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The Associations of Student Achievement and Classroom Practices among Third Grade Teachers in Upper East Tennessee

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Title: The Associations of Student Achievement and Classroom Practices among Third Grade Teachers in Upper East Tennessee
Language: English
Authors: Tausha Lynn Clay
Source: ProQuest LLC. 2005D.Ed. Dissertation, East Tennessee State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 146
Publication Date: 2005
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Descriptors: Elementary School Teachers, Grade 3, Educational Practices, Academic Achievement, Classroom Environment, Course Content, Social Environment, Developmentally Appropriate Practices, Achievement Tests, Teacher Education, Educational Attainment, Certification, Teaching Experience
Geographic Terms: Tennessee
Assessment and Survey Identifiers: Tennessee Comprehensive Assessment Program
ISBN: 979-86-912032-1-3
Abstract: The purpose of this study was to determine if an association existed between student achievement scores and classroom practices used among third-grade teachers in Upper East Tennessee. The variables included classroom environment, instructional context, and social context, employing developmentally appropriate practices (DAP). Teacher characteristics, including type of degree, highest degree, years of experience, level of DAP knowledge, and degree granting institution, were analyzed for characteristics influencing developmentally appropriate practices. The instrument, Assessment of Practices in Early Elementary Classrooms (APEEC), was used to gather information; the "Tennessee Comprehensive Assessment Program" (TCAP/CRT) Reading/Language and Mathematics scores were used to determine students' achievement level. A demographic survey was used to collect teacher characteristic information. An initial analysis of data incorporated simple descriptive statistics in the form of frequency tables. Independent samples t tests, analyses of variance (ANOVAs), and Pearson Product moment correlation coefficients were used to determine if there were associations in DAP levels among teacher characteristics. Finally, one-way-analysis of variance assessed the associations between the dependent variables (TCAP/CRT scores) and independent variables (environment, instruction, and social context). The analysis of the data indicated that the majority of the third-grade teachers were certified in elementary education. Over half of the sample had master's degrees or above. Six had not taught any grades except third. The third-grade teachers had less experience in teaching kindergarten and more experience in first and second grades. An independent-samples t test indicated no significant differences in APEEC scores between teachers with early childhood degrees and teachers with other degrees; no significant differences in APEEC scores between teachers with a bachelor's degree and teachers with a master's or higher degree; and no significant differences between degree granting institutions. Correlation coefficients indicated APEEC scores were not significantly affected by teachers' years of experience. ANOVAs indicated significant differences in APEEC physical environment and social environment scores among teachers having a great deal of DAP knowledge but not in classroom instruction. ANOVAs indicated significant differences in classroom instruction and student achievement scores in Reading/Language, but not in Math. No significant differences were found in APEEC social and physical context scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28270211
Accession Number: ED654368
Database: ERIC
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  Data: The Associations of Student Achievement and Classroom Practices among Third Grade Teachers in Upper East Tennessee
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  Data: The purpose of this study was to determine if an association existed between student achievement scores and classroom practices used among third-grade teachers in Upper East Tennessee. The variables included classroom environment, instructional context, and social context, employing developmentally appropriate practices (DAP). Teacher characteristics, including type of degree, highest degree, years of experience, level of DAP knowledge, and degree granting institution, were analyzed for characteristics influencing developmentally appropriate practices. The instrument, Assessment of Practices in Early Elementary Classrooms (APEEC), was used to gather information; the "Tennessee Comprehensive Assessment Program" (TCAP/CRT) Reading/Language and Mathematics scores were used to determine students' achievement level. A demographic survey was used to collect teacher characteristic information. An initial analysis of data incorporated simple descriptive statistics in the form of frequency tables. Independent samples t tests, analyses of variance (ANOVAs), and Pearson Product moment correlation coefficients were used to determine if there were associations in DAP levels among teacher characteristics. Finally, one-way-analysis of variance assessed the associations between the dependent variables (TCAP/CRT scores) and independent variables (environment, instruction, and social context). The analysis of the data indicated that the majority of the third-grade teachers were certified in elementary education. Over half of the sample had master's degrees or above. Six had not taught any grades except third. The third-grade teachers had less experience in teaching kindergarten and more experience in first and second grades. An independent-samples t test indicated no significant differences in APEEC scores between teachers with early childhood degrees and teachers with other degrees; no significant differences in APEEC scores between teachers with a bachelor's degree and teachers with a master's or higher degree; and no significant differences between degree granting institutions. Correlation coefficients indicated APEEC scores were not significantly affected by teachers' years of experience. ANOVAs indicated significant differences in APEEC physical environment and social environment scores among teachers having a great deal of DAP knowledge but not in classroom instruction. ANOVAs indicated significant differences in classroom instruction and student achievement scores in Reading/Language, but not in Math. No significant differences were found in APEEC social and physical context scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 146
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Course Content
        Type: general
      – SubjectFull: Social Environment
        Type: general
      – SubjectFull: Developmentally Appropriate Practices
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Educational Attainment
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      – SubjectFull: Certification
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Tennessee
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      – SubjectFull: Tennessee Comprehensive Assessment Program
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      – TitleFull: The Associations of Student Achievement and Classroom Practices among Third Grade Teachers in Upper East Tennessee
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