Teachers' perceptions of the national board certification process: Developing a sense of professionalism

This study describes and explains the experiences and perceptions of six public school teachers who had undergone the National Board for Professional Teaching Standards national certification process as a vehicle for promoting a teacher's sense of professionalism. Of these six participants, two achieved National Board certification, two did not achieve National Board certification, and two are awaiting results of their certification status. The study took place over a period of eleven months and focused on the participants' perceptions regarding the National Board certification process as it affected their sense of (a) efficacy and (b) professionalism. Data for this collective case study were gathered from interviews, portfolios and videotapes, and artifacts. Using case analysis, this study's participants' responses gathered through the interview process were examined. ^ The findings indicated that participants had concerns about the National Board certification process in the following areas: process, sense of efficacy, and sense of professionalism. All participants reported the process to be overwhelmingly demanding. Analysis of the data also reveals that those who were successful in achieving National Board certification had a greater sense of efficacy than those who did not. A disappointing finding was that the National Board process impacting participants' sense of professionalism could not be sustained; however, the participants in this study suggested the process was a step towards providing opportunities for collaboration, collegiality, and reflective practice. This study raises the question as to whether or not the espoused purposes of National Board certification are achieved via the certification process. ^

Disparities in Teacher Certification

The United States Constitution did not give the federal government the power to regulate education. Consequently there is a lack of cohesion and standardization within the United States in teacher certification. The differences and quantity of teacher training and certification leads to inconsistency in teacher certification.

Sustainability Evaluation of Green Building Certification Systems

The attention on green building is driven by the desire to reduce a building’s running cost over its entire life cycle. However, with the use of sustainable technologies and more environmentally friendly products in the building sector, the construction industry contributes significantly to sustainable actions of our society. Different certification systems have entered the market with the aim to measure a building’s sustainability. However, each system uses its own set of criteria for the purpose of rating. The primary goal of this study is to identify a comprehensive set of criteria for the measurement of building sustainability, and therefore to facilitate the comparison of existing rating methods. The collection and analysis of the criteria, identified through a comprehensive literature review, has led to the establishment of two additional categories besides the 3 pillars of sustainability. The comparative analyses presented in this thesis reveal strengths and weaknesses of the chosen green building certification systems - LEED, BREEAM, and DGNB.