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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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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.
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.
Altering the Home Literacy Environment: A Look into How Teachers are Supporting Families Through Home Literacy InterventionsPiatek, Kaitlyn (State University of New York at Fredonia, 2019-05)This empirical research study investigated the following two research questions: what are kindergarten, first and second-grade teachers currently using to make improvements to the home literacy environments of their students and what supports are teachers providing to families of their students to make these improvements successful. In this study, nine elementary teachers were surveyed. An online survey containing qualitative and quantitative questions was used. The first finding from this research study was that teachers are currently provided families with literacy resources/activities to complete at home with their child/children. The second finding for this research study was that teachers stated that it would be possible to positively influence the home literacy environments of their students but they needed more literacy resources in order to adequately support their students’ literacy learning at home. The third finding was that the participants were confident in their ability to support families with home literacy practices and were knowledgeable about the most effective home literacy practices that families could use. The findings from this research study showed that kindergarten, first and second-grade teachers were supporting the home literacy environments and the families of their students by sending home literacy resources.