Dissertations / Theses: 'Victoria ;National Board of Education'

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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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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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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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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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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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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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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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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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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 protÃ©gÃ©s." 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 protÃ©gÃ©s' at the elementary grade levels. National Board-certified protÃ©gÃ©s' perceptions of having the functions provided were compared with those of their teacher mentors and with the protÃ©gÃ©s' 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 protÃ©gÃ©s'. The teacher mentors' perceptions of having provided the mentoring functions were assessed using the Mentoring Functions Scale for the Mentor, and the protÃ©gÃ©s' perceptions were measured with the Mentoring Functions Scale for the ProtÃ©gÃ©. Both instruments were adapted for this study from a previous mentoring scale for the protÃ©gÃ© 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 protÃ©gÃ©s on the exposure-and-visibility function, between non-NBC teacher mentors and their protÃ©gÃ©s on the challenging assignments function, and between all mentors and all protÃ©gÃ©s 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 protÃ©gÃ©s 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 protÃ©gÃ©s with whom teacher mentors interact and guide.

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Newby, Carrie. "Do the Goal Orientations of National Board Certified Teachers Differ from Their Non-Certified Counterparts?" TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/253.

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Given the increasing number of those achieving certification through National Board for Professional Teaching Standards (NBPTS) and the amount of federal money NBPTS has been awarded to design the assessment of identifying teachers, the majority of research has focused on whether National Board Certified teachers impact student achievement and whether NBPTS effectively measures teacher quality. There is very little, if any, published research that addresses other factors that could possibly distinguish teachers that have obtained National Board Certification, however. In the current study, it was presumed that goal orientation might be an important factor that could distinguish those who have achieved National Board certification from those who have not. Therefore, the following research question was addressed: Are the goal orientations of those who are NBPTS certified different from those who have not attempted and those who were unsuccessful in obtaining NBPTS certification. To address this question, the author surveyed 165 teachers using the Patterns of Adaptive Learning Scales (PALS) to obtain a measure of their goal orientations. The teachers were in one of three groups, successful NBPTS applicants, unsuccessful NBPTS applicants, or non-applicant teachers. The results revealed no significant differences among the three different groups of teachers in terms of their goal orientations. Thus, there was no support that those who had earned national certification had differing goal orientations than their non-certified counterparts, evidenced by the data which suggested that all the teachers appeared to exhibit a stronger mastery goal orientation compared to performance-approach or performance-avoidance goal orientations.

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Holland, Jeanne Williams. "Are Mississippi Students Achieving At A Higher Rate As A Result of National Board Certified Teachers?" MSSTATE, 2006. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03202006-153349/.

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The purpose of this study was to determine if there was a statistically significant difference between the MCT scores (reading, math, and language arts) of two groups of students (those taught by a NBCT and those who were not), and if there was a difference, how those differences can be explained based on selected teacher demographic data (endorsement area of certification, sex, age, race, highest degree received, years of experience, and National Board Certification status). Teachers? National Board Certification (NBC) status and age were identified as variables that contribute to the difference in the reading, language arts, and math Mississippi Curriculum Test (MCT) scores. Students who were taught by National Board Certified Teachers (NBCTs) are more likely to have higher reading and language arts standardized test scores than students who were taught by non-NBCTs. While researchers have also concluded that teachers? years of experience, endorsement area (s), and highest degree received play a vital role in the differences found in students? achievement, this study did not confirm those findings. The results of this study, however, indicated that teachers whose ages ranged from 41-50 tend to have higher reading, language arts, and math MCT scores. The majority of teachers in this age group were NBCTs.

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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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Callisto, Kristen Alana Wong. "Dripstone Columns: A Strategy Development Model for Strategic Renewal for the National Board for Professional Teaching Standards." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013336.

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The National Board for Professional Teaching Standards was established in 1987 and is an independent, non-profit, and non-governmental organization that works to advance accomplished teaching. At the time of my residency, the National Board was in the midst of several significant changes: a major re-design of its board certification assessment, the launch of ATLAS – an online case library of accomplished teaching, the transition of a new president and CEO, and the wind-down of several large grant-funded projects. As it prepared to enter its 30th year, the National Board sought strategic renewal to more effectively scale accomplished teaching. At its surface, my residency was about articulating a model of strategy development for the National Board and creating the conditions for an emergent strategy development process – a bottom-up process that leverages the expertise, leadership and entrepreneurial spirit of staff members to develop the National Board’s next-generation strategy for scale. However, my capstone also speaks to broader themes of change management for a mature organization, leadership through transition, and of course, developing organizational conditions and culture to support current needs. I treat the development of my strategic project as a case study for how an organization in the ambiguity of transition can navigate forward towards strategic clarity. This capstone outlines the three stages of my strategic project where I refine a model of strategy development that calls out the need for top-down strategic guidance coupled with an emergent strategy development process. I rejected the binary between top-down or bottom-up and sought to articulate a top-to-bottom model. The metaphor of dripstone columns, which are formed when stalactites and stalagmites grow together symbolize the top-to-bottom model of strategy development I proposed. To analyze the strategic project, I use an adaptive leadership framework. This framework allowed me to examine the way in which transition and change affected the National Board, its leadership, and its staff members. I conclude that strategy development must not be lost in the turmoil of transition. The discipline to step back from the demands of daily work and effectively communicate strategic direction and priorities provides the steady leadership that is critically needed for an emergent strategy development process and especially in times of change.

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Dill, William. "Exploring Students' Use of Learning Contracts in Preparing for the National Athletic Training Board Certification Examination." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748449.

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The purpose of this study was to explore the application of learning contracts in the process of preparing to take the AT BOC exam. The goal of this study was to investigate best practices to assist students in being successful when taking the BOC certification examination. Self-directed learning in medicine was an important skill in the ever-changing healthcare landscape. One self-directed learning tool, learning contracts, had been studied in other healthcare fields. However, little research had been conducted utilizing learning contracts in athletic training. In addition, providing students with a research based instrument that could be used to improve success on the BOC examination would positively impact the profession of athletic training. Therefore, a mixed methods research study was implemented to study the usefulness of learning contracts in the preparation for the BOC examination. The data produced in the study showed that athletic training students were self-directed learners and that learning contracts were a useful tool when preparing for the BOC examination. Along with the Self-Assessment Exams (SAEs) produced by BOC, Inc., learning contracts were shown to be useful in helping students diagnose learning needs as well as creating a plan to study. Based on the outcomes of this study the researcher recommends that athletic training students, and athletic training programs, implement the use of learning contracts when preparing for the BOC examination. The researcher also recommends that students strongly consider using SAEs to diagnose learning needs or gaps.

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Hutchins, MaryLu. "Journeys toward Reflective Practice| How Engaging in National Board Certification Influences Teacher Identities and Practices." Thesis, West Virginia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110135.

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The purpose of this study was to explore the lived experiences of accomplished teaching practitioners by tracing the development of the teaching expertise of participants using a narrative inquiry frame. This allowed time and space for participants to engage in making meaning of the memories of lived teaching experiences. This perspective took into account the influence of the cultures and contexts in which the teacher was situated prior to, during, and after engaging in the National Board process. The implications of the study indicated engaging in continuous reflection enabled teachers to mitigate problems by framing and reframing practices. Educators at all levels may do well to pause, reflect, and reconsider the how the structures of public school might be altered so that teachers have the spaces they need to learn to teach in ways that ensure all students, particularly those with a support system that is significantly different from the backgrounds of their teachers, are provided with an equitable education. School leaders might choose to consider how the disparate cultural history of teachers and students influences the teaching practices in their school and community context, which may diminish the likelihood of equity, access, and fairness for learning by all students. Emphasis on creating pathways for culturally diverse future educators will continue to be of concern as our knowledge of the growing diversity of our students depends on constructing understandings of their actual, not perceived, educational needs.

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Russell, William D. "Principal Internships: Developing Specific Knowledge and Skills as Identified by the National Policy Board for Educational Administration." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2782.

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The purpose of this study was to measure the learning of the specific skills and knowledge as identified by the National Policy Board for Educational Administration during internships of students from universities participating in the Alliance for the Preparation of Educational Leadership. Former interns from Brigham Young University, East Tennessee State University, Florida State University, and Virginia Polytechnic Institute and State University, responded to a survey designed to measure the skills and knowledge as defined by the National Policy Board for Educational Administration. Indicators of the domains identified by the National Policy Board for Educational Administration allowed former interns to reflect and identify those areas that were best learned during the administrative internship. The target population included students who recently graduated from the participating universities. Reviewing the literature exposed the need for an inductive knowledge base. The amount of research was abundant in the area of effectiveness, the internship, and principal preparation. There was little research in the area of the development of specific skills as defined by the National Policy Board for Educational Administration using the internship as a method of delivery. The majority of the former interns were white females slightly over forty years old. The majority held a masters degree with 21% holding a degree higher than a masters. Few were serving as principals. Findings indicated that internships were highly valued, innovative, provided experiences for the domains of competency, and focused primarily on the functional theme. Recommendations included that internships ignore age, gender, and race; be designed by the university personnel; be one of a variety of field experiences; be innovative; and exist primarily in the operational dimension.

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Hatrick, Edgar B. "A national study of school board members' opinions about Acquired Immune Deficiency Syndrome and education." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53940.

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The major purpose of this study was to ascertain the opinions of school board members about Acquired Immune Deficiency Syndrome (AIDS) as it relates to the curriculum of America's public schools and employment and other policies governing those schools. The presence of the AIDS virus in the general population presents school board members throughout the nation with potentially volatile choices to be made about dealing with this infectious disease in the public school setting. In addition to the opinion survey, data were also gathered from this national sample of school board members about practices already in place related to sexually transmitted diseases such as AIDS. Descriptive research methodology was utilized in this study. A nationwide sample of school board members was identified from the list of subscribers of The American School Board Journal using a stratified random sampling technique. Of the approximately 25,000 subscribers who are school board members, the researcher surveyed an 18% random sample by means of a mailed questionnaire. The study was sponsored by The American School Board Journal, published by the National School Boards Association, the national professional organization for school board members in the United States.
Ed. D.

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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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Antunez, Fernando. "The Effectiveness of the National Board Certification as it Relates to the Advanced Placement Calculus AB Exam." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154930.

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This study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards’ Beliefs Instrument (SBI) (Zollman & Mason, 1992) to determine alignment of their beliefs with the National Council of Teachers of Mathematics (NCTM) standards. Interviews were conducted with five NBC mathematics teachers to understand how they incorporate best mathematics teaching practices in their daily instruction.

A t-test analysis revealed that students taught by NBC teachers scored significantly higher (M = 3.70) on the AP Calculus AB Exam than those taught by non-NBCTs (M = 2.74); Cohen’s d (.6429) indicated a moderately large effect size. No causation is to be implied; various confounding factors may also contribute to the variance in student scores.

Three factorial ANOVA tests were performed to test interaction effects. Two significant interaction effects were detected: (1) NBCT status and student grade level; and (2) NBCT status and student FRL (free and reduced price lunch) status. No significant interaction was found between NBCT status and student gender.

With a reliability estimate using Cronbach’s alpha, a second t-test was conducted. A statistically significant difference was found regarding the mean scores of NBCTs and non-NBCTs regarding their beliefs according to the vision of the NCTM. NBCTs generally have practices that align more with the NCTM mathematics teaching standards. Interviews with five NBC teachers of AP Calculus provided rich qualitative descriptions of their teaching philosophies, approaches, and best practices contributing to student success.

The results of this study reinforce evidence from previous research that the process of obtaining the NBC contributes to a teacher’s professional expertise and is related to student success; however, since there may be other confounding factors related to teachers, students, and their schools, the NBC cannot be considered the sole factor contributing to student success in AP coursework and exams.

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Willis, Sarah Potter. "The effects of high stakes testing on the teaching practices of National Board Certified Teachers /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-1/williss/sarahwillis.pdf.

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Gaddis, Lynn Moss Rita Kay. "Candidate decision-making through the development of the National Board for Professional Teaching Standards portfolio." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064512.

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Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed March 2, 2006. Dissertation Committee: R. Kay Moss (chair), Barbara Nourie, Kathleen Crawford, Michelle Mueller, Barbara Heyl. Includes bibliographical references (leaves 192-199) and abstract. Also available in print.

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Michener, Olivia H. "A national survey of school board members views on retrenchment in public school budgets." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38532.

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Bales, Richard W. "Perceived indicators of support leading to the successful attainment of the National Board for Professional Teaching Standards certification." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0826104-142411/unrestricted/BalesR090804f.pdf.

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Thesis (Ed.D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0826104-142411 Includes bibliographical references. Also available via Internet at the UMI web site.

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Helding, Karen A. "Effectiveness of national board certified teachers in terms of classroom environment, attitudes and achievement among secondary science students." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/2502.

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A United States organization, called the National Board of Professional Teaching Standards (NBPTS), was initiated to strengthen the pedagogy of teaching and, subsequently, improve student achievement. The purpose of this study was to investigate the effectiveness of the NBPTS in terms of whether National Board Certified (NBC) teachers are effective in promoting positive classroom environments and student attitudes and in enhancing student achievement. The sample consisted of 927 Grade 8 and 10 science students from 12 secondary schools. Altogether, 443 students in 21 classes comprised the NBC teacher group and 484 students in 17 classes comprised the non-NBC teacher group. Students completed a learning environment questionnaire, the What Is Happening In this Class? (WIHIC), and an attitude scale based on the Test Of Science-Related Attitude (TOSRA). Scores from the science portion of the Florida Comprehensive Assessment Test FCAT, a state-mandated examination, were collected to measure achievement. This research is unique in that it is the first time that a learning environments study has included a sample of National Board Certified (NBC) and non-NBC teachers in order to compare their effectiveness in terms of secondary students' perceptions of their science learning environment, attitudes toward science, and science achievement. The study revealed that the revised version of the WIHIC and the modified attitude scale are valid and reliable instruments for assessing perceptions of the classroom environment and attitudes toward science among secondary science students in Miami-Dade County, Florida.In addition, a much stronger association with learning environment was found for students' attitude than for students' achievement. The contributions and significance of this study are not only that it adds to the area of research that pertains to the efficacy of NBC teachers, but it also adds to the field of learning environments research. This study is useful because it could be replicated to provide additional empirical evidence about the effect National Board teachers have on students in the classroom and add to the growth of educational data on the impact of National Teacher Certification and classroom learning environments research.

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Tarazi, Ghassan John. "National survey of school board members' perceived religious and political leanings and their attitudes on selected education issues." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-10022007-144639/.

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Helding, Karen A. "Effectiveness of national board certified teachers in terms of classroom environment, attitudes and achievement among secondary science students." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16716.

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A United States organization, called the National Board of Professional Teaching Standards (NBPTS), was initiated to strengthen the pedagogy of teaching and, subsequently, improve student achievement. The purpose of this study was to investigate the effectiveness of the NBPTS in terms of whether National Board Certified (NBC) teachers are effective in promoting positive classroom environments and student attitudes and in enhancing student achievement. The sample consisted of 927 Grade 8 and 10 science students from 12 secondary schools. Altogether, 443 students in 21 classes comprised the NBC teacher group and 484 students in 17 classes comprised the non-NBC teacher group. Students completed a learning environment questionnaire, the What Is Happening In this Class? (WIHIC), and an attitude scale based on the Test Of Science-Related Attitude (TOSRA). Scores from the science portion of the Florida Comprehensive Assessment Test FCAT, a state-mandated examination, were collected to measure achievement. This research is unique in that it is the first time that a learning environments study has included a sample of National Board Certified (NBC) and non-NBC teachers in order to compare their effectiveness in terms of secondary students' perceptions of their science learning environment, attitudes toward science, and science achievement. The study revealed that the revised version of the WIHIC and the modified attitude scale are valid and reliable instruments for assessing perceptions of the classroom environment and attitudes toward science among secondary science students in Miami-Dade County, Florida.
In addition, a much stronger association with learning environment was found for students' attitude than for students' achievement. The contributions and significance of this study are not only that it adds to the area of research that pertains to the efficacy of NBC teachers, but it also adds to the field of learning environments research. This study is useful because it could be replicated to provide additional empirical evidence about the effect National Board teachers have on students in the classroom and add to the growth of educational data on the impact of National Teacher Certification and classroom learning environments research.

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Sheek, Lesley E. "A phenomological study of the impact of National Board for Professional Teaching Standards on early childhood teachers." Birmingham, Ala. : University of Alabama at Birmingham, 2007. http://www.mhsl.uab.edu/dt/2007p/sheek.pdf.

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Stites, Ellen. "The National Policy Board of Educational Administration Competency Skills for School Leaders and Their Relation to Interagency Collaboration." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2977.

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This study examines the 21 competency domains of the National Policy Board of Educational Administration (NPBEA) and their importance in a collaborative effort like Cities in Schools (CIS). The purpose of the study was to identify the knowledge and skills which school principals need to facilitate an integrated service model. Data were compiled from a survey mailed to 195 CIS principals in the southeastern region of the United States. The 21 domains were rated and indicators in each of the domains were selected as essential to a CIS program. Conclusions of the study emphasize the importance of the 21 NPBEA domains when working with an interagency model. Factors such as, the length of time a principal had worked with CIS, the number of agencies involved, the percentage of children receiving free and reduced lunches and the gender of the responding principal were significant in determining the domains that principals selected as important. The domains found most significant were: motivating others, interpersonal sensitivity, leadership, delegation, staff development, judgment, problem analysis, student guidance, and written expression.

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Loeb, Hilary. "National Board Certification as a support for work with historically underserved students : a case study of Washington State teachers /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7580.

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Bumgarner, Heather J. "THE NATIONAL BOARD CERTIFICATION PROCESS AS PROFESSIONAL DEVELOPMENT: PERCEPTIONS ABOUT THE IMPACT THAT CHARACTERISTICS OF THE PROCESS HAD ON PROFESSIONAL GROWTH." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3961.

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Professional development is used by teachers to improve their teaching to enhance student learning, and research indicates that the National Board Certification (NBC) process contains high-quality professional development characteristics. Engagement in the NBC process can lead to professional growth by changing teachers’ knowledge, instructional practices, and students’ learning. This quantitative study investigated the extent to which characteristics of the NBC process influenced National Board Certified Teachers’ (NBCTs) professional growth. Using an online survey, the study collected responses from 119 NBCTs who participated in a specific NBC support program. Key findings included that all 20 high-quality professional development characteristics investigated had a perceived positive influence on professional growth, with some notable differences. The characteristics involving individual analysis of student work and teaching videos along with reflection were perceived to be most important, while those centering on collaboration with other candidates were perceived as less important. Second, characteristics that had the greatest perceived impact were those that focused on changing pedagogy rather than increasing content knowledge. Furthermore, a significant relationship was found between the perceived importance of duration in the experience and the length of time the candidate was in the process: NBCTs who achieved in one year, as compared to NBCTs who achieved in two or three years, had statistically significant lower ratings on the influence that the duration had on their professional growth. Additionally, those who engaged in the process for financial reasons, as compared to professional growth, had a lower rating of perceived importance when all characteristics were combined.

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Hussey, Anthony T. "Selected Principals' Perceptions of the Importance of the National Policy Board for Educational Administration's Initially Recommended Foundational Areas of Learning for Principal Education." Digital Commons @ East Tennessee State University, 1991. https://dc.etsu.edu/etd/2739.

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This study was undertaken to determine selected principals' perceptions of the importance of the NPBEA's initially recommended seven foundational areas of learning and associated topics to be included in doctoral programs for preservice preparation of principals. A secondary purpose of the study was to determine the amount of coverage of the foundational areas and associated topics in the preparation programs of the selected principals. National samples of U.S. public elementary and secondary school principals were surveyed over a 14 week period. Except for four topics, both groups of principals perceived the areas and topics to be important. Both groups perceived an additional eight topics to be less important than the other topics. There was no significant difference between the elementary and secondary school principals' perceptions of the importance of the areas and topics. Except for two areas and one topic, both groups of principals did not perceive the seven foundational areas and associated topics to have been covered in their preparation programs. Both groups perceived an additional seven topics to have been covered more than the other areas and topics. Generally, the principals perceived the areas and topics to be important, but a corresponding high degree of coverage for the areas and topics in the principals' preparation programs had not been perceived. Conclusions of the study indicated that NPBEA had correctly identified a large number of topics that practicing principals perceive to be important and that should be included in one core curriculum for preparation of principals. Additionally, more detailed investigations should be completed to determine why principals perceive the topics concerned with demographic changes, organizational theory, and research to be of lower importance than the other NPBEA topics. In support of claims in the literature, preparation programs of both elementary and secondary school principals are not relevant and are inadequate in many instances because the programs do not cover to the required degree the NPBEA's foundational areas and associated topics that the principals perceive to be important.

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Milne, Ian Bertram. "An investigation into the development, principles and practice of environmental interpretation in South Africa: a case study of the National Parks Board." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003486.

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This study looks firstly at the historical background to conservation, particularly in the South African National Parks Board, and relates this to developments in interpretation in the National Parks. These are evaluated against international norms as they appear in the current literature. The aim is to establish a platform upon which future developments in interpretation may be built, avoiding the mistakes of the past, while capitalising on the strong points. Current views of what interpretation is, and what it should be, are reviewed. Knowing who the audience is, in terms of cultural background, education, needs and interests, as well as sound planning, clear objectives and ongoing evaluation of interpretive programmes, emerge as essential prerequisites for effective interpretation. Through reviewing the development and current status of interpretation in the National Parks, the study finds that although the view has been expressed by management, both past and present, that interpretation in the national parks is of great importance, the past and current status of interpretation does not reflect that view. Generally, interpretation appears to be regarded as a non-essential service. This report argues that environmental interpretation should be given a higher status in the National Parks Board and that it should form an important part of the conservation strategy and management plan for the national parks. The researcher contends that a greater investment in interpretation could lead to a decrease in the need for further, increased investment in law enforcement in the parks. The researcher is also of the opinion that interpretation aimed at all levels of personnel of the National Parks Board is at least as important as interpretation aimed at visitors.

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Anyanwu, Ogechi Emmanuel. "THE POLICIES AND POLITICS OF MASSIFICATION OF UNIVERSITY EDUCATION IN NIGERIA, 1952-2000." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1159589539.

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Washburn, Jr Mickey Newman. "Effects of an Advanced Mathematics Education Graduate Program on Teacher Practice." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/40.

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Public concern over the mathematical incompetence of students and adults is longstanding and justified. The No Child Left Behind act has affected the nation’s teachers, their school systems, and their communities. The act required all classrooms have a “highly-qualified teacher” by June, 2006 (United States Department of Education, 2002). Thus, the purpose of this evaluative case study was to understand if the unique National Board Certification (NBC) focused Educational Specialist (EdS) program was effective in creating change in teacher practice of six high school mathematics teachers in a suburban Georgia county. The learning outcomes of the program and perceptions of self-efficacy were evaluated and used as guidelines for the effectiveness of the program. The study was grounded in theories of metacognition, social constructivism, and self-efficacy. Metacognition provided the basis for “thinking about thinking” (McApline, Weston, et al, 1999) but reflection expanded the thought process to thinking about thinking or actions. Reflections were an integral for each of the constructs of the EdS program and this dissertation. Data for the study included written teacher reflections, action research projects, and mentoring manuals; in addition to interviews three years after the program. Data were coded and analyzed through a process of constant comparison using the NVivo 7 software. The findings at each stage of analysis, which were halfway through the program, end of the program, and three years after the program, indicate the five constructs metacognition, social constructivism, self-efficacy, community of learners, and action research were common across data sets. Four of the five constructs became more prevalent at each stage of analysis with only action research peaking prior to the third stage. The patterns developed during the study indicated long-term change in teacher practice and these constructs solidified as part of their teaching philosophy.

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Lackey, Amy Dion Smith Al. "The development of an instrument to determine the relevance and validity of the Educational Leadership Constituent Council (ELCC) Standards for Advanced Programs in Educational Leadership." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5241.

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Beale, Jamie Marie. "The Relationship Between ACT Composite and Subcomponent Scores and Dental Hygiene Program Outcomes." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376923306.

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Manwaring, Joanne Scandling. "High Stakes Play: Early Childhood Special Educators' Perspectives of Play in Pre-Kindergarten Classrooms." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3732.

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This study examined Early Childhood Special Educators' perceptions of play as a developmentally appropriate practice in special education prekindergarten classrooms in one southeastern school district. Through purposeful sampling, eight prekindergarten special educators were identified because they held multiple teaching certifications and some held National Board certification. The participants had many years of experience in pre-kindergarten special education, and were professional development trainers, teacher mentors and or leaders in the prekindergarten special education community. These eight accomplished pre-kindergarten special education teachers were interviewed using an informal, semi-structured format about their beliefs concerning play, how they implement it in their classrooms as well as their perspectives on barriers to play. The participants identify the supports needed to implement play as a developmentally appropriate practice in special education prekindergarten classrooms. The findings reveal that Early Childhood Special Educators' believe in play as a developmentally appropriate practice and state that play is foundational to their practice in prekindergarten classrooms for children with special needs. Implications for future research and practice are included.

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Lee, Brian. "A Matter of National Concern: The Kennedy Administration and Prince Edward County, Virginia." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1877.

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A MATTER OF NATIONAL CONCERN examines the Kennedy Administration’s contribution to the restoration of public education in Prince Edward County, Virginia, and determines if those actions support the dominant narrative of Kennedy’s overall civil rights record – a historical assessment generally generated from a few acute crises. For five consecutive years (1959-1964), in defiance of federal court orders, the county board of supervisors refused to levy taxes to operate public schools, marking Prince Edward County as the only locale in the nation without free public education. The county leadership organized a segregated private school system for the 1,400 white children, but afforded no formal education for the 1,700 African American students. The Kennedy Administration inherited the Prince Edward County school situation – a crisis that threatened to cripple a generation, and, if replicated, destroy public education. In the Prince Edward County school dilemma, the Kennedy Administration took proactive measures, proved sympathetic to the plight of African Americans, challenged Virginia’s congressional delegation, and appointed federal judges that supported President Kennedy’s civil rights agenda. The Prince Edward County story generally, and the federal government’s actions specifically, have been virtually overlooked by historians. A MATTER OF NATIONAL CONCERN challenges scholars to re-evaluate the Kennedy Administration’s civil rights record by including all of the civil rights events of the Kennedy years, thus developing a thorough, comprehensive assessment. A MATTER OF NATIONAL CONCERN is the product of the study of unpublished archival documents, oral histories, interviews, newspaper reports, and secondary sources. This work was created using Microsoft Word 2003.

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Holbert, Romena M. Garrett. "Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292943698.

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Ekströmer, Karin. "Produktion och miljötänk - då och nu : Introduktion och utveckling av miljöhänsyn i svenskt skogsbruk." Thesis, Linnéuniversitetet, Institutionen för skog och träteknik (SOT), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65439.

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Sveriges natur förknippas mer än något annat med skog. Två tredjedelar av landets drygt 40 miljoner hektar landareal täcks av skog. Av 27,1 miljoner hektar skogsmark (inklusive skyddad mark) är 23,3 miljoner hektar produktiv skogsmark. Andelen privata skogsägare uppgår till ca 330 000 personer och äger hälften av all skogsmark i Sverige samt levererar drygt 60 % av den totala råvaran till skogsindustrin. Skogsstyrelsens, och skogsvårdstyrelsernas, främsta roll har alltsedan bemyndigandet 1903 varit rådgivning till skogsägarna, ett viktigt styrmedel för att kunna förebygga lagingripanden och mildra lagstiftningen. I början av 1960-talet väcktes det diskussioner, som sedan dess har varit aktuella, om: att jordens resurser är ändliga och hur vi förvaltar dem. Det mest turbulenta årtiondet för svensk skogsvårdpolitik var 1970-talet och den tidiga miljörelaterade kritiken mot skogsbruket var inte underbyggd av forskning om miljötillståndet i skogen, utan skapades av en allmän opinion i samhället. Flertalet av de intervjuade skogsägarna uppgav att rådgivning varit viktiga vägledare för dem i deras skogsvårdsbeslut, även om det i enstaka fall fått negativa konsekvenser. Miljöhänsynens avtryck i den enskilda skogsägarens skogsvård följer i stort sett den historiska utvecklingen, det är dock inte entydigt om det i första hand berott på Skogsvårdsstyrelsens kampanjer och rådgivning. Resultatet visar att rådgivning i miljöhänsyn påverkar skogsägarnas beslut i sina val av beståndsåtgärder. Den viktigaste slutsatsen som kan dras av studien är att rådgivning, utbildning och kunskaper är de avgörande framgångsfaktorerna i det fortsatta miljövårdsarbetet. Större hänsyn till den enskilde skogsbrukarens äganderätt, erfarenheter och kännedom om sin mark är något som både myndigheter samt den allmänna opinionen bör iaktta och värdesätta.
About two-thirds of Swedens land area is covered by forest. Half of the total forest land is owned by private forest owners.The purpose of this study was to describe the decades before and after the environmental concerns became self-evident in Swedish forestry, and from a forest policy perspective elucidate the introduction of environmental concerns in forest management. Interviews with private forest owners and field studys was conducted to identify specific occurences of conservation that could be linked to advisory service from The National Board of Forestry since the 1970´s. The result shows that guidance, education and skills are crucial success factors for the continuence of conservation and sustainable forestry, but also greater consideration and respect for the private forest owners property rights, experiences and knowledge.

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Lopes, Quintino Manuel Junqueira. "A junta de educação nacional (1929/36): traços de europeização na investigação científica em Portugal." Doctoral thesis, Universidade de Évora, 2017. http://hdl.handle.net/10174/21298.

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Em 1929, após diversas tentativas goradas na I República, é criada a Junta de Educação Nacional, pela qual se procura europeizar a ciência e pedagogia em Portugal, não esquecendo a renovação económica. Influenciada por instituições congéneres internacionais, com destaque para a Junta para Ampliación de Estudios e Investigaciones Científicas e os Fonds National de la Recherche Scientifique, esta instituição estatal aplica um conjunto articulado de práticas – atribuição de bolsas de estudo no estrangeiro e no país, financiamento de centros de estudo e de publicações científicas, e organização de serviços de expansão cultural e intercâmbio intelectual – visando a convergência científica com a Europa. Apesar das resistências corporativas, nomeadamente da Universidade, da actividade da Junta de Educação Nacional resulta um suporte institucional à comunidade académica nos inícios da ditadura, facilitando-lhe a actualização científica, a integração nas redes internacionais de comunicação em ciência e a internacionalização do conhecimento produzido; ABSTRACT: After several thwarted attempts to set up a national education board during the First Republic, the Junta de Educação Nacional was finally created in 1929 with the aim of Europeanising science and pedagogy in Portugal, and promoting economic regeneration. Influenced by similar international bodies, especially the Junta para Ampliación de Estudios e Investigaciones Científicas and the Fonds National de la Recherche Scientifique, the board introduced a coherent range of measures, including granting scholarships for study and research both at home and abroad, providing funding for study centres and scientific publications, and organising facilities and programmes for raising cultural awareness and academic exchange, with the aim of helping science in Portugal catch up with the rest of Europe. Despite resistance from some bodies, particularly the universities, to the implementation of this policy, an effective means of state support to the academic community was thereby successfully created during the early years of the dictatorial regime, thus enabling the community to keep abreast of the latest scientific developments, play an active role in international networks for scientific exchange, and see the knowledge it produced projected at the international level.

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Davies, Llewellyn Willis. "‘LOOK’ AND LOOK BACK: Using an auto/biographical lens to study the Australian documentary film industry, 1970 - 2010." Phd thesis, Canberra, ACT : The Australian National University, 2018. http://hdl.handle.net/1885/154339.

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While much has been written on the Australian film and television industry, little has been presented by actual producers, filmmakers and technicians of their time and experiences within that same industry. Similarly, with historical documentaries, it has been academics rather than filmmakers who have led the debate. This thesis addresses this shortcoming and bridges the gap between practitioner experience and intellectual discussion, synthesising the debate and providing an important contribution from a filmmaker-academic, in its own way unique and insightful. The thesis is presented in two voices. First, my voice, the voice of memoir and recollected experience of my screen adventures over 38 years within the Australian industry, mainly producing historical documentaries for the ABC and the SBS. This is represented in italics. The second half and the alternate chapters provide the industry framework in which I worked with particular emphasis on documentaries and how this evolved and developed over a 40-year period, from 1970 to 2010. Within these two voices are three layers against which this history is reviewed and presented. Forming the base of the pyramid is the broad Australian film industry made up of feature films, documentary, television drama, animation and other types and styles of production. Above this is the genre documentary within this broad industry, and making up the small top tip of the pyramid, the sub-genre of historical documentary. These form the vertical structure within which industry issues are discussed. Threading through it are the duel determinants of production: ‘the market’ and ‘funding’. Underpinning the industry is the involvement of government, both state and federal, forming the three dimensional matrix for the thesis. For over 100 years the Australian film industry has depended on government support through subsidy, funding mechanisms, development assistance, broadcast policy and legislative provisions. This thesis aims to weave together these industry layers, binding them with the determinants of the market and funding, and immersing them beneath layers of government legislation and policy to present a new view of the Australian film industry.

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"Measures of Effective Teaching: National Board Certification and Physical Education Teachers." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.25906.

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abstract: The non-profit National Board for Professional Teaching Standards (NBPTS) grew out of the belief that teachers were a key factor in improving student achievement and that the profession needed a way to recognize and reward exemplary classroom teachers. Over 100,000 teachers nationwide have achieved National Board Certification across all certificate areas, with approximately 1,800 of those in the area of Physical Education. Although National Board Certified Teachers (NBCTs) have been the subjects of several studies since the inception of NBPTS, very few have investigated the impact of National Board Certification (NBC) and Physical Education Teachers. This study examined the teaching effectiveness of NBCPETs and non-NBCPETs as they taught intact Physical Education classes with their own students. Participating teachers were provided with an experimental teaching unit (ETU) with a specific learning objective, but were free to plan and design the intended instruction. This study also examined the cognitive processes of NBCPETs and non-NBCPETs during interactive teaching. Academic Learning Time-Physical Education (ALT-PE), the System for Observing Fitness Instructional Time (SOFIT), stimulated-recall interviews, and document analysis were utilized for data collection. Pre- and post-tests on the ETU specific learning objective were conducted to determine student learning and three lessons were videotaped and used in subsequent analysis. Stimulated recall interviews were conducted following each lesson, lasting between 5 to 15 minutes. Themes that emerged from the stimulated-recall interviews across all teachers included: 1) building on past skills, 2) modifications to increase physical activity, and 3) goal-directed instruction. In addition, there is no difference between the amount of time students of NBCPETs engage in moderate to vigorous physical activity (MVPA) as compared to students of non-NBCPETs. Similarly, students of non-NBCPETs are provided the same amount of motor activity at an appropriate success rate (ALT-PE) as students of NBCPETs. Lastly, the results showed no difference in gain scores of the learning objectives between the two groups of teachers.
Dissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2014

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SUN, CHI-HUA, and 孫啟華. "To Explore the Promotion Effectiveness of National Defense Education for Board Game." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4xfc52.

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碩士
東方設計大學
文化創意設計研究所
106
Taiwanese government declared National Defense Education Act since 2005. Our government did request that senior high school should add to National Defense Education in the curriculum. Besides, National Defense Education curriculum should be assimilated into junior high school and elementary school. Most of people supported national army because the government is honestly concerned about the National Defense. In recent years, Taiwan has been occurred much scandal from national army since 2015. Although the Ministry of National Defense has made great effort in National Defense Education Act for many years, Taiwanese people cannot forget stereotypical impression or image. This research is aimed to discuss how to apply the theory to board game. We hope that we can persuade people to know and support national army by board game. On the other hand, this object of works is designed for elementary students, who can realize the importance of National Defense and knowledge through board game. There are varies of board games, which consist of different types in the markets. Our mission is to apply educational board game to help elementary students increase their National Defense expertise, such as: routine training or disaster relief. Last but not least, we conclude two research conclusions as following: 1.Board game of National Defense can help elementary students to add their knowledge of National Defense Education and national army. 2. Board game of National Defense can increase huge and substantial benefit into National Defense Education.

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"National Board Certified Teachers and the Methods They Use to Teach Vocabulary." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.40793.

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abstract: This study examines the skills, strategies, and routines used by National Board Certified Teachers in order to teach vocabulary to kindergarten students. The research focused, specifically, on the strategies teachers used during shared reading activities to help children gain a better understanding of vocabulary, while also ensuring that students were meeting the academic standards. All of the participants were National Board Certified and taught in kindergarten classrooms around the Phoenix, AZ area and three of the teachers taught in Title I schools. They participated in two formal interviews that were voice recorded, as well as one week of classroom observations. During the interviews the teachers shared their experiences related to National Board Certification, their beliefs about teaching and more specifically about teaching vocabulary, and the best methods for teaching students vocabulary. They also discussed ways they use the academic standards from Common Core in their classroom, and shared if they think the standards are aligned with the National Board Professional Teaching Standards. Upon examination of the interviews and observation field notes, several themes emerged. 1) The process of National Board Certification impacted their teaching practice and increased self-reflection. 2) Vocabulary is taught throughout the school day, across all content areas, using both direct and indirect instruction. 3) All of the teachers use shared reading activities as one method of teaching vocabulary words to their students. 4) Teachers find value in academic standards and National Board Professional Teaching Standards; however, they do not all agree that the two types of standards support one another.
Dissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2016

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Pollock, Steven Miles. "The relationship of the national dental board examination to dental school grading." 1996. http://catalog.hathitrust.org/api/volumes/oclc/48174490.html.

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Huffman, Jacqueline Sara Deighton. "Stages of concern toward the career and technical education standards for national board certification." 2001. http://purl.galileo.usg.edu/uga%5Fetd/huffman%5Fjacqueline%5Fs%5F200108%5Fedd.

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48

"Supporting National Board Candidates via Cognitive Coaching Conversations and Communities of Practice." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.8885.

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abstract: ABSTRACT There are currently 82,369 teachers nationwide who are National Board Certified Teachers (NBCTs). In Arizona the number of NBCTs is 678. The purpose of this study was to investigate the effect cognitive coaching conversations and participation in a community of practice had on National Board candidates' self-efficacy and their understanding of the National Board Professional Teaching Standards (NBPTS). A mixed methods research approach was used to collect data including: surveys, interviews, researcher observations, and cognitive coaching transcripts. I conducted a case study of five National Board candidates at my school. Drawing on the social cognitive theory, this study was framed by the construct of self-efficacy. Through the use of open-ended questions, cognitive coaching conversations pushed candidates' thinking to a deeper level of understanding. The teachers involved in the National Board certification process represented a community of practice as the expectations and language of the NBPTS standards and portfolio directions also provided a common connection. Findings in this study reveal that cognitive coaching conversations and membership in a community of practice have a positive impact on teachers' self-efficacy during the National Board certification process. In addition, on-going cognitive coaching conversations and participation in a community of practice positively impact National Board candidates' understanding and articulation of the NBPTS standards.
Dissertation/Thesis
Ed.D. Educational Leadership and Policy Studies 2011

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"Employing National Board Certification Practices with All Teachers: The Potential of Cognitive Coaching and Mentoring." Doctoral diss., 2013. http://hdl.handle.net/2286/R.I.17745.

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abstract: National Board Certification is an esteemed certification and professional learning and reflective opportunity for teachers. Cognitive coaching is also a method of support many teachers receive over the course of their National Board Certification journey. The certification process involves reflective practices and opportunities for teachers to think differently about their instructional decisions and overall teaching practice. This project involves teachers who are not affiliated with the National Board Certification process. The researcher provides them with reflective opportunities and components from the certification process. An analysis of qualitative and quantitative data unveil the following results. First, coaching and practices associated with the National Board Certification process benefit all teachers. In addition, qualitative data from the findings reveal that frequent and consistent reflective opportunities provided to teachers impact their awareness of content knowledge and their students' needs. The findings from this study also suggest that when teachers are given reflective opportunities, time to collaborate with others, and consistent and frequent time to work with a coach, then student achievement is positively affected.
Dissertation/Thesis
Ed.D. Leadership and Innovation 2013

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"The Evolution of Play in Public School Kindergarten Classrooms." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.15051.

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abstract: The purpose of this study is to portray kindergarten teachers' developmentally appropriate practices in order to authenticate the essential component of play. Recently, student achievement has been the primary focus in Early Childhood Education, and play is seen as an action that precludes academic learning. This is a qualitative study of teachers' perceptions and teaching practices through observations, interviews, surveys, and journal reflections. The study found that participant kindergarten teachers: (1) have a developing understanding of the positive impact play has on student development, yet they are not aware of how to successfully implement play in their classroom; (2) tend to be more work driven than play driven in their daily activities; and (3) perceive play occurrs when manipulatives are made available for student use, however, the activities are largely teacher-directed in contrast to student initiated play. In summary, participant kindergarten teachers were found to be hesitant to let their control shift to child-initiated learning. There are gaps between teacher knowledge of how child initiated play impacts learning and the actual classroom implementation of child initiated play. Teachers need further development to understand how to use materials to integrate play into daily lessons. It is important to widely disseminate and support the use of Early Childhood National Board Standards regarding play in kindergarten classrooms. Kindergarten teachers require professional development that permits the integration of knowledge of play and the implementation of play in an increasingly accountability driven environment. Keywords: Play; Perceptions of play; Learner-Centered; Developmentally Appropriate Practice (DAP); National Board Certification National Board Certified Teacher (NBCT); National Board for Professional Teaching Standards (NBPTS); English Language Learners (ELL); English Language Development (ELD)
Dissertation/Thesis
Ph.D. Curriculum and Instruction 2012

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Dissertations / Theses on the topic 'Victoria ;National Board of Education'

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