Browsing by Author "Seibert, Horace Alan"

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    Child Study as a Prereferral Mechanism at the Elementary Level in a Southwestern Virginia Local Education Agency
    Seibert, Horace Alan (Virginia Tech, 2000-04-04)
    The purpose of this study was to investigate the child study process in a local education agency (LEA) with four elementary schools. These data determine the extent that prereferral interventions are being implemented and whether these strategies influence the outcome of the Child Study Committee (CSC) decision. All referrals to the CSC for the 1998-1999 school year (n=108) at the elementary level were examined to describe the students who are referred according to four primary independent variables of gender, grade level, ethnicity, and socioeconomic status (SES). Free or reduced lunch was used as the measure for SES. Students referred were members of the total elementary population of 1884 students in the LEA. The total population was described according to gender, grade level, ethnicity, and SES. Using cross tabulation techniques, the percentages of CSC referrals in each category are compared to the population. Chi-square analysis was used to determine the significance (p<.05) of any differences in the observed distribution of this mutually exclusive categorical data. Records of CSC meetings were reviewed to identify the presence of prereferral interventions. Prereferral interventions are recommendations given by the CSC to help remedy a student's problem before referral for evaluation for special education is made. Two independent raters examined the reason for referral and the recommendations made by the CSC. The reasons and recommendations were categorized according to academic problems, behavioral problems, or one of three possible combinations of both. Inter-rater reliability was measured using percent agreement across all categories and Cohen's kappa was calculated to provide additional rater validation. Rater results were used to check for congruence between the problems leading to the referral and the interventions recommended. Records of students who were referred for evaluation for special education were studied to determine the percentages found eligible and ineligible, and were examined according to gender, grade level, ethnicity, and SES. Compared to the population, the group of students referred to the CSC during the 1998-1999 school year was over-representative of males and of students with low SES. Most referrals to the CSC were for academic reasons. In cases where the CSC did not recommend a full evaluation for consideration of special education services, the committee recommended prereferral interventions. The recommendations of the committee typically were congruent with the reason for referral, but often did not specifically state who was responsible for implementing the interventions recommended.
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    Implementation of Reform with a Performance-Based Teacher Evaluation System:  A Case Study of One School District
    Morgan, Michelle Lee (Virginia Tech, 2014-12-03)
    This dissertation focused on the new performance-based teacher evaluation system implemented in the Commonwealth of Virginia. Eight school districts were granted an implementation waiver for one year making the 2013-2014 school year the implementation year for those school districts. A mixed methodology study was designed to understand teacher perceptions in one waiver school district in the Commonwealth of Virginia. The purposes of this study were to collect empirical evidence on the implementation of the new performance-based teacher evaluation system by comparing teachers' and principals' perceptions at three elementary schools to teachers' perceptions in the school district, identified as District Z and were to add to the research base on policy implementation theories and teacher evaluation. Findings and analysis of research questions were based on the responses of 357 teacher participants, two district directors, and three principals. Policy implementation research suggested access to resources and support along with an alignment of beliefs and values resulted in more effective implementation practices. Conclusions of this study, while limited to the district studied, suggested professional development on the new performance-based teacher evaluation system, including the Uniform Performance Standards and SMART goals, would provide teachers and principals with the increased knowledge to use as a resource during new implementation phases. Additionally, involvement in the design and modification of the teacher evaluation system would encourage participation and provide opportunities for teachers and principals to develop shared values regarding aspects of the evaluation system.
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    Teacher Resilience in Central Virginia: How Veteran Teachers Become Resilient
    Shields, Lee Brantley (Virginia Tech, 2020-04-14)
    The development of teacher resilience is important in improving teacher retention. This study identified reasons veteran teachers have remained in the classroom; individual and contextual factors of resilience; significant challenges the teachers have encountered; and strategies the teachers used for dealing with the challenging situations. This was a qualitative study that included interviews with 15 teachers in a rural school division in Central Virginia. Data analysis occurred through deductive coding of the transcribed interviews using qualitative data analysis software. The findings for this study identified seven factors that veteran teachers indicated were important in their decision to remain in the classroom. The study also identified 22 individual factors of resilience and 10 contextual factors presented through the experiences of the veteran teachers. The veteran teachers described four challenges that they have faced in their school division and the strategies they used to overcome those challenges. The study concludes with the discussion, implication, and conclusion of the findings.