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Dissertationen zum Thema „The national Board of housing“

Autor: Grafiati
Veröffentlicht am 25. Juni 2021
Zuletzt aktualisiert am 10. Februar 2022

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1

Ekberg, Sanna, Leila Jafari und Kjellkvist Malin Forsberg. „Attefallskvarter : ett nytt bostadsalternativ?“ Thesis, Linnéuniversitetet, Institutionen för byggteknik (BY), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105419.

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Today, there is a housing shortage in the larger cities. This together with the long housing waiting lists makes it difficult for younger people to make a housing career and invest in a condominium. In 2014, the Swedish Parliament introduced the reform of attefallshus with the aim of reducing the housing shortage in the country and facilitating entry into the housing market. The work studies whether an attefall block can be a favorable housing concept and an example of such a housing concept is designed. The purpose of the study is to analyze which legal obstacles limit a block of attefall houses and whether the housing concept can possibly reduce the housing shortage. To answer the study's purpose and questions, interviews were conducted with experienced people in the field. The results show that very few attefallshus are currently used as dwellings. Instead they have other functions. Furthermore, the results show that the legal obstacles that limit an Attefall block are, according to the study, availability to existing one- or two residential buildings that allows additional buildings of in total 30 on the plot. The interviewees believe that the concept should change the name to single-family neighborhoods and establish detailed development plans specifically for this. The conclusions are that an attefall block will not be economically favorable, is impracticable and not a solution for housing shortages.
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2

Jensen, Therese, und Philip Söderman. „The impact of building regulations on the price of a property : A study on the construction and real estate industry's views on building regulations“. Thesis, KTH, Byggteknik och design, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-302531.

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Sweden is currently experiencing major population growth, focused predominantly in and around its major cities. This has created an ongoing challenge for municipalities to ensure housing supply meets demand, in turn increasing the required rate of construction. Furthermore, new property prices are increasing which has led to lower and middle-income earners being pushed out of the market. The thesis examines the relationship between the sale price and unit construction price of new condominiums, and to what degree Swedish building regulations influence construction costs. The design of both new and re-developed housing is influenced by various Swedish laws, regulations and guidelines, where the Planning and Building Act and the National Board of Housing, Building and Planning's Building Rules govern, which are all recognized nationally. According to the Planning and Building Act, it is not permitted for municipalities to set their own requirements. However, the results of the study show that developers experience different interpretations of these rules and regulations when working within different municipalities, or even between different case officers within the same municipality. This then results in projects being difficult to plan, resulting in higher costs. Sweden has, when compared to other European countries, high production costs, which according to the literature review is considered to have a direct connection to construction requirements and market competition. Additionally, the results show that the requirements make it difficult to produce and implement standard designs and construction methods. This has led to the construction industry finding it difficult to develop in regards to construction technology and from a cost perspective. Lack of predictability has driven costs up when it comes to accessibility, housing design and fire protection. Finally, the study shows that lower production costs can lead to greater competition by making it easier for more developers to establish themselves in the market. This would result in more homes being built at lower production costs, which motivates developers to invest in new projects. As the results indicate that production costs do not affect final prices – but rather the willingness of developers to invest – a greater supply of housing would push down final prices.
Befolkningen ökar ständigt i Sverige och framför allt i storstäderna. En pågående utmaning för landets kommuner är därför att se till att utbudet av bostäder möter efterfrågan och att det rådande underskottet på bostäder hämtas upp. För att göra det krävs en hög och jämn byggtakt. Vidare har de höga slutpriserna som i dagsläget föreligger på bostadsrätter, försatt låginkomsttagare utanför bostadsmarknaden och även skapat problem för medelinkomsttagare att förvärva en bostad. I detta examensarbete undersöks relationen mellan slutpriser på bostadsrätter och produktionskostnaderna för flerbostadshus samt om de svenska byggreglerna påverkar produktionskostnaderna. I förlängningen undersöker examensarbetet huruvida kraven i de svenska byggreglerna genererar merkostnader som i sin tur leder till dyrare priser på bostadsrätter. Hur ny- och ombyggnation ska utformas regleras i ett antal lagar, föreskrifter och allmänna råd, där Plan- och bygglagen och Boverkets Byggregler styr. Reglerna ska i sin tur verka nationellt och det är därmed enligt Plan- och bygglagen inte tillåtet för kommunerna att ställa egna särkrav. Dock visar resultatet av examensarbetet att byggbolagen upplever att det finns en viss tolkningsfrihet och lokala formuleringar av de rådande kraven. De menar att detta leder till att processen skiljer sig åt beroende på i vilken kommun nyproduktionen projekterats för samt vilken bygglovshandläggare som hanterar ärendet. Vidare resulterar detta i projekt som är svåra att planera och i vissa fall ger högre kostnader. Sverige har jämfört med övriga länder i Europa höga produktionskostnader vilket enligt litteraturöversikten anses ha en direkt koppling till bland annat kravställningarna och konkurrensen på marknaden. Dessutom presenterar resultatet att kravställningarna försvårar produktionen samt implementeringen av standardprodukter och innovationer. Detta leder till att byggbranschen generellt sett får det svårt att utvecklas industriellt, byggtekniskt och ur ett kostnadsperspektiv. Bristande förutsägbarhet är framför allt kostnadsdrivande när det handlar om tillgänglighet, bostadsutformning och brandskydd. Slutligen visar studien att lägre produktionskostnader kan leda till större konkurrens genom att det underlättar för fler byggbolag att etablera sig på marknaden. Detta skulle resultera i att fler bostäder skulle kunna byggas till lägre produktionskostnader vilket motiverar byggbolagen att investera i nya projekt. Eftersom resultatet tyder på att produktionskostnaderna inte påverkar slutpriserna utan snarare investeringsviljan hos byggbolagen, skulle också ett större utbud av bostäder pressa ned slutpriserna.
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3

Lawless, Madern Laurene Patricia. „National Board Certified Johnston County Teachers' perceptions of National Board Certification in contrast to their non-national Board Certified Counterparts“. Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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4

Covert, Julia L. „A narrative analysis of National board- and non-national Board-Certified Teachers's belief systems /“. The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501403774.

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5

Bricker, Beverly Johnson. „National Board Certification: The Perceived Value and Renewal Rates of California National Board Certified Teachers“. CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/226.

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National Board Certification (NBC) offers the highest certification possible to teachers who can meet the rigorous standards of this process. This certification develops reflective practitioners through a series of components designed to be used in authentic settings with students. Previous research shows the value of employing National Board Certified Teachers (NBCTs) for raising student achievement, creating teacher leaders, and developing a reflective culture in schools. Increasing the number of NBCTs could have a profound impact in our schools. This study explored the renewal rates and the perceived value of California NBCTs who certified in 2005 & 2006 using a survey created from two existing instruments. Both qualitative and quantitative data concerning initial motivating factors, renewal decisions and the benefits of holding NBC were collected. The analysis of the results indicated financial incentives were the number one reason for renewing. Conversely, the cost and/or lack of financial incentives ranked highest on the list for not renewing. While financial incentives were identified most frequently as an original motivator, the NBCTs in this study reported professional development as the most powerful effect of being a NBCT. A study of the literature demonstrated that the NBC process contains all of the components of quality professional development programs supporting this benefit and providing a program for structured professional development for districts and schools seeking a positive change in instructional practice.
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Gantt, Anita Masha. „Teachers as professionals national board certification /“. [Pensacola, Fla.] : University of West Florida, 2006. http://purl.fcla.edu/fcla/etd/WFE0000037.

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7

Grochocki, Jeannie. „National Board Certification and Cognitive Coaching“. Thesis, Northern Arizona University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751373.

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The National Board Certification is a process for educators who desire to pursue a deeper level of professional development and enhance their teaching practice. This certification process coupled with cognitive coaching involved high levels of reflective practices and deepened self-efficacy evident in this study. This study determined that with the use of cognitive coaching an educator self-efficacy would increase depending on what stage they were on in the process. The researcher provided three groups of participants (National Board Certified Teachers, Candidates in the process of National Board Certification and Did Not Achieve) an opportunity to elaborate on their experience moving through the process using a cognitive coach.

An analysis of qualitative and quantitative data revealed that the three groups differed in self-efficacy in favor of the National Board Certified Teacher (NBC) group and that on several aspects of cognitive coaching, the NBC group scored higher than the other groups. As well, each group showed support for the coaching process through certification and revealed that with this coaching they were able to achieve a deeper reflective state of mind.

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8

Pradhan, Rajesh Kumar. „Governments and the housing problem : the case of Bihar State Housing Board in India“. Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/76864.

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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning; and, (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1986.
MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH
Bibliography: leaves 56-57.
by Rajesh Kumar Pradhan.
M.C.P.
M.S.
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9

Bassett, Jonathan Anderson. „National board certified teachers: the new professionals?“ Thesis, Boston University, 2004. https://hdl.handle.net/2144/33403.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Supporters of the National Board for Professional Teaching Standards (NBPTS), founded in 1987, hoped that its certification process would create a cadre of publicly recognized master teachers who would take on professional roles that have traditionally been the responsibility of administrators rather than teachers. Such a change would allow teaching to become a true profession, regulated collegially instead of bureaucratically. A national survey of national board certified teachers (NBCTs) administered in 2001 found little evidence that they were in fact taking on new professional roles. This study examines fifteen schools with large numbers of NBCTs in three North Carolina school districts to determine if NBCTs in these exceptional places are gaining new professional roles, and what factors are enabling or preventing that change. Telephone interviews were conducted with state level officials in North Carolina, district level officials in each of the school districts, and one NBCT, the principal, and one non-NBCT at each school. Interviews were transcribed and coded for analysis. The results indicate that NBCTs in these schools are not taking on significant new professional roles as a result of their certification, and suggest two reasons for this lack of change. One is structural: the NBPTS, the state of North Carolina, and the three school districts studied appear to have narrowed the focus of national board certification so that it is concerned primarily with identifying and rewarding excellence in classroom teaching. This study found few explicit attempts to use NBCTs in professional leadership roles or to provide them with opportunities for professional leadership in addition to classroom teaching. Another concerns the perceived validity of the certification process: board certification is not broadly accepted among study respondents as a consistent and accurate designation of teaching excellence. The results of this study also raise questions about the persistence of egalitarian norms among teachers in schools with significant numbers of NBCTs.
2031-01-01
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10

Thomas, Angela Falter. „The Professional Implications of National Board Certification“. The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1254757886.

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11

Dunn, Michael. „Affordable housing in Northumberland National Park“. Thesis, Northumbria University, 2011. http://nrl.northumbria.ac.uk/382/.

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12

Unrath, Kathleen. „Reflection, the National Board certification process, and its potential impact on National Board Certified art teachers and their practice /“. free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052225.

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13

Deavers, Cynthia Marie. „National Board Certification : a reservoir of reflective principals /“. Thesis, [La Jolla] : [San Marcos] : [San Diego] : University of California, San Diego ; California State University, San Marcos ; San Diego State University, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3350030.

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Thesis (Ed.D.) -- California State University San Marcos ; University of California, San Diego, 2009.
Abstract: leaves viii-ix. Committee members: Robin Marion (chair), Jennifer Jeffries, Carolyn Hofstetter. Includes bibliographical references (p. 139-145) Also issued online
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14

Severns, Kathleen A. „National Board Certification and School Leadership in Louisiana“. ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/575.

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The challenges of school accountability call for new models of school leadership. Teacher leaders are needed to create, implement, and sustain reform efforts. This study investigated whether a specific model of professional development, National Board Certification (NBC), can create sustained change aimed at improved school leadership. The research question which guided this study was: Does the National Board Certification professional development model contribute to school leadership in Louisiana? The state of Louisiana currently has approximately 1,000 teachers with National Board Certification (NBPTS, 2006f). These NBC teachers and approximately 3,000 non-NBC teachers received the online School Leadership Survey, which included survey items taken from a previous study of NBC teachers by Sykes, et al. (2006). A total of 449 NBC teachers and 911 non-NBC teachers responded. The survey included 32 checklist items which explored teacher leadership activities and perceptions in five main areas: types of leadership activities, sense of responsibility to the profession, influence in school-wide policy development, career satisfaction, and future commitment to the teaching profession. A quantitative research design was applied. The research followed an ex post facto, cross-sectional survey model in an attempt to identify a relationship between the independent variable, National Board Certification, and the dependent variable, school leadership, by comparing the leadership activities of NBC and non-NBC teachers. Univariate analysis was used to examine and report the results of the School Leadership Survey. Additionally, the data were used to calculate independent t-tests, factor analysis, chi square tests, and regression analysis.The results of this study revealed that, overall, National Board Certification teachers are leaders in their schools and beyond. When compared to their non-NBC peers, NBC teachers were more likely to be involved in leadership activities at the school, district, and state level. Further, the NBC teachers reported a greater sense of responsibility to the profession, greater career satisfaction, and a deeper commitment to stay in the teaching profession than non-NBC teachers. Using a distributed leadership conceptual framework as a lens to guide the interpretation, the data collected gave evidence that the benefits of National Board Certification are far greater than previously suspected.
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15

Smith, Marlene Marie. „Housing finance in Jamaica : the National Housing Trust as a model for providing low-income housing?“ Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/70269.

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16

Wilson, Amy Jo Smith. „A comparison of the perceived performance of mentoring functions of National Board-Certified and non-National Board-Certified teachers with their protégés“. [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001808.

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17

Kassner, Laura Danielle. „The Distribution of National Board Certified Teachers in Virginia“. Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77348.

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This study provides a descriptive analysis of the distribution of National Board Certified Teachers (NBCTs) in Virginia, which offers financial compensation to these educators regardless of teaching assignment. Most localities provide additional incentives to recruit and retain NBCTs, again, not targeted or structured in any way. Given the impact of high quality teachers on student learning and the well-documented disparities in access for subsets of the student population, it is important to obtain a baseline measure of NBCT distribution in Virginia upon which leaders might build a plan for reform. Three research questions were addressed: How are NBCTs distributed across Virginia with regards to divisions' ability to pay? In school divisions with a high concentration of NBCTs, what incentive structures do these divisions offer to either support teachers while they apply to NBPTS or to recruit and retain previously successful NBCTs? What are the characteristics of the schools in which NBCTs serve with regards to the race/ethnicity and socioeconomic status of their student populations? The researcher determined NBCTs were distributed unequally across Virginia's divisions and schools based on divisions' ability to pay and student demographics. Formal support structures were found in most high concentration divisions.
Ed. D.
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Jones, David Proctor. „College housing officers' job satisfaction: A national study“. W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1550154100.

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19

Hadi, Bagus P. „The process of public housing development by the National Housing Company in Jakarta, Indonesia“. Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722798.

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Indonesia is in its era of development in almost every aspect of human life in which these development are directed and guided by the State Guidelines. One priority under the State Guidelines is housing development, specifically housing development for the low and middle income groups. 'Perumnas' or the National Housing Company is created by the government to take the responsibility of providing and developing affordable housing through a long term loan provided by the Bank Tabungan Negara (the State Savings Bank), with more careful observation to the population growth and its distribution, land use planning in urban and rural areas, job opportunity, health environment, social facility, local building material production, and maintain a balance with the regional development.Jakarta, the capital city of Indonesia with its population of more than seven million people has become the primary city in Indonesia and it has been also as a major destination for migrants for jobs opportunities, public services, and information.This study has explored the National Housing Company strategies in dealing with the housing demand and the fast growing population, limited government financial funds, and land availability with special observation to the development of affordable housing in Jakarta; how the National Housing Company financed the housing program includes land and housing development, the methods of building construction, and the method of long term housing payment.
Department of Urban Planning
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20

Bruseth, Christine. „Analyzing the predictability of National Board Dental Hygiene Examinations success“. Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004brusethc.pdf.

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21

Scheppink, A. A. J. „Board Gender Diversity and Firm Performance: TheEffect of National Culture“. Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-347192.

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This paper examines the moderating effect of national culture on the relationship betweenboard gender diversity and corporate financial performance. To test the hypotheses, FixedEffects regression is used in combination with a sample of 1,499 firms from 23 countries and7,125 firm-year observations over a time frame of seven years. This paper provides evidencefor a significant positive effect of board gender diversity on firm performance if there are atleast three females seated on the board. Furthermore, a significant moderating effect ofnational culture on the relationship between board gender diversity and firm performance hasbeen found.
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22

Hollandsworth, Sue Ellen. „Best practices of National Board certified teachers and non-board certified teachers in grades one and two“. Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=640.

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23

Wilson, Amy Jo Smith. „A comparison of the perceived performance of mentoring functions of National Board-Certified and non-National Board-Certified teachers with their protégés“. Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/2759.

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National Board-certified (NBC) teachers are recognized as accomplished teachers who have met the National Board's stringent standards. These teachers are encouraged to serve as mentors to novice teachers and veteran teachers in candidacy for National Board Certification. This study identified and compared the career and psychosocial mentoring functions that NBC teacher mentors and non-NBC teacher mentors perceived they provided to their protégés' at the elementary grade levels. National Board-certified protégés' perceptions of having the functions provided were compared with those of their teacher mentors and with the protégés' of non-NBC teacher mentors. The research was conducted in a large urban school district in Florida and included 190 participants: 95 mentors and their protégés'. The teacher mentors' perceptions of having provided the mentoring functions were assessed using the Mentoring Functions Scale for the Mentor, and the protégés' perceptions were measured with the Mentoring Functions Scale for the Protégé. Both instruments were adapted for this study from a previous mentoring scale for the protégé developed by Noe (1988). Results for the study indicated no statistically significant differences between the NBC teacher mentors and the non-NBC teacher mentors in their perceptions of having provided the functions. Significant differences were found between NBC teacher mentors and their protégés on the exposure-and-visibility function, between non-NBC teacher mentors and their protégés on the challenging assignments function, and between all mentors and all protégés on the challenging assignments function. Implications for teacher mentors, administrators, and scholars are provided. These include developing or updating existing mentoring programs to include the career and psychosocial functions studied in this research, providing mentors and protégés with information about the functions in order to assess the existence of specific functions, expanding professional development time to address functions that may have been inadequate, and possibly limiting the number of protégés with whom teacher mentors interact and guide.
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Druick, Zoe. „Narratives of citizenship, governmentality and the National Film Board of Canada“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0004/NQ43421.pdf.

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Allen, Melissa Ann. „A study analyzing the perspectives of National Board certified media specialists“. Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/melissa_a_allen/allen_melissa_a_200701_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Judith L. Repman. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 233-248) and appendices.
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Judd, Tanya. „THE EFFECT OF NATIONAL BOARD CERTIFICATION ON BURNOUT LEVELS IN EDUCATORS“. Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3669.

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Teacher attrition and retention has become a major issue facing education policymakers and practioners as our nation's school age population continues to grow, but the teaching workforce does not. This study seeks to examine the impact of certification by the National Board for Professional Teaching Standards (NBPTS) on burnout levels in educators. The potential benefits to teachers who pursue NBPTS certification include a sense of professional pride, new leadership roles and responsibilities for teachers, recognition of outstanding teaching practice, and higher salaries (Shapiro, 1995). Some of these potential rewards seem to address a number of the factors that are related to the onset burnout, and therefore may reduce teacher attrition. The study utilized the Maslach-Leiter conceptual framework to examine burnout, which breaks the burnout construct into three separate dimensions; emotional exhaustion, depersonalization, and reduced personal accomplishment. The research questions sought to determine if there was a difference between National Board Certified Teachers (NBCTs) and their non-certified peers in each of these dimensions of burnout. The research sample consisted of the NBCTs and a comparable random sample of their non-certified peers from a large urban school district in the Central Florida area. The Maslach Burnout Inventory Educators Survey was used a basis of comparison of the burnout levels. The two groups were compared utilizing an independent samples t-test. The instrument utilized in this study also included demographic questions, as well as questions that were designed to measure the various elements of the Maslach-Leiter theoretical model of burnout. These questions and the independent variable NBPTS certification were included in a multiple regression analysis in order to determine if the differences noted between the groups using the independent samples t-tests were in fact a result of NBPTS certification, and not the theoretical model itself. The instruments were mailed in the fall of 2006, and were returned to the researcher anonymously. A total of 476 surveys were returned, for a response rate of 52%. The independent samples t-tests revealed significant differences between NBCTs and their non-certified peers on all three dimensions of burnout. An examination of the individual scores for each group revealed that in each of the dimensions showed that the NBCTs demonstrated lower levels of experienced burnout in each dimension. The multiple regression analyses that were conducted to confirm that NBPTS certification was in fact a significant factor in the development of each burnout dimension revealed mixed results. Emotional exhaustion and reduced personal accomplishment were both found to have a significant negative relationship with NBPTS certification, which indicates that the NBCTs are significantly less burned out then their non-certified peers. Despite the initial finding of significance in the independent samples t-test, NBPTS certification was not found to be a significant factor in the onset of the depersonalization dimension of burnout. This relationship needs further exploration in future studies. The significant difference between the research and control groups in this study suggests that NBPTS certification may reduce burnout levels in at least two dimensions. Legislators and policymakers at the state and federal levels have provided millions of dollars to support NBPTS certification. These findings seem to indicate that this financial support has impacted burnout levels in educators, and may therefore warrant examination as a strategy to address the issue of teacher attrition.
Ph.D.
Department of Public Administration
Health and Public Affairs
Public Affairs PhD
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Moore, Jannese Woodard. „Perceived barriers to the National Board For Professional Teaching Standards certification“. [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0829102-115252/unrestricted/MooreJ102402c.pdf.

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Nelson, Patricia W. „Identification, understanding, and perceptions of learning styles national board certified teachers /“. Access citation, abstract and download form; downloadable file 5.21 Mb, 2004. http://wwwlib.umi.com/dissertations/fullcit/3131691.

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Moore, Jan Woodard. „Perceived Barriers to the National Board For Professional Teaching Standards Certification“. Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/710.

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Since its conception in 1987, much money and effort have been expended establishing the National Board for Professional Teaching Standards. Although 16,038 educators in 45 states and the District of Columbia have obtained National Board Certification, there are over 1,200 teachers in the East Tennessee counties of Cocke and Sevier who are eligible for National Board Certification, but have not obtained this certification. This study sought to identify the barriers that discouraged this population from attempting to gain National Board Certification. The research design was inferential and utilized data from a survey instrument constructed by the researcher. A pilot test of the instrument was conducted, reliability coefficients calculated, and survey items retained, modified, or deleted based on the results. The final survey contained 38 statements (grouped into five subscales) and a demographic section. A total of 700 surveys were sent to eligible educators in the public schools of Cocke and Sevier counties; of those, 459 were returned and 448 responses were usable. Other variables studied were age, gender, teaching assignment, years of teaching experience, education level attained, future plans to attempt, not attempt, or unsure about attempting National Board Certification, informational sources, and overall opinions of the National Board for Professional Teaching Standards. In addition, a space was provided for comments. Findings included: The most problematic barriers from greatest to least were personal obstacles, teaching professionalism, teacher morale, evaluation process, and financial considerations. Significant differences regarding the barriers existed in all demographic areas included in the study except for educational levels, and the majority of respondents had a negative overall opinion of National Board Certification. However, the opinion varied with the source of information about the process. Educators who received their information from local administrators and published materials had a more positive opinion than those that received their information from peers. This study indicates that the barriers identified are factors in keeping eligible East Tennessee educators from attempting National Board Certification.
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Suttle, Natasha M. „National Green Building Standard multi-family housing : a cost comparison /“. Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/715.

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Leftwich, Paula J. „Discourse and Disconnect: Black Teachers and the Quest for National Board Certification“. [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001319.

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Hall, Amy W. „National Board Certification: The Impact on Teaching Practices of Three Elementary Teachers“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1467.

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During the past century the educational reform movements focused on the need for highly qualified teachers based on research surrounding the effects on student achievement related to the quality of the teacher (Busatto, 2004). The National Board for Professional Teaching Standards (NBPTS) was created in 1987 in response to the increasing focus placed on having quality teachers (Berg, 2003; Humphrey, Koppich, & Hough, 2005; NBPTS, 2011). The NBPTS is an organization governed by teachers that emphasizes sound instructional practices and improving teaching. The standards for National Board Certification are based on solid research that recognizes education practices that result in improvement in student achievement (NBPTS, 2012b). If the National Board Certification process identifies effective teachers, then the classroom practices of those teachers should demonstrate research-based best practices in their everyday instruction. The purpose of this study was to explore the everyday instructional practices of 3 Nationally Board Certified (NBC) teachers who taught grades 4 and 5 in east Tennessee. This study was a multi-site, qualitative study that included classroom observations, semi-structured interviews, and checklists to conduct descriptive and evaluative case studies involving 3 Nationally Board Certified teachers who taught in counties located in east Tennessee. Research conducted by Marzano, Pickering, and Polluck (2001) identified 9 best practices of effective teachers; those practices were used as a framework for observation. Through observations and interviews the researcher investigated the teaching strategies used by 3 NBC teachers and how those strategies compare to the 9 best practices identified by Marzano et al. (2001). Further, the researcher sought to understand how the National Board Certification process impacted those strategy choices. Findings for this study support the following 3 conclusions. First, this research study revealed that the participating Nationally Board Certified teachers use research-based best practices regularly in their classrooms. Second, the NBC process makes a positive impact on instructional practices in the classroom according to the 3 teachers in this study. Last, the NBC process made a difference in the reflective practices of the 3 participants in this inquiry.
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Falaney, Patricia E. „National Board for Professional Teaching Standards Certification: Does It Impact Student Learning?“ UNF Digital Commons, 2006. http://digitalcommons.unf.edu/etd/192.

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The present study measured student gains in learning using the Florida Comprehensive Assessment Test pre and post-test mean scale scores in reading comprehension and math problem solving. The project involved classes of students in fourth and fifth grade in six north Florida counties. Thirty class sets of students were taught by a National Board Certified teacher, and a comparable set of thirty class sets of students of the same grade level and at the same school were taught by a teacher who was not National Board Certified. The analysis indicated if National Board Certified teachers produced a higher mean gain score for their students than teachers not certified by National Board. Did National Board Certification make the needed difference in student learning? The results of the main effect of the study did not indicate a statistically significant difference in the average reading comprehension and math problem solving achievement of students whose teachers were National Board Certified as compared to those whose teachers were not National Board Certified. There was a statistically significant main effect for grade level. In follow up testing there was a statistically significant difference between reading at the fourth and fifth grade levels. A small statistically non-significant difference was found in the math gain score means (favored fifth grade) and a larger difference in reading gain scores (favored fourth grade). There was a statistically non-significant effect for the grade level by teaching status two-way interaction.
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Groves, Terri. „LEADERSHIP ROLES FOR NATIONAL BOARD CERTIFIED TEACHERS IN SOUTHERN ILLINOIS SCHOOL DISTRICTS“. OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/147.

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Title: LEADERSHIP ROLES FOR NATIONAL BOARD CERTIFIED TEACHERS IN SOUTHERN ILLINOIS SCHOOL DISTRICTS National Board Certified Teachers (NBCTs) are highly skilled in the latest research-based instruction and understand the importance of data-driven instruction and its impact on student learning. Because of their expertise, NBCTs have the potential to become leadership agents for producing high-performing schools. However, there is little to no evidence that NBCTs are being encouraged to use their expertise to improve school performance. Therefore, the purpose of this study was to explore NBCTs in leadership roles in southern Illinois schools. To accomplish this purpose, three areas were explored: the extent to which NBCTs participated in leadership roles in schools and the nature of those NBCT leadership roles, NBCTs' perceptions regarding their leadership role significance, and the enablers and barriers to NBCT leadership. Mixed methods were used to interpret, analyze, and draw conclusions from quantitative and qualitative data. The findings show that prior to November 2007, 150 NBCTs were actively teaching in Regional Areas V and VI in southern Illinois school districts. Sixty-two percent (n=93) of those NBCTs responded to the request that they participate in the survey. Of those responding to the survey, over one half (59%) of NBCTs were involved in leadership roles in schools. In addition to their regular teaching assignments, the majority of these NBCTs were involved in multiple leadership roles in the seven core areas of professional growth and staff development, mentoring, curriculum development, student achievement, grant writing, school improvement, and support groups. Forty-one percent (n=38) of NBCTs indicated not having a leadership role. To determine NBCTs' perceptions of leadership role significance, NBCTs ranked the significance of their leadership role(s). The findings show that NBCTs perceived their leadership role(s) to have the most significance when addressing the following areas: (a) improved classroom practices, (b) communicating and operating from strong ideals about teaching and learning, (c) coaching and facilitating teams of teachers in school wide professional and staff development, (d) disaggregating and analyzing test scores data to increase student learning, and (e) promoting shared goals and vision. NBCTs perceived less significance when their leadership role(s) were involved in collaborating with administrators in creating and sustaining internal conditions, acting as change agents to inspire peers, leading the recognition and celebration of school accomplishments, facilitating sessions on current theories and practices, and addressing and adapting to negative undercurrents within the organization. The enablers and barriers to NBCT leadership roles were explored. The findings show that factors associated with administrators, colleagues, and circumstances beyond one's control contributed to the enabling or barring of NBCT leadership in schools.
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Cannard, Kelly. „National Board Certification: A Career Imprint That Transfers to Teacher Leadership Roles“. Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052845.

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Since its inception in 1987, the National Board for Professional Teaching Standards has certified over 112,000 accomplished teachers in its effort to professionalize teaching. During this same period, districts have added teacher leadership positions to improve the instructional practice of teachers and meet the complex needs of students, something the Board envisioned for National Board Certified Teachers (Carnegie Forum on Education and the Economy, 1986). However, there is a lack of research about if and how NBCTs holding formal teacher leadership roles utilize their expertise to improve instruction among their peers. This qualitative study sought to examine this issue through semi-structured interviews with forty-three teacher leaders who are National Board Certified Teachers in four public school districts and one state context. In this dissertation, I make the case that National Board Certification served as a career imprint (Higgins, 2005) that National Board Certified Teachers subsequently transferred to their work as teacher leaders and encouraged in their peers. The imprint consisted of capabilities in knowing one’s students, constructivist and differentiated instruction, and observing, describing, and reflecting continuously on instructional practice The cognitive aspects of the imprint included a belief that understanding one’s students was central to instruction, a commitment to assuming internal responsibility for student learning, and an assumption that reflecting continuously on their instruction would lead to improved teaching and learning. The participants indicated that, although National Board Certification prepared them as excellent teachers, they still needed organizational supports to extend what they learned through the process to other teachers. In the absence of some supports, they said that they could not fully transfer the imprint. In a few unique cases, NBCTs reported that they were able to alter the policy context in order to create a more favorable environment for the principles and practices from National Board Certification to take hold among other teachers. The findings suggest that NBPTS could work collaboratively with other organizations and policymakers to more explicitly advance the principles and practices underlying National Board Certification imprint as well as promote NBCTs as teacher leaders beyond their classrooms. Steps that NBPTS, districts, states, and teacher leaders could take to strengthen the extension of the Board imprint in order to improve instruction and learning in schools are outlined. Avenues for further research are explored.
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Limba, Edwin Mandlakayise. „Barriers Access to Housing Finance by the Low-Income Groups: National Housing Finance Corporation (NHFC) in South Africa“. Master's thesis, Faculty of Commerce, 2019. http://hdl.handle.net/11427/30468.

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South Africa (SA) has been experiencing a serious challenge in terms of addressing housing problems and one of the factors is access to finance, mainly by the lower income earners. Government programmes like Financial Linked Individual Subsidy Programme (FLISP) that work through the National Housing Finance Corporation (NHFC) to provide affordable subsidy finance for housing to households who earn in the range of R3 501 and R15 000 do not make a significant impact necessary to improve access to affordable housing finance. The NHFC has approved and disbursed few and low amounts for FLISP hence questions have been raised as to the challenges that low-income earners experience when accessing affordable housing finance through the NHFC and its role in creating human settlements that is sustainable. The objective is therefore to undertake a descriptive and exploratory study of the FLISP program to enhance understanding of the effectiveness of NHFC in provision of affordable housing financing accessibility by the low-income groups in Johannesburg. The sample of participants was drawn from the beneficiaries of loans and NHFC officials using observations, questionnaires and semi structured individual interviews. The mixed research method is adopted using both the primary and secondary to collect data from NHFC and is analysed by means of descriptive statistics such as percentages, tables and frequencies. Data analysis showed that accessibility for housing finance remains an obstacle faced by the low-income households. Convergent mixed method is adopted in the study to understand why the NHFC has been not effective in addressing housing finance for low-income groups. The study found that the major challenges that low-income earners encounter in accessing affordable housing finance range from the deposit amount required, interest rates and affordability in repayments of loans. It is recommended that there should be an enhancement in the housing policy to focus on the low-income groups, also, alternative mechanism such as provision of serviced land and partnerships between government and commercial banks may improve the current conditions.
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Gaul, Thomas H. „A national survey of school board members' views on the impact of reform and restructuring on school board power and authority“. Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-171217/.

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Hunzicker, Jana Lynn Crumpler Thomas P. „The influence of the National Board Certification experience on teacher and student learning“. Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251861971&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178889242&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Thomas Crumpler (chair), Amee Adkins, Robert Dean, Lynn Gaddis, Kay Moss, Gary Weilbacher. Includes bibliographical references (leaves 441-446) and abstract. Also available in print.
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Alday, Kerry N. „An Historical Analysis of the Development of National Board Certification Stipends in Virginia“. Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26633.

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This study examines the historical evolution and legislative valuation of the National Teacher Certification Incentive Reward Program and Fund in the Commonwealth of Virginia. This fund offers stipends to teachers who earn National Board Certification from the National Board of Professional Teaching Standards. This research project included three steps of data collection. First, the legislative history of Virginia's National Teacher Certification Incentive Reward Program and Fund, which covered the General Assembly Session in 1999, was reviewed. The second step was open-ended interviews with legislators and a representative from the Virginia Education Association who participated in the creation of the "Fund." The third step was to collect and report the incentives that are offered by the local education agencies for teachers who earn National Board Certification. The study reported that the initial plan devised by the Carnegie Forum on Education and the Economy in the report, A Nation Prepared (1986) that National Board Certification was not implemented with fidelity in the Commonwealth of Virginia, according to the intended design when it pertained to both how to strategically use the skills of NBCTs and how to ensure NBCTs are working with the students most in need of help. As supported by the interview data, the study shows those interviewed value great teachers and are willing to support them with financial incentives.
Ed. D.
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Bauchmoyer, Susan Marie. „Predicting Academic and National Board Dental Hygiene Examination Performance Based on Academic Factors“. The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1418401625.

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41

Stork, Lisa. „Effectiveness of interpretive exhibits at Brown v. Board of Education National Historic Site“. Kansas State University, 2013. http://hdl.handle.net/2097/15645.

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Master of Science
Department of Horticulture, Forestry, and Recreation Resources
Ted Cable
National parks reach out to millions of people each year by offering a number of recreational and educational experiences. People are exposed to new ideas and experiences in a national park that they may not get anywhere else. At Brown v. Board of Education National Historic Site in Topeka, Kansas, the National Park Service (NPS) compels visitors to step into the shoes of African American students in a segregated elementary school through the use of interpretive exhibits. This study was conducted to evaluate the effectiveness of the interpretive exhibits at Brown v. Board of Education National Historic Site. Most visitors sampled (91%) were visiting for the first time, indicating that the site does not have many repeat visitors. Race and the American Creed, the 30 minute film that plays in the auditorium, was found the most impactful exhibit by 34.3% of visitors surveyed. Expressions and Reflections, the temporary exhibit in the Kindergarten room, was the second most impactful exhibit, at 21.6% of visitors surveyed. The least impactful exhibit was the film Pass It On, at 0.9% of visitors surveyed. As a whole, visitors were most impacted by dynamic exhibits with a clear theme, while static exhibits and those that did not have a clear theme were not as impactful. This research will help guide Brown v. Board of Education National Historic Site staff as they contemplate future changes in the interpretive exhibits.
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Brits, Reghard. „Mortgage foreclosure under the constitution : property, housing and the National Credit Act“. Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71814.

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Thesis (LLD)--Stellenbosch University, 2012.
Includes bibliography
ENGLISH ABSTRACT: The forced transfer of immovable property to enforce judgment debts by way of sale in execution has constitutional implications. Firstly, if the property is residential, section 26 of the Constitution (the housing clause) raises the question whether the current legal framework takes sufficient account of the imperative to respect people‟s access to adequate housing. Read with section 36 (the limitation clause), the requirement is that someone‟s home may only be violated if the result is proportionate based on all the relevant circumstances. Secondly, since the home qualifies as “property” for purposes of the section 25 (the property clause), the law that regulates this forced sale may not permit the arbitrary deprivation of property. In other words, it is necessary to also investigate whether the sale in execution of debtors‟ property satisfies the section 25(1) non-arbitrariness test. Therefore, the research problem that this dissertation addresses revolves around the implications of sections 25 and 26 of the Constitution for the “normal” sale-in-execution process. More specifically, the scope of the investigation is limited to forced transfers of residential property as a result of mortgage foreclosure. What makes this perspective interesting is that, in addition to the debtor‟s constitutional rights, the creditor also enjoys constitutional protection by virtue of the limited real right (the mortgage) that is registered over the debtor‟s home. This real security right is also “property” that is worthy of recognition under section 25. To the extent that the National Credit Act places obstacles in the way of creditors‟ right to enforce their debts, this interference may also amount to a deprivation of property, which must satisfy the requirements of the property clause. This dissertation shows that the traditional common law framework of mortgage foreclosure does not give full effect to debtors‟ sections 25 and 26 rights. Nevertheless, based on the subsidiarity principles, I argue that a development of the common law or the creation of unique constitutional defences is not called for. The reason for this submission is that the debt relief mechanisms of the National Credit Act already provide constitutionally appropriate relief for debtors who face the loss of their properties. The available mechanisms – including debt review, debt rearrangement and the right to reinstate credit agreements – are aimed at resolving the root of mortgage foreclosure, namely over-indebtedness. This approach will ensure that mortgage foreclosures have a constitutionally valid and proportionate effect on the rights of both parties to the mortgage relationship.
AFRIKAANSE OPSOMMING: Die afdwinging van vonnisskulde by wyse van die verkoop in eksekusie van onroerende eiendom is ‟n gedwonge oordrag van eiendom met grondwetlike implikasies. Eerstens, waar die eiendom residensieël is, verg artikel 26 van die Grondwet (die behuisingsklousule) dat die huidige regsraamwerk voldoende rekenskap sal gee van die opdrag om mense se toegang tot geskikte behuising te respekteer. Saamgelees met artikel 36 (die beperkingsklousule), mag daar slegs op iemand se reg van toegang tot behuising inbreuk gemaak word indien die impak regverdigbaar is met inagneming van al die relevante omstandighede. Tweedens, aangesien die huis kwalifiseer as “eiendom” vir doeleindes van artikel 25 (die eiendomsklousule), mag die regsreëls wat eksekusieverkope reguleer nie arbitrêre ontnemings van eiendom toelaat nie. Met ander woorde, dit is nodig om ondersoek in te stel of die verkoop in eksekusie van skuldenaars se wonings aan artikel 25(1) se nie-arbitrêrheidstoets voldoen. Die navorsingsprobleem behels dus die implikasies van artikels 25 en 26 van die Grondwet vir die “normale” verkoop-in-eksekusie proses. Die omvang van die ondersoek is spesifiek beperk tot oordragte van residensiële eiendom as gevolg van die oproep van verbande. Wat hierdie perspektief verder interessant maak, tesame met die feit dat skuldenaars grondwetlike regte het, is die feit dat skuldeisers ook grondwetlike beskerming geniet ten aansien van die beperkte saaklike reg (die verband) wat geregistreer is oor die skuldenaar se huis. Hierdie saaklike sekerheidsreg is ook “eiendom” wat erkenning verdien in terme van artikel 25. Vir sover as wat skuldeisers se vermoë om hul skulde af te dwing deur die Nasionale Kredietwet aan bande gelê word, mag hierdie beperkinge moontlik ook op ‟n ontneming van eiendom neerkom. Gevolglik moet hierdie skuldverligtingsmeganismes ook aan die vereistes van die eiendomsklousule voldoen. Hierdie proefskrif wys daarop dat die tradisionele gemeenregtelike raamwerk vir die oproep van verbande nie ten volle effek gee aan skuldenaars se regte onder artikels 25 en 26 nie. Nietemin, met beroep op die subsidiariteitsbeginsels argumenteer ek dat ‟n ontwikkeling van die gemenereg of die skep van unieke grondwetlike remedies nie in hierdie konteks toelaatbaar is nie. Die rede hiervoor is dat die Nasionale Kredietwet se skuldverligtingsmeganismes reeds voorsiening maak vir grondwetlik aanvaarbare verligting vir skuldenaars wat deur die moontlike verlies van hul eiendomme in die gesig gestaar word. Die beskikbare maatreëls – insluitend skuldhersiening, skuldherstrukturering en die reg om kredietooreenkomste te laat herleef – is gemik daarop om die oorsaak van verbandoproeping aan te spreek, naamlik oorverskuldigdheid. Hierdie benadering sal verseker dat die oproep van verbande ‟n grondwetlik geldige en proporsionele effek op die regte van beide partye het.
South African Research Chair in Property Law
National Research Foundation
Ciucci Bursary
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43

Mutero, James G. „Public enterprise evaluation : a case study of the National Housing Corporation, Kenya“. Thesis, University of Cambridge, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335109.

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Piedra-Perez, Isidro. „The Venezuela National Institute of Housing-reforms in the department of personnel“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1987. http://digitalcommons.auctr.edu/dissertations/2946.

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The intent of this degree paper is to describe and analyze problems of inefficiency in personnel administration in the Personnel Direction of the National Institute of Housing in Venezuela. The paper includes a general description of the National Institute of Housing, the actual structure and functions of the Personnel Direction as well as the functions of those divisions and departments attached to it. The study draws attention to those existent inefficiencies in personnel administration and authority distribution. The study found that public employees at the National Institute of Housing are not regulated by the provisions of the Administrative Career Law designed as a guide for the Venezuelan public administration system. Consequently, Public employees are laid off every five years, employees are not selected on merit basis, employees are promoted through political patronage and personal alliances, and they are paid inadequately. Furthermore, the Personnel Direction lacks sufficient delegated authority in the administration of personnel. The main sources of information were a combination of secondary sources and the writer's observation during his tenure as head of the department of classification and remuneration within the Personnel Direction. Included in this study are proposed reforms in the above mentioned areas in an attempt to help create a better and more efficient public administration system. The suggested reforms address the inequities of the Personnel Direction and are proposed as corrective measures for the Personnel Direction's present ineffective policies in recruitment, selection, promotion, authority distribution, and call for the enforcement of the Administrative Career Law.
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McDermont, Morag. „Managing the tensions in 'voluntary' housing : a study of the role of the National Housing Federation in the governance of social housing in England since 1935“. Thesis, University of the West of England, Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418446.

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Hall, Katharine. „Towards a housing policy that accommodates children : a study of entitlements and entitlement failures in the National Housing Subsidy Scheme“. Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10603.

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Includes bibliographical references (leaves 135-141).
This research is about a targeted response to poverty. The poverty alleviation programme in question is the South African National Housing Subsidy Scheme, and the thesis aims to bring together issues of child poverty and housing policy. In doing so, it addresses a number of gaps in the child poverty and housing literature.
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Low, Brian John. „NFB kids, portrayals of children by the National Film Board of Canada, 1939-1989“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0022/NQ38932.pdf.

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Gee, Ralph L. „A National Board Certified Teacher in the Principalship| A Qualitative Analysis of Leadership Behaviors“. Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3735133.

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The placement of National Board Certified Teachers (NBCTs) in school leadership roles emerged as a feature of comprehensive reform models and school improvement initiatives. Educational practitioners must verify the saliency of the National Board for Professional Teaching Standards (NBPTS) process in preparing NBCTs for school leadership, particularly how NBCTs demonstrate leadership behavior in the principalship role. These prompts inspired the central research questions of this study. How did an NBCT demonstrate leadership behavior in the principalship? What perceived role (if any) did the NBPTS process play in developing those leadership behaviors? I designed this single-case study to examine the leadership behaviors of one NBCT who ascended to the principalship.

Therefore, I investigated the influence of the NBPTS process to determine its role in developing the participant’s leadership behaviors. In my initial analysis, I applied Pitner’s (1988) conceptual path models to describe, categorize, and analyze, the leadership behaviors of the NBCT participant. These models depicted leadership behaviors as direct, mediated, reciprocal, and antecedent (DMRA). In my second analysis of the data, I pursued a thematic approach. I analyzed the data for code words and phrases that ultimately signaled the emergence of four major themes: setting the vision and mission, school and community relationships, religion, spirituality, and faith, and the 5 core propositions approach to school leadership. The four themes were instrumental in answering the central research questions of the study.

I used multiple interviews, observations, a survey, and documents to collect data. The resulting wide range of data captured a detailed picture of the participant, the school’s operations, and provided an indication of the extent to which survey respondents corroborated the participants’ perceptions. Findings indicated that the NBCT participant used each DMRA leadership approach; however those behaviors were subordinate to the five core propositions of the NBPTS. I concluded that the NBPTS process was vital to development of the participant’s knowledge relative to curricula, instruction, assessment, and reflection; all were important components of the participant’s school leadership behaviors. The findings represent a step toward confirming the unintended effect of the NBPTS process in preparing the participant for the principalship.

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Drinnon, Rebecca Lee. „Teacher Beliefs and the Instructional Practices of National Board Certified High School English Teachers“. Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1999.

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This mixed-methods study explored the instructional methods that accomplished high school English teachers use in their classrooms to improve understanding of how those methods are influenced by the teachers' beliefs. A survey regarding classroom practices and beliefs was sent to 313 National Board Certified Teachers (NBCTs) in English Language Arts--Adolescence and Young Adulthood across the United States with a response rate of 50.8%. From these data, I analyzed the variety and frequency of practices experienced teachers use and the beliefs that influence teachers' instructional decisions. I then conducted follow-up interviews and classroom observations with selected survey participants from North Carolina, Tennessee, Kentucky, and Ohio and explored further the beliefs and motivations of those teachers who were both typical and outlying according to their survey responses. The study found that factors such as school setting, educational level, and gender had little impact on teachers' instructional strategies, although a relationship was found between gender and approach to teaching literature. The study also found that reading instruction dominated the classroom instruction of those teachers, with writing instruction a distant second. In addition, those NBCTs were found to be teachers who developed positive relationships with students, created student-centered classrooms, challenged students academically, and were dedicated to being lifelong learners. In the end, 3 distinct teacher types were identified: teachers who focus on English as a discipline, teachers who focus on more generalized educational goals, and teachers who focus on their students' emotional well-being. However, the study suggests that all the teachers who participated in the study formed a fairly homogenous group regardless of their differences and that teachers' own educational experiences in school played a more significant role in determining their classroom behaviors than did their educational beliefs.
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McKenzie, Lowery Nancy Ellen. „The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices“. ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1158.

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This study utilized a causal-comparative design to investigate a relationship between the independent variable, National Board certification, and the dependent variable, perceived use of developmentally appropriate practices (DAP). A self-developed survey, the Early-childhood Teacher Inventory of Practices (E-TIP), was emailed to participants to collect data comparing differences in perceived use of DAP among early childhood teachers. Two hundred and forty-six Non-National Board certified (Non-NBCT) and 135 National Board certified (NBCT) early childhood teachers were surveyed. Inferential and descriptive statistics were used to analyze scores to determine if there was a difference in the mean scores. Descriptives were reported for age, years of teaching experience, grade level currently teaching, ethnicity, degree type, certification type, and degree level. Multiple analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used to understand the differences between perceived use of DAP. NBCTs scored significantly higher than Non-NBCTs on the E-TIP in three of the four target areas and on the Total of the Scale. Pearson product-moment corelations were used to determine a relationship between years of experience or level of education and NBCTs' perceived use of DAP. Years of experience were significantly related, but level of education was not. The findings indicate that National Board certified teachers perceive they incorporate more developmentally appropriate practices into their teaching than Non-National Board certified teachers.
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