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¶ … Teachers Attitudes on School Reform
School reform has become a hot-button political issue in recent years, particularly given the enactment of the 'No Child Left Behind' legislation of the current Bush Administration. But what do teachers, the professionals 'in the field' think of such legislation? To qualitatively determine current teacher attitudes towards recent educational reforms, that is, to deploying narrative, open-ended and one might say subjective determinates of teacher attitude towards the recent legislation, an educational researcher must first determine what would a representative teacher sampling of teachers comprise? One way to create a representative sampling would be to select teachers of a variety of grades, socio-demographic groups, races, ethnicities, and genders. Also such a study would ideally be comprised of teachers of wide geographic range of school districts and from urban as well as rural areas. Another possible limitation might be to limit the study to either primary, middle, or secondary school teachers -- elementary school teachers would be the most likely candidates, given that current shifts in legislation have focused on the earlier grades and basic skills.
Current shifts in policy would have to be broken down and focused upon when soliciting teacher attitudes and responses through the use of open-ended questionnaires. For example in the arena of increased school testing, teachers might be asked how they have changed their approaches and lesson plans to reflect the new legislation. Have the teachers felt pressure from parents and administer to 'teach to the test' to ensure that students succeed? Then, the study could ask…
What is known, though, is that many school counselors continue to be underutilized by the very stakeholders who stand to gain the most benefit from their services, and in many cases the professional services rendered by school counselors is incongruent with the ACSA National Model. For example, in their study, "School Counselors Walking the Walk and Talking the Talk," Scarborough and Luke (2008) emphasize that, "Research has continually found
attitudes and values of high school students. Reforms to the high school system in the United States are also explained. Additionally, the reason why students need not be involved in the planning of reforms is elucidated. High School Students: their Attitudes and Values Of a crucial age, climbing a milestone, conscious to their fullest with no fear of prospects, high school students have interested researchers and policy makers for centuries. They
For example, with respect to the leadership support area developed by Bryk, Korkmaz (2006) reports that in some cases, collecting primary data are required to make informed decisions, particularly with respect to human resource decisions. In his study of 842 teachers working in 42 elementary schools, Korkmaz operationalized the dimensions in this area as described in Table 2 below. Table 2 Operationalization of Elementary School Climate and Leadership Dimensions Dimension Definition Instruments Used School vision This dimension
School Choice Program This study aimed to determine the impact of school choice through a comparative study of two private schools, which serve primarily, or exclusively African-American students, and a public school. Data in student achievement in math and reading and data on student attendance were used to determine the impact of choosing a school. Qualitative data derived from interviews with administrators and faculty as well as classroom observation were used to
" (Halpin and Burt, 1998) DuBois states: "The history of the American Negro is the history of this strife -- this longing to attain self-conscious manhood, to merge his double self into a better and truer self. In this merging he wishes neither of the older selves to be lost. He would not Africanize America, for America has too much to teach the world and Africa. He would not bleach
Schools and Education Over the last several years, the field of education has been facing tremendous challenges. This is because of shifts in how they address a host of issues and there are changing demographics of students. These are all signs of broader social implications which are having an effect on individual performance and their ability to adapt with a variety of situations. (Rury, 2013) Evidence of this can be seen with