Perceptions of Catholic School Teachers

Perceptions of Catholic School TeachersPART ONE RESEARCH DESIGNA title for your themeA assorted methods study of student perceptions of the qualities of extremely in force(p) traditional Catholic secondary schoolingdays teachers.A description of the research context/background/ conundrum leading to your study (three to five sentences approximately)It is a well-established and researched fact that individually and collectively, teachers play a pivotal role in facilitating student success (Duncan, Gurria, Leeuwen, 2011 Hattie, 2009 Reddy, Fabiano, Jimerson, 2013). Moreover, there is practically evidence to suggest that the level of teacher quality is linked with the level of student performance (Darling-Hammond Youngs, 2002 Goe Stickler, 2008 Hattie, 2003 Leigh, 2010). Although recent research on teacher quality has set general traits (Canter, 2014 Coles, Owens, Serrano, Slavec, Evans, 2015 Cooper, Hirn, Scott, 2015 Spilt, Hughes, Wu, Kwok, 2012), Jimerson Haddock (2015) advocate further research regarding teacher effectiveness (p488). Consequently, this study proposes looking into teacher effectiveness within the sphere of traditional Catholicism, an field of battle which is gradually burgeoning ( society of Saint Pius X, 2016 Wikipedia, 2017a) and hitherto unexplored. Additionally, as Sutcliffe (2011) suggests, it is important to examine high school students perceptions of teacher quality (p24).Describe your study aimsThe aim of this mixed methods wildcat sequential study is to explore and examine student perceptions of traditional Catholic secondary school teacher effectiveness in order to identify and last come up with a list of ten outstrip characteristics for this sort out. Findings will be utilize to inform future teacher education programmes which rescue a specific emphasis on training Traditional Catholic teachers. The nature of the exploratory sequential study is such(prenominal) that it will be divided into twain stages (Onwuegbuz ie Collins, 2007). The aim of the first stage of the study is to collect qualitative info from select samples of students in order to then identify general themes/characteristics using an inducive approach to selective information analysis (Schulz, 2012). The aim of the second stage of this study is to further identify a top ten list of characteristics via a valued survey which will ask students to choose from a list of key characteristics and then ask them to rank the top ten. The results would then be published.What are your qualitative research mind (s)?What elements set a highly effective traditional Catholic secondary school teacher apart from others?What characteristics do they have?What article of faith methods do they use?What qualities/virtues do they possess?What behaviours do they exhibit?What spiritual qualities do they have?How do highly effective Catholic secondary school teachers promote learning and engagement?What are your quantitative research question (s)?Of all the characteristics identified, which are considered the near appealing?What are your mixed methods research question (s)?Which characteristics of highly effective traditional catholic teachers are considered most appealing and to what extent?Describe the qualitative data that you will collect and how you will test it. What methods will you use? Discuss some of the key aspects of the data that you wish to collect (e.g. Interview question, what you will look for in observations and so forth). How many participants and how will you chose them (sample distribution) (approximately three hundred words).I conceive taking a focus group approach to the gathering of qualitative data. Focus groups allow participants to interact with one another, share and equalize and often generate new insights beyond what individual interviews can do (Carey, 2016 Pedersen et al., 2016). Furthermore, given the fact that participants will be secondary age students, I idea they would feel more comfo rtable with each other rather than in an individual interview alone with an adult. At the same time focus group interviews give the researcher an opportunity to hear the language of the participants and explore the topic in more depth (Pedersen et al., 2016).In regard to the number of participants I intend using what Onwuegbuzie Collins (2007) call cluster sample. That is select focus groups consisting of 10 students from each of 10 different traditional Catholic schools so that qualitative data is collected from a total of 100 participants. It was thought advisable to select clusters of elderly age students, that is, students in their last year of school only, for two reasons. Firstly, old(a) students have years of experience behind them and are able to reflect on those experiences, and secondly, older students are more mature.In regard to key aspects of the data, it is hoped that semi-structured questions such as reflecting on your own personal learning experiences, what inst ances of effective catholic teaching have you seen? and what makes a traditional catholic teacher great? would derive responses from the students which the researcher could then explore in more depth. Data would be collected via a voice recorder then from the recording a conversation analysis would be undertaken. This involves constructing a transcript of the interviews and then analysing the data using an inductive approach, that is finding themes/characteristics and recurring themes/characteristics which have emerged from the data (Schulz, 2012 Wikipedia, 2017b). These popular themes could then be apply to develop a quantitative instrument for the next stage of the research project.A few factors would also need to be considered during data collection and analysis. For example, the schools, parents and students would have to give informed and voluntary consent and anonymity and confidentiality with regard to names of teachers and students, including the names of the schools would have to be respected (Tolich Davidson, 1999).Describe the quantitative data that you will collect and how you will analyse it. What methods will you use? Discuss some of the key variables that you will collect data on. How many participants and how will you chose them (sampling) (approximately ccc words).I intend collecting quantitative data from a survey which would be sent to the same students who had participated in the first stage of this research project, that is to say, those senior age secondary school students who had participated in the focus groups. The survey would consist of a list of variables, that is, the results of the qualitative conversation analysis and the key characteristics of highly effective catholic school teachers. To cite an example, one such variable might be the proposition that highly effective catholic secondary school teachers posit well for their lessons. Others might be that highly effective catholic secondary school teachers have positive attitu des or that they are masters in their depicted object areas or that they include a spiritual dimension in their teaching. I consider it advisable to add one other variable and that is school kettle of fish so the researcher can identify how many surveys from each school were returned. Other nominal demographic data such as gender, age etc. were considered unnecessary for this particular research project because the focus of the project is on a list of top ten characteristics of effective catholic secondary school teachers and not on gender or age differences.In regard to the administration of the survey itself, students would be invited to read the list of variables and choose a top ten. Students would be asked to rank the characteristic they felt most defined an effective catholic secondary school teacher as number one and so on and so forth until they reach number ten. Results would be entered into a Microsoft Excel spreadsheet and the top ten key characteristics would be determ ined by functional out which characteristics had the 10 lowest total scores.Drawing on the work of Creswell Plano Clark (2011), draw a diagram of your mixed methods study. PART TWO CRITICAL brushupUsing Onwuegbuzie and Poths meta themes, conduct a critical freshen up of the following mixed methods article (500-750 words)Wyant, J.D., Jones, E.M. Bulgar, S.M. (2015). A mixed methods analysis of a single-course strategy to integrate applied science into PETE. Journal of Teaching in Physical Education, 34, 131-151. A critical review has been conducted on Wyant, Jones, Bulgers (2015) above mentioned article using Onwuegbuzie and Poths (2016) meta-themes. Unless otherwise noted, all references are citations from this article.META-THEME 1 WARRANTEDNESSMany terms were introduced and defined however I assess that there were too many. In the trigger alone readers were introduced to the terms PETE, NASPE, ISTE, CBAM, Stages of Adoption, External Barriers, First-Order Barriers and TPAC K. Whole articles have been devoted to explaining TPACK Additionally, what are occupational socialization researchers?The reference list was comprehensive however there were quite a few errors. For example throug technology sort of of through technology the use of capitals in some of the titles Teachers Use of educational Technology in U.S. Public Schools 2009 (NCES 2010-040), US States missing Eugene instead of Eugene, OR, the words writer Retrieved instead of just Retrieved and many recent journal articles were missing DOI numbers. In regard to the latter, was this the fault of the authors or were they simply unable to be open?Citations were inconsistent within the article, for example, three authors were consolidated to (Hall et al., 1979) and (Rochanasmita et al., 2009) while others with four were written out in full ( allan, Erickson, Brookhouse Johnson, 2010) and (Russell, Bebell, ODwyer OConnor, 2003).META-THEME 2 JUSTIFICATIONThe article appears to be underdeveloped. Al though the authors used the TPACK model as a theoretical framework to explain the first theme, nowhere in the article do the authors explain this. They refer readers to the TPACK model in the introduction but that is all. The same could be said for First-Order Barriers which is used as a framework for the second theme.The authors advance qualitative/quantitative research/mixed methods research. They used a mixed methods design and quantitative and qualitative data collection procedures consisting of closed-ended survey instruments and weekly journal entries and end of course semi-structured interviews.The purpose of the study was cleared stated in the purpose statement paragraph The purpose of this study was to examine the influence of a domain-specific technology courseMETA-THEME 3 musical composition QUALITYAlthough the authors made good use of headings and sub-headings some sections seemed out of order. For example Research Design followed Methods when it really should be the other way around, participants were mentioned twice and the introduction seemed too long. Furthermore the authors did not follow the structure recommended by Onwuegbuzie and Poth (2016) who advocate the following framework literature review, theoretical framework, rationale, purpose statement, research questions, hypothesis, and educational significance.The authors used a number of appropriate transitional words such as Accordingly, More specifically, For example, Typically, Further etc. However, the abstract repeats the purpose statement.META-THEME 4 TRANSPARENCY entropy relating to sample size was mentioned specifically and clearly. Readers were directed to the fact that participants included 12 pre-service teachers and were recruited from a sample of 34 (male=24, female=10). However, information regarding the two participant sampling techniques could have been made clearer. For example, the authors could have clearly stated that the first participant sampling technique used was , the second participant sampling technique was.etc.All tables and figures were referred to, for example, see Figure 1, see Figure 2, see Table 1 etc. However, in my opinion they were not explained sufficiently. To cite just one example on this point, Figure 1 was a visual model of the mixed methods design, however, the authors only referred readers to this visual diagram under Data Collection Procedures and Analysis and not under Research Design where it seems more appropriate to put it. Furthermore, readers were referred to the model as a timeline a timeline was created .. (see Figure 1), yet the caption clearly indicated that it was a Visual Model of Mixed Methods Research Design.Directions for future research were provided in the final concluding paragraph What this study further highlights is the need for scholars to devote great attention to the research and dissemination of technology-related projects.META-THEME 5 INTEGRATIONFigure 1, which consisted of a visual model of the mixed methods research design, was clear and visually appealing. However as said above, it should have been referred to and explained in detail under the heading Research Design.Measures were taken to ensure validity/legitimation. For example, the use of experienced social science researchers (plural) to review and legitimize research procedures, and interview transcriptions and journal entries were also distributed to participants to confirm the data accurately captured their feelings.META-THEME 6 PHILOSOPHICAL LENSThe authors refer to research philosophies such as occupational socialization and constructivist-based learning, however, both could have been presented in a better way. For example, in regard to the former, the authors refer the readers to occupational socialization researchers, yet they do not clearly define this it but simply refer readers to it at the very end of the paragraph As with occupational socialization, research on learning. Shouldnt philosophies be cle arly defined first so readers understand?REFERENCESCanter, L. (2014). Classroom management for academics success. Bloomington, IN Solution Tree Press.Carey, M. A. (2016). Focus groups-what is the same, what is new, what is next? Qualitative Health Research, 26(6), 731-733. doi.org/10.1177/1049732316636848Coles, E. K., Owens, J. S., Serrano, V. J., Slavec, J., Evans, S. W. (2015). From reference point to student outcomes The role of teacher knowledge, skills, and beliefs in increasing integrity in classroom management strategies. School Mental Health, 7(1), 34-48. doi.org/10.1007/s12310-015-9143-2Cooper, J. T., Hirn, R. G., Scott, T. M. (2015). Teacher as change broker Considering instructional practice to prevent student failure. Preventing School Failure Alternative Education for Children and Youth, 59(1), 1-4. doi.org/10.1080/1045988X.2014.919135Creswell, J. W., Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed). Los Angeles, CA SAGE Publicati ons.Darling-Hammond, L., Youngs, P. (2002). Defining highly qualified teachers What does scientifically-based research actually tell us? Educational Researcher, 31(9), 13-25. doi.org/10.3102/0013189X031009013Duncan, A., Gurria, A., Leeuwen, F. (2011). Uncommon wisdom on teaching. Retrieved from www.huffingpost.com/arne-duncan/uncommon-wisdom-on-teachi_b_836541.htmlGoe, L., Stickler, L. M. (2008). Teacher quality and student achievement Making the most of recent research. National Comprehensive Center for Teacher Quality. Retrieved from http//files.eric.ed.gov/fulltext/ED520769.pdfHattie, J. (2003). Teachers make a difference What is the research evidence? Presented at the Paper presented at the Australian Council for Educational Research Annual Conference on Building Teacher Quality, Melbourne, Australia. Retrieved from http//research.acer.edu.au/cgi/viewcontent.cgi?article=1003context=research_conference_2003Hattie, J. (2009). Visible learning A synthesis of over 800 meta-analys es relating to achievement. London, England Routledge.Jimerson, S. R., Haddock, A. D. (2015). Understanding the importance of teachers in facilitating student success Contemporary science, practice, and policy. School Psychology Quarterly, 30(4), 488-493. doi.org/10.1037/spq0000134Leigh, A. (2010). Estimating teacher effectiveness from two-year changes in students test scores. Economics of Education Review, 29(3), 480-488. doi.org/10.1016/j.econedurev.2009.10.010Onwuegbuzie, A. J., Collins, K. M. . (2007). A typology of mixed methods sampling designs in social science research. The Qualitative Report, 12(2), 281-316.Pedersen, B., Delmar, C., Falkmer, U., Grnkjaer, M. (2016). Bridging the gap between interviewer and interviewee Developing an interview guide for individual interviews by means of a focus group. Scandinavian Journal of Caring Sciences, 30(3), 631-638. doi.org/10.1111/scs.12280Reddy, L. A., Fabiano, G. A., Jimerson, S. R. (2013). Assessment of general education teach ers Tier 1 classroom practices Contemporary science, practice, and policy. School Psychology Quarterly, 28(4), 273-276. doi.org/10.1037/spq0000047Schulz, J. (2012). Analysing your Interviews Southampton Education School Video File. Retrieved from https//www.youtube.com/watch?v=59GsjhPolPsSociety of Saint Pius X. (2016). General statistics about the SSPX. Retrieved from http//sspx.org/en/general-statistics-about-sspxSpilt, J. L., Hughes, J. N., Wu, J.-Y., Kwok, O.-M. (2012). Dynamics of teacher-student descents Stability and change across elementary school and the influence on childrens academic success Teacher-student relationship trajectories. Child Development, 83(4), 1180-1195. doi.org/10.1111/j.1467-8624.2012.01761.xSutcliffe, C., P. (2011). Secondary students perceptions of teacher quality. Electronic Theses Dissertations. 391. Retrieved from www.digitalcommons.georgiasouthern.edu/etd/391Tolich, M., Davidson, C. (1999). Starting fieldwork An introduction to qualitative rese arch in New Zealand. Auckland, N.Z New York, NY Oxford University Press.Wikipedia. (2017a). Conversation analysis. In Wikipedia, the dissolve encyclopaedia. Retrieved from https//en.wikipedia.org/wiki/Conversation_analysisWikipedia. (2017b). Traditionalist Catholic. In Wikipedia, the free encyclopaedia. Retrieved from https//en.wikipedia.org/wiki/Traditionalist_CatholicWyant, J. D., Jones, E. M., Bulger, S. M. (2015). A mixed methods analysis of a single-course strategy to integrate technology into PETE. Journal of Teaching in Physical Education, 34(1), 131-151. doi.org/10.1123/jtpe.2013-0114