Mississippi Teachers' Perceptions Toward Year-round Schools PDF Download

Author: Richard Louis Sanders
Publisher:
ISBN:
Category : Teacher morale
Languages : en
Pages : 268

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Author: James H. McPhail
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 28

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Author: Kelisha Stamps
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Book Description
Environmental education (EE) and outdoor instruction are essential to understanding and addressing different environmental issues in school communities. This study investigated Mississippi teachers' perceptions on environmental education and outdoor instruction during 2020-2021. A state-wide survey and follow-up interview were conducted to examine their thoughts about environmental education and outdoor instruction and COVID-19 limitations in their classrooms and how that may affect their perceptions. Analysis was conducted using SPSS contingency and frequency tables, Chi-square Test of Independence, and content analysis of qualitative data. The results showed that Mississippi teacher participants believe that environmental education in Mississippi K-12 schools is very important and that outdoor instruction is a good way to learn environmental education. Many participants are interested in teaching classes outdoors but stated that they do not take their classes outside often. Results also documented that participants are concerned about the different limitations they face when teaching classes outdoors.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 510

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Author: Barnett Berry
Publisher:
ISBN:
Category :
Languages : en
Pages : 90

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In 2007, the state of Mississippi conducted a web-based survey of all school-based licensed educators in which they were asked to share their perceptions of the state of teacher working conditions in Mississippi. This report of the Mississippi Teacher Working Conditions Survey, Project CLEAR Voice (Cultivate Learning Environments to Accelerate Recruitment and Retention) outlines connections revealed, provides information upon which policymakers and educators can act, and offers suggestions for more refined future analyses. The findings also provide a lens through which to view the recommendations of the state's National Board Certified teachers about how to support and staff high-needs schools in Mississippi. General findings include: (1) Mississippi teachers believe that their schools are good places to work and learn; (2) Administrators believe that teachers are central to decision-making and that they are empowered on many fronts, but teachers disagree; (3) Mississippi educators appear to be more involved in classroom-level decisions than in school-level ones; (4) Elementary school educators, compared to their secondary school counterparts, are more positive about their teacher working conditions; Middle school teachers are least likely to be positive about their working conditions; and (5) School setting appears to play a role in perceptions: rural elementary and high school teachers are more likely than their more urban counterparts to be positive about their working conditions. Teacher responses to survey questions were disaggregated and analyzed based on each teacher's declared career intentions to stay in her or his current school, move to another school or district, or leave teaching, and based on each teacher's declared participation in a mentoring program, whether as a mentor or as a teacher who received mentoring in her or his early career. Findings suggest the following recommendations: (1) State policymakers should consider sponsoring follow-up case studies to investigate in more depth why educators at certain schools have less positive impressions of their working conditions than do educators at other schools, with special focus on schools in the second quintile in terms of proportion of economically disadvantaged students; (2) Administrators should experiment with new school schedules with the intention of providing more non-instructional time for teachers; (3) Mississippi Department of Education (MDE) should conduct a thorough review or audit of mentoring efforts statewide; (4) MDE should encourage and help its administrators to assess their leadership and empowerment practices, along with their interactions with teachers, in order to move toward improvement in these areas and toward establishing stable and committed faculty communities; (5) MDE should develop more robust teacher, student, and administrator data systems that can track teacher and administrator responses to teacher working conditions surveys longitudinally and link these data with actual teacher turnover figures and robust measures of student achievement; and (6) State policymakers should consider implementing a follow-up telephone survey to investigate what made it possible for some schools to achieve high response rates, as well as what roadblocks prevented other schools from doing likewise. Five appendices are included: (1) District Response Rates; (2) Teacher Perceptions vs. Principal Perceptions of Teacher Working Conditions; (3) Teacher Perceptions for Teaching and Learning Conditions, by Career Intent; (4) Selected Survey Responses Across Student Poverty Levels; and (5) Methodology. (Contains 31 endnotes, 6 figures and 19 tables.) [This report was written with Alice Williams.].

Author: Foster F. Wilkinson
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 328

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Author: Cynthia Anne Montgomery
Publisher:
ISBN:
Category : School environment
Languages : en
Pages : 256

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Author: Lois A. Kappler
Publisher:
ISBN:
Category :
Languages : en
Pages : 176

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Book Description
A strong focus has been placed on accountability for the educational process and the achievement of all students. This has put tremendous pressure on teachers, as well as school administrators, superintendents, and school board members, to seek innovative ways to increase student achievement and to ensure that effective teachers are in all classrooms, so emphasis is on developing effective evaluation systems. Given the development and implementation of the Mississippi Teacher Evaluation System (MTES) in 2010, there is a need to discover the perspectives of the teachers who are evaluated within this process. The success of an evaluation process will only be successful if teachers use it to enhance their professional growth and effectiveness in the classroom. In order to gain an understanding of the perceptions of Mississippi teachers in Teacher Incentive Fund (TIF) schools and their insight into the MTES, this study focused on three research questions: (1) how do Mississippi teachers perceive the usefulness of the MTES, (2) how do Mississippi teachers perceive that the MTES develops their effective teaching practices, and (3) how do Mississippi teachers perceive that the MTES supports teachers’ professional growth? A qualitative approach provided descriptive, narrative, and percentage responses to the research questions of this multiple-case study. Results showed that the majority of the TIF teachers who participated in this study perceived that the MTES to have some degree of usefulness, especially when implemented consistently across the campus. Teachers who did not experience the entire evaluation process and feedback conferences were frustrated and irritated by the process. Overall, teachers did experience an improvement in their instructional practices because of their participation in the MTES, and most perceived that the MTES supported their professional growth because of targeted professional development and the development of professional-growth goals. With timely feedback and evaluator support, teachers are enriching their teaching practices which enhance student engagement, but they are concerned that the instrument is not being implemented consistently in all schools. There is a lack of confidence in navigating the observation rubric and implementing the process with consistency.

Author: Daniel Martin Rushing
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 232

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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :

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The Mississippi Student Progress Monitoring System (MSPMS) was developed for the Mississippi Department of Education to be used to monitor student progress on the state framework which constitutes the curriculum for each course taught in Mississippi schools. This study was designed to investigate teachers perceptions of the implementation and use of the MSPMS. Research question 1 was to determine if the various independent variables of age, level of education, years of experience as an educator, level of school where teaching, perceived level of computer and/or technology comfort, perceived level of computer and/or technology experience, subject area taught, number of MSPMS tests created, number of MSPMS tests given, amount of support provided, whether program works, and importance of information gained from MSPMS made any difference in teachers perceptions of the implementation and use of the MSPMS; and research question 2 was to determine whether the teachers perceptions and the various independent variables had any significant relationships. Research question 3 looked at teachers attitudes toward MSPMS. There were no statistically significant differences among the dependent and independent variables. Findings for research question 2 showed that there were no statistically significant correlations among the dependent and independent variables. However, correlations among the independent variables revealed statistically significant relationships between age and years of experience, subjects taught and school level taught, technology experience and level of education, and subjects taught and number of tests given. Examination of the response frequencies for situations in the vignettes for research question 3 revealed that teachers reported feeling more frustrated than anything else when confronted with adversities with the technologies or the MSPMS. All of the findings in this study are limited to a rural Mississippi school district using MSPMS.