The Resource Teacher Quality Grants Texas, 2012-2014
Teacher Quality Grants Texas, 2012-2014
Resource Information
The item Teacher Quality Grants Texas, 2012-2014 represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Bowdoin College Library.This item is available to borrow from 1 library branch.
Resource Information
The item Teacher Quality Grants Texas, 2012-2014 represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Bowdoin College Library.
This item is available to borrow from 1 library branch.
- Summary
- The Teacher Quality Grants Texas project is a broad, ongoing evaluative study with the goal of better understanding the professional growth in teachers who have self-selected to participate in focused, long-term professional development in mathematics or science provided by the Teacher Quality Granting Program (TQGP). The TQGP, funded through No Child Left Behind (NCLB), aims to improve the quality of teaching which, in turn, leads to improved student achievement. The 2012-2014 cycle of this study includes administrative and qualitative data, much of which contain observation notes and comments from trained raters observing teachers in their classroom environments. The data include ratings on classroom activities, organization, student attention, type of student cognition, instructional inquiry demonstrated by teacher, and types of assessment. Teachers in the classroom were also rated on instructional, discourse, assessment, and curriculum factors. Additionally, the data contain pre- and post-scores of content tests taken by teachers at the high school level. Administrative data on teachers includes academic degree type, college hours in project topic area, whether teacher had an alternative emergency certificate, grade level(s) taught, teaching assignments related to grant topic area, certification exams passed before and after the grant project, teaching assignment after grant project, reason for leaving grant project, and number of project days and hours by year. Additional qualitative data in this study includes participant reflective writings and interview transcripts. Teachers responded to a series of eight reflective prompts designed to elicit participant growth in subject matter, pedagogy, use of instructional technology, and development within a professional community of practice. A subset of teacher-participants were also interviewed by phone, during the summer following a year of grant participation
- Note
-
- 2012--2014
- 36620
- Label
- Teacher Quality Grants Texas, 2012-2014
- Title
- Teacher Quality Grants Texas, 2012-2014
- Summary
- The Teacher Quality Grants Texas project is a broad, ongoing evaluative study with the goal of better understanding the professional growth in teachers who have self-selected to participate in focused, long-term professional development in mathematics or science provided by the Teacher Quality Granting Program (TQGP). The TQGP, funded through No Child Left Behind (NCLB), aims to improve the quality of teaching which, in turn, leads to improved student achievement. The 2012-2014 cycle of this study includes administrative and qualitative data, much of which contain observation notes and comments from trained raters observing teachers in their classroom environments. The data include ratings on classroom activities, organization, student attention, type of student cognition, instructional inquiry demonstrated by teacher, and types of assessment. Teachers in the classroom were also rated on instructional, discourse, assessment, and curriculum factors. Additionally, the data contain pre- and post-scores of content tests taken by teachers at the high school level. Administrative data on teachers includes academic degree type, college hours in project topic area, whether teacher had an alternative emergency certificate, grade level(s) taught, teaching assignments related to grant topic area, certification exams passed before and after the grant project, teaching assignment after grant project, reason for leaving grant project, and number of project days and hours by year. Additional qualitative data in this study includes participant reflective writings and interview transcripts. Teachers responded to a series of eight reflective prompts designed to elicit participant growth in subject matter, pedagogy, use of instructional technology, and development within a professional community of practice. A subset of teacher-participants were also interviewed by phone, during the summer following a year of grant participation
- http://library.link/vocab/creatorName
-
- Weinburgh, Molly H
- Inter-university Consortium for Political and Social Research [distributor]
- Label
- Teacher Quality Grants Texas, 2012-2014
- Note
-
- 2012--2014
- 36620
- Control code
- ICPSR36620.v2
- Governing access note
- Access restricted to subscribing institutions
- Label
- Teacher Quality Grants Texas, 2012-2014
- Note
-
- 2012--2014
- 36620
- Control code
- ICPSR36620.v2
- Governing access note
- Access restricted to subscribing institutions
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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.bowdoin.edu/portal/Teacher-Quality-Grants-Texas-2012-2014/UZ_2tCSGA0Y/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.bowdoin.edu/portal/Teacher-Quality-Grants-Texas-2012-2014/UZ_2tCSGA0Y/">Teacher Quality Grants Texas, 2012-2014</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.bowdoin.edu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.bowdoin.edu/">Bowdoin College Library</a></span></span></span></span></div>
