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Direct linkPark, Mi-Hwa; Dimitrov, Dimiter M.; Park, Do-Yong – Journal of Research in Childhood Education, 2018
This study examines concerns of early childhood teachers about inclusive education (IE) in infant through 3rd-grade classrooms in the United States and the associated role of teachers' background variables. The data consisted of the responses of 679 early childhood teachers on a survey about their concerns. The data analysis supported the presence…
Descriptors: Early Childhood Education, Preschool Teachers, Inclusion, Teacher Effectiveness
Brock, Laura L.; Curby, Timothy W. – Early Education and Development, 2014
Teachers' ratings of conflict and closeness as well as observed emotional support are known predictors of children's social functioning. Consistency in emotional support represents an emerging line of research. The goal of the present study is to understand whether the relation between the consistency of teachers' emotional support and children's…
Descriptors: Preschool Teachers, Preschool Children, Kindergarten, Teacher Student Relationship
Muñoz, Marco A.; Dossett, Dena H. – Planning and Changing, 2016
This study advances our understanding of the relationships among the different elements of a teacher evaluation model and its usefulness in predicting student learning. Important questions arise about teacher evaluation systems, including (a) the magnitude of correlations among the sources of evidence used for identifying teacher effectiveness and…
Descriptors: Classroom Observation Techniques, Student Surveys, Evaluation Methods, Measurement Techniques
Todd, Rebecca Curry – ProQuest LLC, 2010
In 1983 the National Commission on Excellence in Education released "A Nation at Risk", which triggered an extended era of school reform culminating in today's accountability movement. In Kentucky the school improvement process, in which principals play an integral part, is based on the "Standards and Indicators for School…
Descriptors: High Schools, School Restructuring, Academic Achievement, Factor Analysis
Knoeppel, Robert C.; Rinehart, James S. – Journal of School Leadership, 2008
This study considered the question, how do principals influence student achievement? We adopted a direct-effects model with antecedent effects to measure the relationship between principal characteristics and student achievement. Using such a model, we postulated that preservice principal characteristics, such as training and experience, enable…
Descriptors: Academic Achievement, Principals, Influences, Correlation
Munoz, Marco A.; Chang, Florence C. – Journal of Personnel Evaluation in Education, 2007
Teacher characteristics and student achievement growth are currently a significant topic of investigation in the educational accountability arena. Given the environment of high-stakes accountability associated with the No Child Left Behind (NCLB) legislation and state accountability systems, staffing all classrooms with highly qualified teachers…
Descriptors: Urban Schools, Teacher Effectiveness, Teacher Characteristics, Federal Legislation
