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4 results on '"Kershaw P"'

1. Curricular Innovations: Findings from a Title II Teacher Quality Enhancement Grant.

Author

Suters, Leslie A., Kershaw, Cheryl, Kronick, Bob, and Melear, Claudia T.

Abstract

Urban Impact is a Title II Teacher Quality Enhancement Act partnership grant supporting the development of new strategies and structures to strengthen the preparation and development of beginning teachers in urban settings in Tennessee. This study evaluated the success of Urban Impact in restructuring university coursework and university/school partnerships to better equip preservice teachers and beginning teachers with knowledge, skills, and abilities they will need to work with diverse student populations. It also addressed the development of a broad-based understanding of improvement of teacher preparation for urban contexts. The focus is on restructured university coursework for the University of Tennessee, Knoxville, and the Knox County, Tennessee, public schools. The university implemented some curricular changes, and this study evaluated their impacts on 15 preservice secondary school teachers and 3 preservice elementary school teachers. Innovations included: (1) a community-based field experience for secondary science teachers; (2) internship coursework in service learning; (3) internship experience in community mapping; (4) a field experience prison visit; (5) a co-teaching model for secondary science teaching interns; and (6) other innovations that increased community participation for teacher interns. Survey and focus group information from preservice teachers indicated their general approval of these programs and the belief that the innovations were helpful in preparing to teach diverse groups of students. Surveys for the various innovative programs are attached. (Contains 1 table and 16 references.) (SLD)

Published
2002

2. Mentoring: Findings from a Title II Teacher Quality Enhancement Grant.

Author

Suters, Leslie A. and Kershaw, Cheryl

Abstract

Urban Impact is a Title II Teacher Quality Enhancement Act partnership grant supporting the development of new strategies and structures to strengthen the preparation and development of beginning teachers in urban settings in Tennessee. This study evaluated the success of Urban Impact in establishing professional and social supports for the first years of teaching and developing a broad-based understanding of and support for the need for improving the preparation of teachers for urban contexts that involves the Tennessee State Department of Education, business and community leaders, and national organizations. Data were obtained for mentors and novice teachers in the 11 Knox County, Tennessee schools that participated in the program in its first 2 years. In all, 84 novice teachers were affected by the mentor program in its first 2 years. The study includes data provided by 42 urban specialists who participated as mentors. Survey responses from teachers showed overall positive responses to the program, with appreciation for the mentoring received. The impact of the program, in terms of teacher turnover, was difficult to determine, as departing teachers generally do not say why they leave. The program did appear to have positive effects on the professional work and growth of mentors, and post assessment data from mentors was positive. Teacher and mentor surveys are attached. (SLD)

Published
2002

3. Teachers' Perceptions about Their Quality of School Life According to Their School Setting, Gender and Years of Teaching Experience.

Author

Kershaw, C.

Abstract

A team of researchers from the University of Tennessee at Knoxville is in its tenth year of working with individual schools to improve the quality of life within educational communities. This paper reports on the current Quality of School Life (QSL) study conducted to assess teachers' perceived levels of satisfaction with the quality of their school life according to school level, gender, and years of teaching experience. Survey data were collected from 701 teachers in 21 Tennessee public schools during the 1992-93 and 1993-94 school years. Although findings indicated that perceptions vary according to school site, some patterns were identified across schools in the selection of specific QSL factors. When analyzed by school, QSL school level factors were found to be significantly different in terms of importance. Communication, support, work load, working conditions and resources were consistently ranked among the most important to teachers, while work enrichment, leadership, and recognition were consistently ranked as among the least important. The study replicates the results of other research and supports the assumptions underlying the QSL process. Suggestions for further research and 13 statistical tables detailing study findings complete the document. (Contains 43 references.) (LL)

Published
1994

4. Student and Educator Perceptions of the Impact of an Alternative School Structure.

Author

Kershaw, C. A. and Blank, M. A.

Abstract

Recent research suggests that special programs designed to "fix" low-achieving students are based on a deficiency model that does not serve their clients' needs. Alternative schools are providing conditions necessary to address disenfranchised students' problems. The descriptive case study summarized here was conducted to determine the perceptions of students, teachers, guidance counselors, and administrators regarding their experiences in an alternative school setting and to make comparisons with experiences in 10 traditional schools in a large Tennessee school system. Findings showed that students are assigned to the alternative school for varied reasons. The alternative school's smaller, supportive, more structured learning environment and close faculty/student relationships are perceived as positively influencing student performance. Students feel that guidance counselors' support and instruction strongly influences their anger and behavior. Perceptions differ concerning alternative-school course work difficulty, standards, and student outcomes. Alternative school teachers perceived their roles as different from traditional school teachers. While teachers are viewed as enhancing student progress, the majority of parents are perceived as impeding their children's progress. There is no consistent action plan for integrating alternative school students into their base school environments. Both types of schools must cooperate. Further findings are summarized. The report contains 33 references and 3 appendices with sample student and teacher interview forms. (MLH)

Published
1993

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