Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
5-2000
Committee Chair or Co-Chairs
Hal Knight
Committee Members
Jon Smith, Louie MacKay, Russ Mays
Abstract
The focus of this study is on teachers' perceptions of those classroom skills and intraschool skills needed for success in schools currently engaged in the implementation of a model of school reform. An instrument was developed based on the skills identified by the Interstate New Teachers Assessment and Support Consortium (1992) and the National Board for Professional Teaching Standards (1989). Faculty in schools currently engaged with a model of reform responded to survey items based on two scenarios: one describing a classroom environment; the other describing an intraschool environment. Data were collected from 495 faculty members in 22 schools in the Memphis City Schools system. The schools represented eight models of school reform including Expeditionary Learning Outward Bound, Paideia, Accelerated Schools, ATLAS Schools, Audrey Cohen College model, Co-NECT Schools, Success For All/Roots and Wings, and Modern Red Schoolhouse. The data were analyzed to determine if a perceived set of skills existed that served both the intraschool and classroom environments. Further, the impact of teacher engagement, teacher experience, level of educational attainment, and school models on teacher perceptions were explored. Results indicated that a common domain set of skills exists. This set of skills was found to be impacted by levels of teacher engagement, years of experience, and model of reform. Results of the study were sent to the Memphis City Schools. The research into the perceptions of teachers demonstrates that teachers operate from a common set of skills. The skills in this set vary according to teacher experience, levels of engagement in the implementation of the model, and the model being implemented. The study identifies a set of skills from which teachers work. These include teachers' abilities to discriminate among a variety of skills and skill sets to customize an approach to a task or objective create a mandate for educators. Teachers must learn to use the skill set as a tool matching skills to pathways of success in schools.The research into the perceptions of teachers demonstrates that teachers operate from a common set of skills. The skills in this set vary according to teacher experience, levels of engagement in the implementation of the model, and the model being implemented. The study identifies a set of skills from which teachers work. These include teachers' abilities to discriminate among a variety of skills and skill sets to customize an approach to a task or objective create a mandate for educators. Teachers must learn to use the skill set as a tool matching skills to pathways of success in schools.
Document Type
Dissertation - unrestricted
Recommended Citation
Hatch, Phillip A., "An Exploration of Common Domain Skills Necessary for Intraschool and Classroom Success" (2000). Electronic Theses and Dissertations. Paper 4280. https://dc.etsu.edu/etd/4280
Copyright
Copyright by the authors.
Included in
Educational Administration and Supervision Commons, Teacher Education and Professional Development Commons