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A study of teacher education programs for preparedness in classroom management to create conditions for student learning.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A study of teacher education programs for preparedness in classroom management to create conditions for student learning./
作者:	Harrington, Lisa Ann.
面頁冊數:	1 online resource (198 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369028782

A study of teacher education programs for preparedness in classroom management to create conditions for student learning.
Harrington, Lisa Ann.

A study of teacher education programs for preparedness in classroom management to create conditions for student learning. - 1 online resource (198 pages)

Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.

Thesis (Ed.D.)--California State University, Fresno, 2016.

Includes bibliographical references

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.

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

Mode of access: World Wide Web

ISBN: 9781369028782Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

A study of teacher education programs for preparedness in classroom management to create conditions for student learning.
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245 1 2 $a A study of teacher education programs for preparedness in classroom management to create conditions for student learning.
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300 $a 1 online resource (198 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
500 $a Adviser: Colleen Torgerson.
502 $a Thesis (Ed.D.)--California State University, Fresno, 2016.
504 $a Includes bibliographical references
520 $a 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a California State University, Fresno. $b Educational Leadership. $3 1181834
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