Search Constraints

Search Results

  • An Exploration of Academic Advising Practices Within Small Institutions in North Carolina

    Description:
    The sustainability of an institution of higher education lies in its ability to attract and retain students. Young-Jones, Burt, Dixon, and Hawthorne (2013) assert that faculty–student interactions contributed to student success along with other factors. One outside factor that contributed to student success was the role of the advisor in linking students to the institutional culture. O’Banion (2012) reminded us that when students first enter college they are unprepared for making sound decisions about courses, their career, and even their future; therefore, they rely heavily on the guidance they receive from institutional representatives. Advisors are one of the main representatives studied by scholars, as well as the theories and best practices associated with advising. What we lack is a clear understanding of what advising practices are beneficial to students, and how those practices can improve advising. The purpose of this study was to compare the viewpoints of supervisors, advisors and students regarding their knowledge, experiences, and opinions surrounding advising at small institutions in North Carolina. To this end, the research questions were the following: How are advisors addressing academic, career, and interpersonal needs of students at small 4-year public institutions in North Carolina? What advising strategies hindered successful advisement of students at these small institutions in North Carolina? What do the various stakeholders identify as beneficial practices that improve advising on small campuses in North Carolina? Surveys, interviews and open coding procedures were used on two North Carolina institutions. Further research should explore efforts to improve advising in other states and their results on retention.
    Keyword:
    Educational leadership , Educational administration, Higher Education, North Carolina, and Institutional Culture
    Subject:
    Education
    Creator:
    Archer, Janice
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    01/04/2022
    Date Modified:
    02/16/2024
    Date Created:
    2020
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The teachers' pereceptions of the effectiveness of the Charlotte Danielson Framework for Teaching teacher observation/evaluation model in New Jersey on teacher performance

    Description:
    This study is based upon the premise that the perception of teachers toward the effectiveness of the Charlotte Danielson Framework for Teaching observation/evaluation model influences their performance in the classroom. The purpose of the study was to identify teacher perceptions of how they are observed and evaluated using this model under the new statutes and regulations dictated through the TEACHNJ Act passed through the state evaluation system, AchieveNJ, within one school district in Somerset County, New Jersey. This study examined whether there existed any statistically significant differences in perceptions among or between teachers according to their gender, level of assignment(s), years of experience, or educational degrees and certification(s) held. Subsidiary questions focused on the overall perceptions of teachers as they relate the Charlotte Danielson Framework for Teaching teacher observation/evaluation model for improving teacher performance, the professional learning the they had received on the usage of the model, the ability of the model to define specific activities for improvement, and whether not the observation process had an effect on improving their professional practices in the classroom. The researcher survey instrument, and it was tested for reliability and validity by running an initial pilot survey in a district similar in demographic makeup to the district used to conduct the data collection for this research. With the help of a statistician, the survey instrument was modified and improved upon in order to collect data regarding teacher perceptions of the Danielson Model. The survey also made allowances for additional comments to identify any common perceptions on Danielson or the usage of the observation/evaluation model. The data analysis, run using Microsoft Excel, revealed that a statistically significant difference existed based on degrees attained, teaching assignment, and years of teaching experience. Gender and certification(s) held did not produce any statistically significant differences. Additional research is necessary concerning the perception of teachers with regard to the other major observation/evaluation models currently being used in New Jersey. Research on teacher performance beyond the quantitative data analysis presented in this study, using either qualitative analysis or a mixed methodology approach to teachers’ perceptions of the effectiveness of the Charlotte Danielson Framework for Teaching teacher observation/evaluation model in New Jersey, may provide insights beyond those garnered from quantitative analysis alone. The additional comments provided by the respondents further indicated that a qualitative or mixed methodology approach is warranted. Inter-rater reliability of the observers may also be an area that requires further research, as is the link between teacher performance, student growth objects (SGO), student growth percentiles (SGP) and observation/evaluation scores.
    Keyword:
    Educational leadership , School administration, and Educational evaluation
    Subject:
    Education
    Creator:
    Aguiles, Edward
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    02/02/2024
    Date Created:
    December 2016
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation