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Novice Teachers and Induction at a Secondary Title I Campus
Novice Teachers and Induction at a Secondary Title I Campus
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260311091520.5
- ISBN
- 9798270233198
- DDC
- 371.102
- 저자명
- Garcia, Kevin
- 서명/저자
- Novice Teachers and Induction at a Secondary Title I Campus / Kevin Garcia
- 발행사항
- [Sl] : The University of Texas at Austin, 2025
- 형태사항
- 1 electronic resource (140 pages)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisors: Reyes, Pedro Committee members: Malik, Sofia; Reyna, Sylvia; Kortan, Veronica.
- 학위논문주기
- - D.Ed. : The University of Texas at Austin, 2025.
- 초록/해제
- 요약The study analyzed novice teachers' perceptions about the induction support they receive within the first 3 years of teaching. The research questions that supported the purpose were: 1.What professional induction training have novice teachers received? 2.What are the teachers' perceptions about the effectiveness of such induction? 3.What other training may be necessary for novice teachers to succeed in school? a.What is the role of the district? b.What is the role of the campus leader? The study was qualitative and conducted using a case study design. Nine teachers who met the selection criteria of novice teachers within the first 3 years of teaching participated in one-on-one interviews. I interviewed teachers who represented a variety of disciplines. Finally, four administrators or campus individuals in teacher supervisory roles were interviewed to gather further information about support for novice teachers. The total number of interviews was 13. The themes that addressed the first research question included (a) awareness of district support and training, (b) specific district training and support, and (c) elements of induction support. The elements of induction support encompassed 10 specific areas explicitly discussed by participants, which are as follows: (a) professional learning communities, (b) mentoring, (c) new teacher meetings, (d) instructional coaching, (e) walkthroughs with feedback, (f) operational aspects, (g) instructional and classroom management, and (h) leadership. Five themes addressed Research Question 2 as follows: (a) access to individuals on campus as sources of support, (b) access to technology as a source of support, (c) curriculum and classroom management assistance, (d) primary support from colleagues, and (e) enhanced guidance on classroom strategies and communication with campus leaders. Four themes answered Research Question 3 with the first two themes emerging from the data provided by the four campus leaders: (a) collaboration among campus leaders and (b) the instructional coach's role in delivering essential induction support. The final two themes for the third research question are derived from teachers' data: (a) teachers feel supported by their leaders and instructional coach and (b) teachers perceive campus leaders as accessible. Implications for practice and research are provided.
- 언어주기
- English
- 일반주제명
- Secondary education
- 일반주제명
- Education
- 일반주제명
- Education policy
- 키워드
- Novice teachers
- 키워드
- Campus leader
- 기타저자
- The University of Texas at Austin Educational Leadership and Policy
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260311091520.5
■006m o d
■007cr|nu||||||||
■020 ▼a9798270233198
■040 ▼aMiAaPQD▼beng▼cMiAaPQD▼erda
■082 ▼a371.102
■1001 ▼aGarcia, Kevin▼eauthor.
■24510▼aNovice Teachers and Induction at a Secondary Title I Campus ▼cKevin Garcia
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2025
■264 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a1 electronic resource (140 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisors: Reyes, Pedro Committee members: Malik, Sofia; Reyna, Sylvia; Kortan, Veronica.
■5021 ▼bD.Ed.▼cThe University of Texas at Austin▼d2025.
■520 ▼aThe study analyzed novice teachers' perceptions about the induction support they receive within the first 3 years of teaching. The research questions that supported the purpose were: 1.What professional induction training have novice teachers received? 2.What are the teachers' perceptions about the effectiveness of such induction? 3.What other training may be necessary for novice teachers to succeed in school? a.What is the role of the district? b.What is the role of the campus leader? The study was qualitative and conducted using a case study design. Nine teachers who met the selection criteria of novice teachers within the first 3 years of teaching participated in one-on-one interviews. I interviewed teachers who represented a variety of disciplines. Finally, four administrators or campus individuals in teacher supervisory roles were interviewed to gather further information about support for novice teachers. The total number of interviews was 13. The themes that addressed the first research question included (a) awareness of district support and training, (b) specific district training and support, and (c) elements of induction support. The elements of induction support encompassed 10 specific areas explicitly discussed by participants, which are as follows: (a) professional learning communities, (b) mentoring, (c) new teacher meetings, (d) instructional coaching, (e) walkthroughs with feedback, (f) operational aspects, (g) instructional and classroom management, and (h) leadership. Five themes addressed Research Question 2 as follows: (a) access to individuals on campus as sources of support, (b) access to technology as a source of support, (c) curriculum and classroom management assistance, (d) primary support from colleagues, and (e) enhanced guidance on classroom strategies and communication with campus leaders. Four themes answered Research Question 3 with the first two themes emerging from the data provided by the four campus leaders: (a) collaboration among campus leaders and (b) the instructional coach's role in delivering essential induction support. The final two themes for the third research question are derived from teachers' data: (a) teachers feel supported by their leaders and instructional coach and (b) teachers perceive campus leaders as accessible. Implications for practice and research are provided.
■546 ▼aEnglish
■590 ▼aSchool code: 0227
■650 4▼aSecondary education
■650 4▼aEducational administration
■650 4▼aEducation
■650 4▼aEducation policy
■653 ▼aNovice teachers
■653 ▼aInduction support
■653 ▼aCampus leader
■653 ▼aInstructional coach
■7102 ▼aThe University of Texas at Austin▼bEducational Leadership and Policy.▼edegree granting institution.
■7201 ▼aReyes, Pedro▼edegree supervisor.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361255▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
