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AbstractThe 1960s saw a shortage in available teachers, part of which could be traced to teacher attrition. This paper examines teachers’ motivation their inner-city teaching positions to take positions at other schools in the Rochester area. The researcher then conducted one-hour personal interviews with fifteen teachers who had left inner city schools to teach at other schools in the greater Rochester area. Questions focused on teachers’ perceptions of their professional resources and challenges, as well as their personal motivations. The study juxtaposed this information against data gleaned from a survey administered to 28 teacher-orientation program directors about their orientation methods, procedures, statistics, goals and philosophies. The researcher found that teachers cited better disciplinary control of their classrooms, more productive cooperation with parents, and more motivated students as positive motivators for their job change. However, the researcher also found that teacher-orientation programs were inconsistently applied, sometime prompting confusion and division between program teachers and non-program teachers. The researcher announced her intention to create a handbook to alleviate some of this confusion and help new teachers better understand the resources available to them. Areas for future research include the relationship between teacher-training and job success in challenging inner-city environments, location of student teaching, and specific methodologies used in orientation programs.
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Using Course Assessments to Train Teachers in Functional Behavior Assessment and Behavioral Intervention Plan TechniquesFallon, Moira; Zhang, Jie; Kim, Eun-Joo; The College at Brockport (2011-01-01)As the need to train more teachers to work in inclusive classrooms increases, college instructors should identify and implement course assessments measuring their effectiveness in training practices. Skills in managing the challenging behaviors of students with disabilities, such as autism and emotional disturbances are important for teachers worldwide. The purpose of this paper is to explore the use of a course assessment to develop Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP). The course assessment used in this study was developed, revised, and then implemented to evaluate participants‘ knowledge to identify, assess and develop plans to improve challenging behaviors of students with behavior disabilities. The course assessment was used in training teachers who currently hold general education certification in obtaining special education training. All participants were new teachers, previously certified in childhood education, and seeking additional certification in special education. Results show there were significant differences across the years of implementation of the study. The paper includes recommendations for other institutions of higher education to utilize similar course assessments into their teacher training programs.
Training Cooperating Teachers to Conference with Students of University College of Education of Winneba during Teaching PracticeOcansey, Reginald T-A.; Amui, Harriet Naki; The College at Brockport (2000-08-01)The purpose of the study was to train cooperating teachers to supervise student teachers during teaching practice at University College of Education of Winneba. The University College of Education of Winneba Cooperating Teachers' Feedback Instrument was used to collect data. A total of five cooperating teachers and ten undergraduate students were utilized for the study. The cooperating teachers who had never done supervision of student teachers were trained to use The U.C.E.W-CTFI to collect data on student teachers' feedback which was used during conferencing to provide feedback on the student teachers' teaching. The baseline data and Intervention revealed that frequency and quality of feedback increased with cooperating teachers as well as the feedback of student teachers during their teaching.
Congruity between Assessment Criteria and Cooperating Teacher Assessment of Student TeachersOcansey, Reginald T-A.; Sofo, Seidu; The College at Brockport (1998-12-01)This study investigated the congruity between cooperating teachers' assessment of student teachers and established set of criteria for assessment during student teaching. The study also examined the substance of the comments of cooperating teachers about student teachers' performances. The final evaluation forms submitted by the cooperating teachers to the student teaching coordinator served as the main source of data. These forms were content analyzed to determine the congruity of cooperating teachers' assessment and the set of assessment criteria. The researcher developed the Brockport Supervision Analysis System—Physical Education (BSASPE) instrument for data analysis. Subjects for the study included 41 cooperating teachers (27 males and 14 females) who supervised 32 student teachers for the period Fall 1995 through Spring 1998. The student teachers (22 males and 10 females) were enrolled in the physical education teacher certification program at SUNY Brockport. The student teachers in this study taught in 34 different schools during the period covered by the study. These included 17 elementary schools, 11 middle schools, and six high schools. The results indicated that while most cooperating teachers awarded outstanding and highly competent grades to their student teachers, it was incongruent with the set of assessment criteria established by the university. However, the assessment of one student teacher awarded a non-competent grade was congruent with assessment criteria. It was also found that the cooperating teachers' comments were related to the competencies under which they were written. The study showed that cooperating teachers' comments differed with the grade levels taught by student teachers. There is the need for further research to ascertain why most cooperating teachers' assessments were not congruent with established assessment criteria, even though they had the ability to make comments related to the major competencies for student teaching.