Literaturnachweis - Detailanzeige
| Autor/in | Harrington, Lisa Ann |
|---|---|
| Titel | A Study of Teacher Education Programs for Preparedness in Classroom Management to Create Conditions for Student Learning |
| Quelle | (2016), (198 Seiten)
PDF als Volltext Ed.D. Dissertation, California State University, Fresno |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3690-2878-2 |
| Schlagwörter | Hochschulschrift; Dissertation; Teacher Education Programs; Classroom Techniques; Experiential Learning; School Districts; Educational Policy; Teacher Qualifications; College School Cooperation; Program Descriptions; Beginning Teachers; Teacher Attitudes; Comparative Analysis; Administrator Attitudes; Job Satisfaction; California (Fresno) |
| Abstract | Educational policies over the past two decades have revealed the need for changes in the way teachers are recruited, trained and retained. While teachers are the most critical component to student learning, not all new teachers have entered the profession highly qualified, especially in the area of classroom management. Much effort on the part of school districts and institutions for higher learning (IHE's), have paved the way to improve teacher preparation programs. Many programs today are alternative in nature and provide teacher candidates experiential learning (Kolb, 1984), in how to effectively create conditions for student learning. This study focuses on first year teachers from one such program, the Fresno Teacher Residency (FTRP) Program, a collaborative effort between Fresno Unified School District and California State University, Fresno and first year teachers trained through traditional 5th year university based credential programs (TPP). A three-group, three-measure, mixed-methods design was used to determine differences in preparedness for classroom management to create conditions for student learning between teachers of both programs. Through the use of an online survey, interviews, and classroom observations, the difference in perceptions between teacher groups and site administrators was examined and explored. Expected results show there is a difference between groups in perceptions of preparedness and the perceptions of their site administrators. Unexpected findings indicate mixed results between quantitative and qualitative measures for implementation of classroom management strategies and job satisfaction as measured between teacher groups and site administrators. These results lead to questions for further study. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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