Browsing by Author "Dr. Alan Reiman, Committee Member"

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Alone in the Hot Seat: Mentoring Assistant Principals
(2004-04-09) Palermo, James Michael; Dr. Kenneth Brinson, Committee Chair; Dr. Peter Hessling, Committee Member; Dr. Joseph Peel, Committee Member; Dr. Alan Reiman, Committee Member
Mentoring is a useful tool in the induction of any new professional. However there has been only limited research in the mentoring of new principals or assistant principals, and few school districts have induction or mentoring programs for novice assistant principals. This study examines one aspect of a mentoring program for new assistant principals in a large southeastern school district. It is an intrinsic case study of novice assistant principals' perceptions of the mentoring relationship and its formation. Data was collected through focus groups of mentors and novices, observations of assistant principal mentors meeting with novice assistant principals, and interviews with a sample of novices and mentors. Following data collection, findings were cross-validated with a survey of the larger cohort of novice assistant principals (n=32). Findings affirm earlier research with principals (NAESP, 2003; Playko, 1990). Novice assistant principals described the mentoring relationship as 'helpful' and 'supportive,' however they stated that time and proximity were barriers to the formation of a 'close, personal relationship.' Some novices sought out mentors in their own buildings and tapped cohorts from their Masters in School Administration programs for support. Future research is suggested in the development of the mentoring relationship, to examine both the mechanics of the process and the interpersonal skills necessary to create and sustain a positive mentoring relationship. Though there are no claims of generalizability from this intrinsic case study it appears that the perceptions of novice assistant principals share common characteristics with the perceptions of principals that mentoring is a benefit during the induction of new administrators. Given the future need for instructional leaders for our schools and the rapid succession of many assistant principals into the principalship, school districts are encouraged to consider the modest investment necessary to implement a mentoring program for new assistant principals and principals.
Enhancing Problem Solving Diposition, Motivation and Skills through Cognitive Apprenticeship
(2004-02-03) Walker, David Patrick; Dr. Richard Peterson, Committee Member; Dr. Alan Reiman, Committee Member; Dr. John Wasik, Committee Member; Dr. V. William DeLuca, Committee Chair
To determine the effects of teaching problem solving through the use of a cognitive apprenticeship paradigm, the researcher used a non-equivalent control group design. The experimentally accessible population for this study was high school technology education students in Durham, North Carolina. The sample was two classes of a Fundamentals of Technology course which covered technological problem solving through engineering activities. The control group received instruction through a traditional, prescriptive approach to teaching problem solving. The treatment group received problem solving instruction through a cognitive apprenticeship approach. Each group covered the same content. However, the treatment group received additional exercises to aid in the meta-cognitive process and was guided through the problem solving activity. Both groups received instruction for 2 weeks. A researcher designed disposition instrument, the California Measure of Mental Motivation (CM3) and an authentic assessment of the unit problem solving activity were used to measure differences between groups in disposition toward problem solving, motivation to solve problems and problem solving design effectiveness. One-way ANOVAs showed significant differences in some of the dependent variables. Follow-up analysis revealed the following results: (a) significant differences in the disposition scale of Perseverance between groups as measured by a post-test given at the end of the unit; (b) significant differences in the motivation scales of Cognitive Integrity and Process as measured by the CM3; (c) no significant differences in problem solving performance, as measured by the effectiveness of the technological problem introduced in the unit. The study results provided some evidence that teaching problem solving through the use of cognitive apprenticeship is more effective than that of more traditional approaches. Significant differences were found in key areas that are stressed in the cognitive apprenticeship model such as increased importance placed on using a process, as well as motivation to solve problems. In addition, interviews with the participating teachers suggested that teaching problem solving through cognitive apprenticeship has a positive effect.
Special Education Teacher Attrition in North Carolina: The Contributions of Internal and External Factors
(2004-12-02) Williams, Jennifer Bautel; Dr. Susan Osborne, Committee Chair; Dr. Michael Ward, Committee Member; Dr. Alan Reiman, Committee Member; Dr. Cathy Crossland, Committee Member
Teacher attrition throughout schools in our county is a national problem reflecting significantly on the quality and stability of educational programs. Statistics have surfaced over the past few years describing the increased rate of teacher attrition in the field of education. To date, there has been some research on identifying the factors associated with teacher attrition in special education but more is needed. A limited number of studies contain large population samples, investigate the relationship between gender and attrition, or investigate external contributors of attrition such as salary, percentage of students in poverty, and the academic performance of students. In the meantime, State Education Agencies and Local Education Agencies implement retention policies based on inadequate data. This study provides a critical review of the literature related to teacher attrition in special education and research questions were investigated that address the internal and external factors related to teacher attrition in a southeastern state using a large three-year data set. The study identified the relationships between internal factors such as age, licensure status, degree held, salary, experience, ethnicity, and gender in regards to teacher attrition. Additionally, external factors such as local teacher salary supplement, academic achievement of students, and poverty level of students and the relationship to teacher attrition were examined. Data including special education teachers from the 2000-2001, 2001-2002, and 2002-2003 school years were obtained and quantitatively analyzed using the SAS statistical package to explore relationships between the various internal and external factors and the attrition of special education teachers. Findings are clearly presented, and the influences of internal and external factors are revealed. A discussion of the implications of these results and ideas for future research are presented.