Dissertation/Thesis Abstract

Urban middle school general education: Tenured versus non-tenured teachers and the impact on academic achievement
by Dancy, Trenese Nicole, Ed.D., Lindenwood University, 2010, 128; 3427068
Abstract (Summary)

The Iowa Test of Basic Skills (ITBS) is used in the Cahokia Unit School District No. 187 to give insight on student academic skill level in terms of years and months. Teacher strategies and expertise in the area of education is an integral part of the educational process. Tenure status, or the years of experience, is plagued with the idea that it promotes or has an impact on student achievement. In this study the researchers wanted to determine if there was a significant relationship between teacher tenure status (independent variable) and student academic achievement (dependent variable). Pre- and post-ITBS reading and math scores were used as a basis to examine academic achievement. The hypothesis stated that if students receive instruction from a tenured general education teacher, they will have greater academic achievement than students receiving instruction from a non-tenured general education teacher. Scatter plots for each data set were constructed to visually indicate a relationship between the independent and dependent variables. The correlation coefficient was also calculated using the independent and dependent variables, and for some data sets resulted with a negative correlation, meaning there was not a positive correlation, and no further testing was needed. The correlation coefficient test of significance was the last factor in determining if there was a positive correlation between the independent and dependent variables. The result of the analysis concluded that there was a significant correlation between the independent and dependent variables for some of the data sets. This collaborative research project was conducted by Sheryl Wilson, Trenese Dancy, and Rochelle Harris-Clark. Each researcher studied tenured versus non-tenured teachers; however, they each had a different focus group. Sheryl Wilson focused on instructional special education teachers, Trenese Dancy focused on general education teachers, and Rochelle Harris-Clark focused on all teachers.

Indexing (document details)
Advisor: Manning, Pamela
Commitee: Brooks, Marion, Scott, Victoria, Wisdom, Sherrie
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 71/12, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Middle School education, Secondary education
Keywords: Academic achievement, Iowa Test of Basic Skills, Middle school, Teacher tenure, Tenure, Urban education
Publication Number: 3427068
ISBN: 978-1-124-30298-0
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest