Browsing by Author "Sullivan, Molly Lynn"

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    Honors-for-All: The Effect of Detracking on Teachers' Beliefs and Pedagogy
    Langstein, Hanna Beth Preizler (Virginia Tech, 2024-04-30)
    Tracking, having separate advanced, standard, and/or remedial classes intended to homogeneously group students by perceived or actual ability, is a frequent practice used in U.S. schools, particularly at the secondary level. To promote educational equity, close achievement gaps, and counteract the de facto racial separation between advanced and standard-level courses, some districts and individual schools in Virginia are moving to detrack their offerings and stop offering separate advanced and standard-level courses. This qualitative case study explored how a middle school's newly adopted detracking policy with an honors-for-all approach impacted teachers' beliefs and pedagogy. Data were collected from documents and interviews with six school and district personnel and analyzed using inductive coding techniques until a mutually exclusive scheme of categories had been generated. The study concluded with the discussion, implications, recommendations, and conclusion of the results. The findings identified four categories that answered the research questions: opinions on honors-for-all, defining what "honors" means, instructional shifts in an honors-for-all classrooms, and challenges in practices. Overall, the study found that: (a) teachers' beliefs on tracking and honors-level classes did not change after implementation of detracking and there was a general divide in opinions between the teachers and non-teaching faculty, (b) there were varying definitions of what "honors" means among the district, school, and staff, (c) teachers' instruction shifted to adopt new pedagogical tools and strategies to meet the diverse learning needs in a mixed-ability honors classroom, and (d) teaching in an honors-for-all classroom was challenging, especially in differentiating for students' needs, the impact of the COVID-19 pandemic, and the accelerated standards in honors mathematics courses. Implications of the study included: (a) the necessity of having teacher buy-in when implementing a new programming initiative, (b) the benefits of vertical articulation with feeder elementary schools to prepare students for the rigor of middle school honors courses, (c) the need for common language and clear definitions across the district and school, and (d) the importance of providing professional development and support personnel to assist teachers in adopting new pedagogical practices in an honors-for-all setting.
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    Investigating Relationships Among School Climate, Academic Growth, and Benchmark Achievement Within Elementary Schools in Three Divisions in Virginia: A Quantitative Study
    Thompson, Summerlyn Lotz (Virginia Tech, 2024-04-11)
    Educators have a responsibility to foster a positive school climate while also ensuring that all students meet established educational benchmarks and make adequate growth. The relationship between school climate and student achievement is well-documented, but there is a gap in the literature examining the relationships among school climate, academic growth, and benchmark achievement. Accordingly, the purpose of this study was to investigate relationships among school climate, academic growth, and benchmark achievement at the elementary school level in Virginia. A nonexperimental, correlational design was used to address this research question: What are the relationships, if any, among school climate, academic growth, and benchmark achievement among fourth grade students in three school divisions in Virginia for the 2022-2023 school year? Existing data sets from 73 schools within 3 school divisions in Virginia were used: (a) the 2023 Virginia Survey of School Climate and Working Conditions, (b) fourth graders' Fall 2022 to Spring 2023 growth in reading and mathematics on the Northwest Evaluation Association Measures of Academic Progress assessment, and (c) fourth graders' mean performance on the 2023 Virginia Standards of Learning assessments in reading and mathematics. A correlational analysis was conducted to examine the relationships among these variables. Results were analyzed, and there were 12 findings. The most significant finding was a stronger positive relationship between school climate and benchmark achievement in reading and mathematics than between school climate and academic growth in either subject. This study contributes to the body of research on school climate and benchmark achievement by addressing relationships among school climate, academic growth, and benchmark achievement.
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    The Perceptions of Alternatively Certified K-12 Public School Teachers in One Division in Virginia Regarding Their Preparedness to Teach and the Training and Administrative Support They Need for Retention
    Rankin, Kristin Rachelle Lazenby (Virginia Tech, 2023-07-09)
    The purpose of this study was to identify the perceptions of alternatively certified public K-12 teachers regarding their preparedness to teach and to identify key areas for training and administrative support needed for teacher retention. This basic qualitative study with elements of phenomenological design included a semi-structured focus group protocol in which 23 candidates participated in four focus groups. Study participants were provisionally licensed K-12 public school teachers in Virginia and represented elementary, middle, and high school teachers in both general and special education roles. Findings indicated that beginning teachers who have completed an alternative teacher certification program (ATCP) do not feel prepared for the teaching role and many have considered leaving the profession prematurely. Additionally, study findings indicate that ATCP teachers perceive that their training did not adequately prepare them for classroom management, working with parents, and managing the many responsibilities of a teacher, resulting in high levels of stress among provisionally licensed teachers. Data demonstrate that increased financial support for required coursework, a reduction in workload, mentoring programs, and more hands-on training will support ATCP teacher retention. Implications of this study's findings indicate that school, district, and state school leaders can positively impact ATCP teacher retention by implementing specific professional development programs, providing coaching and mentoring, and by adjusting ATCP training to better prepare their graduates for teaching in the areas of managing student behavior and working with parents.
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    The Relationship between the Attitude toward Mathematics and the Frequency of Classroom Observations of Mathematics Lessons by Elementary School Administrators
    Sullivan, Molly Lynn (Virginia Tech, 2017-03-30)
    The purpose of this study was to explore the relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations of mathematics lessons by elementary school administrators. This study considered Approach-Avoidance Motivation as part of the conceptual framework guiding the research. Approach-avoidance motivation refers to a person's approach of tasks that are pleasant or enjoyable and avoidance of tasks that are disliked or not enjoyable. This research sought to answer the questions: 1. What is the academic background in mathematics of elementary school administrators? 2. What is the attitude toward mathematics of elementary school administrators? 3. What is the frequency of classroom observations of mathematics lessons by elementary school administrators? 4. What, if any, is the relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations of mathematics lessons by elementary school administrators? The participants in this study included elementary school principals and assistant principals in one school division in Virginia. Data were collected to investigate the mathematics background, attitude toward mathematics, and frequency of classroom observations of mathematics lessons by elementary school administrators. This study also examined the possible relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations of mathematics lessons. The attitude toward mathematics, including related mathematics anxiety, was found to have no relationship with the frequency of both formal and informal classroom observations of mathematics lessons conducted. The sample population data indicated positive attitudes toward mathematics and low levels of mathematics anxiety, which conflicts with some previous research (Dorward and Hadley, 2011; Hembree, 1990). The mathematics background of participants was found to be limited in the number of mathematics courses completed and teaching licensure endorsements specific to mathematics instruction. The findings provide educational leaders with relevant research related to attitude toward mathematics and the instructional leadership practice of observing mathematics classrooms. Central office and school leaders could benefit from explicit expectations relating to the observation of mathematics lessons in schools.
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    Teachers' Perceptions of Principal Classroom Observational Feedback and its Impact on Instructional Practices
    Cioppa, Tracy Ann (Virginia Tech, 2020-04-10)
    The purpose of this study was to examine elementary teachers' perceptions of administrators' classroom observational feedback and its impact on their instructional practices. This study analyzed interviews of elementary teachers to determine their definition of effective feedback, the role of principal observational feedback, and the extent to which they utilize the principal's feedback to adjust their instructional practices. The research sought to answer the following questions: 1. What do teachers identify as timely, effective feedback? 2. What do teachers indicate is the role or purpose of administrative classroom observational feedback on a teacher's instructional practice? 3. What do teachers indicate is the potential impact of administrative classroom observational feedback on a teacher's instructional practice? 4. What do teachers indicate would compel them to change (or not to change) their instructional practice based on administrative feedback? The participants in this study included nine elementary teachers in one school district in the Commonwealth of Virginia. Data were collected to determine the teachers' perception of timely, effective feedback; the delivery or communication of the administrative observational feedback; and what factors determine if the teacher changes (or does not change) their instructional practice as a result of the feedback. The intended result of classroom observations is to understand what goes on in the classroom and the links to student achievement as well as to provide feedback for teacher improvement (Martinez, Taut, and Schaaf, 2016; Reform Support Network, 2015). Findings indicated that elementary teachers desired immediate feedback following an observation and dialogue from their administrator within one to two weeks of the observation in the form of a post observation conference to improve their instructional practices. Additionally, teachers desired clarity about the process for evaluations and observations, their feedback, and how to improve their instructional practices from administrators with strong instructional backgrounds and experiences. The participating teachers described the need for more administrators and therefor more administrative support, emphasized the importance of the relationship between the administrator and the teachers, and indicated that three observations, and observations alone, were not enough to adequately assess the quality of their instruction or their effectiveness.