國立虎尾科技大學 |

Novice career and technical education teachers' participation in professional development in the United States.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Novice career and technical education teachers' participation in professional development in the United States./
作者:	Mohammad Hussain, Mohd Azlan.
面頁冊數:	1 online resource (163 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
標題:	Vocational education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369404746

Novice career and technical education teachers' participation in professional development in the United States.
Mohammad Hussain, Mohd Azlan.

Novice career and technical education teachers' participation in professional development in the United States. - 1 online resource (163 pages)

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The purpose of this study was to identify the status (focal areas, intensity, and usefulness) of novice Career and Technical Education (CTE) teacher participation in professional development compared to novice teachers from other subject matter areas. Additionally, this study examined relationship between the most in need criteria (qualified to teach from alternative certification, lack of practicum experience and having less teaching experience) and the intensity of novice CTE teachers' participation in professional development.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369404746Subjects--Topical Terms:

661062
Vocational education.
Index Terms--Genre/Form:

554714
Electronic books.

Novice career and technical education teachers' participation in professional development in the United States.
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100 1 $a Mohammad Hussain, Mohd Azlan. $3 1181798
245 1 0 $a Novice career and technical education teachers' participation in professional development in the United States.
264 0 $c 2016
300 $a 1 online resource (163 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Mark D. Threeton.
502 $a Thesis (Ph.D.) $c The Pennsylvania State University $d 2016.
504 $a Includes bibliographical references
520 $a The purpose of this study was to identify the status (focal areas, intensity, and usefulness) of novice Career and Technical Education (CTE) teacher participation in professional development compared to novice teachers from other subject matter areas. Additionally, this study examined relationship between the most in need criteria (qualified to teach from alternative certification, lack of practicum experience and having less teaching experience) and the intensity of novice CTE teachers' participation in professional development.
520 $a In order to achieve these objectives, this study analyzed the data from the 2011- 2012 National School and Staffing Survey (SASS). A total of 7,510 samples in the dataset were selected for the analysis, as they meet with the novice teachers' criteria (had five years or less teaching experience). From that number, 730 of them were novice CTE teachers, while the rest were non-CTE novices. The data has been analyzed using descriptive, binomial logistic, and multinomial logistic analyses.
520 $a The findings of this study pointed to differences in the focal areas, intensity and usefulness of the professional development in which novice CTE teachers were involved, compared to the non-CTE novices. Compared to the non-CTE novices, novice CTE teachers were more likely to be involved in professional development related to teaching content, instructional computer usage, student discipline and classroom management, and teaching special needs students. Additionally, novice CTE teachers compared to the non- CTE novices have been found more likely to attend longer hours of professional development related to teaching content, instructional computer usage, and student discipline and classroom management.
520 $a This study also found that novice CTE teachers compared to their counterparts, are more likely to feel that their participations in professional development related to teaching content, instructional computer usage, student discipline and classroom management, and teaching special needs students helped to improve their teaching activities. In regard to novice CTE teachers with the most in need criteria, the study indicates that novice CTE teachers from alternative certification programs, compared to those from traditional teacher training programs were more likely to attend longer hours of professional development related to student discipline and classroom management, and reading instruction.
520 $a This study provided information on the status of novice CTE teachers' involvement in professional development. This information can be used by novice teachers in planning their future involvement in high quality professional development. In addition, administrators and policy makers may be able to formulate a strategy for encouraging novice teachers to participate in effective professional development programs.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Vocational education. $3 661062
650 4 $a Teacher education. $3 1148451
650 4 $a Continuing education. $3 555498
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0530
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The Pennsylvania State University. $3 845556
773 0 $t Dissertation Abstracts International $g 78-04A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10297068 $z click for full text (PQDT)