Beginning Teacher Beliefs and Wise Practices: A Case Study of a High School Social Studies Teacher

Autor/in	Phillips, Michele Seybert
Titel	Beginning Teacher Beliefs and Wise Practices: A Case Study of a High School Social Studies Teacher
Quelle	(2009), (144 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-7854-5
Schlagwörter	Hochschulschrift; Dissertation; Student Needs; Social Studies; Teaching Methods; Reading Comprehension; High Stakes Tests; Literacy; Teacher Attitudes; Beginning Teachers; Case Studies; Secondary School Teachers; High Schools; Goal Orientation; Beliefs; Attitude Change; Classroom Techniques; Teaching Conditions; Reading Skills; Writing Skills; Interviews; Observation; Decision Making + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrerverhalten; Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; High school; Oberschule; Zielorientierung; Zielvorstellung; Belief; Glaube; Attitudinal change; Einstellungsänderung; Klassenführung; Lehrbedingungen; Unterrichtsbedingungen; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Interviewing; Interviewtechnik; Beobachtung; Decision-making; Entscheidungsfindung
Abstract	This dissertation investigated the beliefs and practices of a novice high school social studies teacher through her first and second years as a classroom teacher. Results of the study indicate that while her beliefs and goals changed little over time, her classroom practices changed and adapted to the school climate and to student needs. In addition, results of the study indicate that she was able to engage her students in powerful and effective social studies instruction, even in a high-stakes testing environment. Also, because of current standardized testing requirements that focus on student achievement in reading and writing, As such, this teacher incorporated literacy skills, such as reading comprehension and writing, into her classroom to help meet school goals in these areas. Qualitative methods, including interviews, observations, and archival data, were used to understand how this social studies teacher's beliefs influenced her decision-making and classroom practice. Overall, this study suggests that, despite the challenges that she encountered, this teacher practiced in ways that were consistent with her beliefs and that aligned with powerful and effective social studies practice. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10