Papers by Dr. LaSonya Moore
Academy for Educational Studies, 2017
How intrinsic and extrinsic motivators impact teacher retention in challenging urban schools.
Literacy Information and Computer Education Journal , 2018
Teacher turnover in urban high-poverty schools is detrimental to students' achievement. In fact, ... more Teacher turnover in urban high-poverty schools is detrimental to students' achievement. In fact, one of the most prevalent social justice issues today is the unequal distribution of experienced teachers to urban high-poverty schools. Researchers suggest that experienced teachers are more effective at raising student performance than new or early career teachers, thereby ensuring their students are equipped for life after high school. Unfortunately, teachers leaving the field is an oft-cited challenge for school leaders. This is true across the nation and has been described as a great challenge for urban districts in Texas where the teacher attrition rate is twice the national average. Decades of research on the topic suggests that workplace conditions, effective school leadership, professional support, and a culture of high expectations are inextricably tied to teacher retention in urban settings. However, Texas is a unique state with a range of resources and landscapes. Of the 1,200 independent school districts, 11 (less than 1%) are considered major urban districts. And yet, the 11 major urban districts employ almost 61,500 teachers (17.4% of the state teaching population) and work in 1,400 schools (16% of Texas schools). The purpose of this study was to identify factors empirically tied to teacher retention in the 11 major urban districts in Texas. Using a non-experimental, retrospective research design, the authors collected and analyzed district-level data from the 2014-2015 Texas Academic Performance Report to identify specific factors that significantly contributed to teacher retention in urban Texas districts. The regression model identified four significant factors that contributed to the retention of urban teachers in Texas (district special education participation percentage, district teacher tenure average, new teachers, and percentage of students identified as at-risk). The findings suggest that higher percentages of special education and at-risk students contributed to retention while new teachers and average teacher tenure contributed to teacher attrition. Given the important role teachers play in student achievement, districts and campus leaders should continually consider new ways to develop, equip and retain urban teachers. Furthermore, this empirical research sheds light on previously unidentified factors that were found to influence teacher attrition and retention in urban school districts in Texas. Therefore, additional research in which districts and campus leaders continue to examine the relevance and effect of the factors identified in this study is needed to understand how these implications can potentially be generalized to other urban districts to support urban teacher retention and student achievement.
International Journal of Learning, Teaching and Educational Research, 2018
A team of researchers at two institutions revised and analyzed a battery of instruments to assess... more A team of researchers at two institutions revised and analyzed a battery of instruments to assess the Critical Dispositions (InTASC, 2013) required in the CAEP (2016a) accreditation standards for teacher education programs. This research presents initial findings for the revised version updating previous results from validity and reliability studies of the first version (Wilkerson & Lang, 2011). An in-depth study of one of the instruments, now in two forms, is presented. Version 2 was necessary because the standards providing an operational definition of the construct measured were updated. In this study, data were collected from teacher education students, in service teachers, and preschool teachers (Form A = 1072; Form B = 372). Item analysis using Rasch modeling, results of a qualitative review of specific teacher candidates across multiple measures, and student/program improvement uses are discussed. The results indicated that evidence of validity and reliability is maintained in the new version, and student disposition measures were diagnostic and logical for students of different training and experience.
Educational Research Quarterly, 2019
Focus on improving teacher quality and student achievement led many state departments of educatio... more Focus on improving teacher quality and student achievement led many state departments of education to implement research-based teacher effectiveness systems. The Teacher Professional Growth and Effectiveness System (TPGES) was implemented as the Kentucky teacher effectiveness system. This study examined teachers’ and principals’ viewpoints concerning the impact of TPGES on increasing their knowledge and understanding of the evaluation process and needed additional professional development at the end of the implementation year. Study results indicated mixed viewpoints concerning their knowledge and understanding of TPGES and of their viewpoints concerning additional needed professional development. In addition, researchers identified four professional development implications based on participating educators’ TPGES professional development efforts. Due to the rural setting, these implications are not generalizable to all schools; however they could provide guidance for other public school educators as they work to implement successful professional development initiatives in their schools.
STARS- University of Central Florida, 2016
Abstract
Although a plethora of research about teacher attrition exists, very little research has... more Abstract
Although a plethora of research about teacher attrition exists, very little research has been conducted on the factors that influence teacher retention. The need to identify factors that promote teacher retention is critical to both maintain a well-prepared and contented workforce and also to remedy the current national urban teacher attrition problem. School districts and administrators need to know how to implement systems that support the critical needs of teachers who teach in high-poverty, low-performing schools. This phenomenological research study identifies common experiences, practices, supports, and attitudes regarding teacher retention in high-poverty, low-performing urban schools by exploring the lived experiences of five veteran teachers from a large urban district in the southern United States. Data from a school-based teacher and principal survey and individual teacher interviews were collected and analyzed. To increase the validity of the research, the data from teacher interviews, school-based teacher surveys, and school-based principal surveys, were used to triangulate the findings.
Books by Dr. LaSonya Moore
Academic Press, 2015
Designed for educators, researchers, practitioners, or anyone interested in maximizing human pote... more Designed for educators, researchers, practitioners, or anyone interested in maximizing human potential, Motivation for Learning and Performance outlines 50 key motivation principles based on the latest scientific evidence from the disciplines of psychology, education, business, athletics, and neurology. Using a highly applied and conversational style, the book is designed to inform the reader about how to diagnosis, analyze, and mediate learning and performance challenges influenced by motivation.
The book features chapters on the biopsychology of motivation, how motivation changes across the lifespan, and the important influence of culture on motivated behavior. Three chapters are devoted to practical strategies and the implementation of motivational change. Special sections are included on enhancing motivation at work, in the classroom, in competitive environments, and during online education.
Hoffman employs the innovative approach of using his interviews with "real" people including many notable personalities across diverse cultures and disciplines to illustrate motivated behavior. For example, readers will learn what motivated the colossal investment fraud masterminded by Bernie Madoff, the intimate thoughts of former NFL superstar Nick Lowery when he missed a field goal, and the joys and tribulations of Emmy-nominated "Curb your Enthusiasm" actress Cheryl Hines.
The book provides a practical, applied, and multi-disciplinary resource for anyone interested in motivation and performance, but especially for university students at the graduate or undergraduate level studying education, psychology, business, leadership, hospitality, sports management, or military science. Additionally, the writing style and eclectic nature of the text will appeal to readers of non-fiction who can use the book to gain self-awareness to enhance performance of themselves or others.
Considers motivation for both learning and performance
Identifies 50 foundational principles relating to motivation
Provides research evidence supporting the foundational principles
Includes interviews from famous individuals, identifying what motivated them and why
Includes research from psychology, education, neuroscience, business, and sports
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Papers by Dr. LaSonya Moore
Although a plethora of research about teacher attrition exists, very little research has been conducted on the factors that influence teacher retention. The need to identify factors that promote teacher retention is critical to both maintain a well-prepared and contented workforce and also to remedy the current national urban teacher attrition problem. School districts and administrators need to know how to implement systems that support the critical needs of teachers who teach in high-poverty, low-performing schools. This phenomenological research study identifies common experiences, practices, supports, and attitudes regarding teacher retention in high-poverty, low-performing urban schools by exploring the lived experiences of five veteran teachers from a large urban district in the southern United States. Data from a school-based teacher and principal survey and individual teacher interviews were collected and analyzed. To increase the validity of the research, the data from teacher interviews, school-based teacher surveys, and school-based principal surveys, were used to triangulate the findings.
Books by Dr. LaSonya Moore
The book features chapters on the biopsychology of motivation, how motivation changes across the lifespan, and the important influence of culture on motivated behavior. Three chapters are devoted to practical strategies and the implementation of motivational change. Special sections are included on enhancing motivation at work, in the classroom, in competitive environments, and during online education.
Hoffman employs the innovative approach of using his interviews with "real" people including many notable personalities across diverse cultures and disciplines to illustrate motivated behavior. For example, readers will learn what motivated the colossal investment fraud masterminded by Bernie Madoff, the intimate thoughts of former NFL superstar Nick Lowery when he missed a field goal, and the joys and tribulations of Emmy-nominated "Curb your Enthusiasm" actress Cheryl Hines.
The book provides a practical, applied, and multi-disciplinary resource for anyone interested in motivation and performance, but especially for university students at the graduate or undergraduate level studying education, psychology, business, leadership, hospitality, sports management, or military science. Additionally, the writing style and eclectic nature of the text will appeal to readers of non-fiction who can use the book to gain self-awareness to enhance performance of themselves or others.
Considers motivation for both learning and performance
Identifies 50 foundational principles relating to motivation
Provides research evidence supporting the foundational principles
Includes interviews from famous individuals, identifying what motivated them and why
Includes research from psychology, education, neuroscience, business, and sports
Although a plethora of research about teacher attrition exists, very little research has been conducted on the factors that influence teacher retention. The need to identify factors that promote teacher retention is critical to both maintain a well-prepared and contented workforce and also to remedy the current national urban teacher attrition problem. School districts and administrators need to know how to implement systems that support the critical needs of teachers who teach in high-poverty, low-performing schools. This phenomenological research study identifies common experiences, practices, supports, and attitudes regarding teacher retention in high-poverty, low-performing urban schools by exploring the lived experiences of five veteran teachers from a large urban district in the southern United States. Data from a school-based teacher and principal survey and individual teacher interviews were collected and analyzed. To increase the validity of the research, the data from teacher interviews, school-based teacher surveys, and school-based principal surveys, were used to triangulate the findings.
The book features chapters on the biopsychology of motivation, how motivation changes across the lifespan, and the important influence of culture on motivated behavior. Three chapters are devoted to practical strategies and the implementation of motivational change. Special sections are included on enhancing motivation at work, in the classroom, in competitive environments, and during online education.
Hoffman employs the innovative approach of using his interviews with "real" people including many notable personalities across diverse cultures and disciplines to illustrate motivated behavior. For example, readers will learn what motivated the colossal investment fraud masterminded by Bernie Madoff, the intimate thoughts of former NFL superstar Nick Lowery when he missed a field goal, and the joys and tribulations of Emmy-nominated "Curb your Enthusiasm" actress Cheryl Hines.
The book provides a practical, applied, and multi-disciplinary resource for anyone interested in motivation and performance, but especially for university students at the graduate or undergraduate level studying education, psychology, business, leadership, hospitality, sports management, or military science. Additionally, the writing style and eclectic nature of the text will appeal to readers of non-fiction who can use the book to gain self-awareness to enhance performance of themselves or others.
Considers motivation for both learning and performance
Identifies 50 foundational principles relating to motivation
Provides research evidence supporting the foundational principles
Includes interviews from famous individuals, identifying what motivated them and why
Includes research from psychology, education, neuroscience, business, and sports