An Exploratory Study of Professional Development Experiences for New Middle School Science Teachers in a Suburban School District

Autor/in	Witt, David J.
Titel	An Exploratory Study of Professional Development Experiences for New Middle School Science Teachers in a Suburban School District
Quelle	(2009), (252 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Missouri - Columbia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1246-3249-0
Schlagwörter	Hochschulschrift; Dissertation; Feedback (Response); Learning Theories; Suburban Schools; Teacher Collaboration; School Districts; Science Teachers; Middle School Teachers; Professional Development; Leadership; Mentors; Science Curriculum; Case Studies; Interviews; Administrators; Adult Learning; Leadership Role + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Learning theory; Lerntheorie; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Lehrerkooperation; School district; Schulbezirk; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Führung; Führungsposition; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Adulte education; Adult training; Erwachsenenbildung
Abstract	This case study analyzed interview data for the perceived support of professional development provided to new science teachers by a large suburban school district. Twelve new middle school teachers and 5 administrators were interviewed. Findings suggested the most useful adult learning occurred in the learning communities model of professional development. Adult learning that used direct lecture and little teacher collaboration was found to be the least effective. The study recommends that districts provide better training to leadership regarding the delivery of quality learning communities, improve mentor selection and training, and provide new teachers with more quality feedback. The roles of leadership and relationships were interpreted as the most influential variables regarding whether or not new middle school science teachers felt supported through district-sponsored training. Educational literature on adult learning theories and quality professional development support this study's findings and conclusions. [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	2017/4/10