications and school roles. An online survey was completed by Ohio middle-level educators. The participants placed a valuation score between the three categories that describe AMLE's best practices and identified the most important of those groups' characteristics. While the analysis did not find a statistically significant difference across most of the variables, trends did emerge in what educators identified most with. This research gives insight to middle-level school leaders of which practices have the greatest amount of belief and support amongst the staff and which elements may need more support. [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	2024/1/01