Building Sustainable Classroom Management Support for Skilled and Technical Science Educators

Autor/in	Binkley, Amanda M.
Titel	Building Sustainable Classroom Management Support for Skilled and Technical Science Educators
Quelle	(2023), (99 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-0845-9
Schlagwörter	Hochschulschrift; Dissertation; Science Teachers; Science Instruction; Communities of Practice; Faculty Development; Peer Teaching; Novices; Teacher Attitudes; Self Efficacy; Classroom Techniques; Sustainability + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Community; Peer group teaching; Peer Group Teaching; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Klassenführung; Nachhaltigkeit
Abstract	Skilled and Technical Science Educators (STSEs) enter the teaching field with little to no practical training. This lack of experience produces educators who need professional learning opportunities that draw upon their past knowledge and provide them with a community in which they can learn. The support these educators require extends beyond professional development. Existing mentoring programs do not address the specific deficits these educators have regarding meeting classroom management challenges head-on. Skilled and Technical Science Educators need tools they can use at the moment when making critical decisions related to classroom management. In this study, the researcher investigated the impact of peer-based professional learning communities and classroom management checklists on self-reported efficacy in novice STSEs. The researcher utilized Fishbone and Driver Diagrams and conducted plan-do-study-act cycles to inform decisions regarding the research process. The researcher used qualitative information gathered from research subjects to answer questions related to how much teachers value time spent in peer mentoring groups, how reflection embedded in professional development impacts outcomes for teachers, and how self-monitoring can support the development of a teacher's reported efficacy. [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	2024/1/01