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Teacher Identity and Commitment in T...

Rodriguez, Jennifer Ann.

Teacher Identity and Commitment in Title I Schools : = A Collective Case Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teacher Identity and Commitment in Title I Schools :/
其他題名:	A Collective Case Study.
作者:	Rodriguez, Jennifer Ann.
面頁冊數:	1 online resource (94 pages)
附註:	Source: Masters Abstracts International, Volume: 56-06.
Contained By:	Masters Abstracts International56-06(E).
標題:	Curriculum development. -
電子資源:	click for full text (PQDT)
ISBN:	9780355167030

Teacher Identity and Commitment in Title I Schools : = A Collective Case Study.
Rodriguez, Jennifer Ann.

Teacher Identity and Commitment in Title I Schools :A Collective Case Study. - 1 online resource (94 pages)

Source: Masters Abstracts International, Volume: 56-06.

Thesis (M.A.Ed.)--The University of Texas at San Antonio, 2017.

Includes bibliographical references

This collective case study examines the lived experiences of teachers in urban, Title I schools and attempts to understand how those experiences inform teachers' decisions about their persistence in their schools. It applies the frameworks of organizational commitment (Meyer & Allen, 1997) and identity-based motivation (Oyserman & Destin, 2010) to narrate how teachers make sense of seminal moments in their careers to make decisions about whether to continue teaching in their schools from year to year. The insights gained from this examination of teachers' identities and lived experiences has important implications for school administrators, teacher preparation programs, and teachers themselves.

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

Mode of access: World Wide Web

ISBN: 9780355167030Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

Teacher Identity and Commitment in Title I Schools : = A Collective Case Study.
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245 1 0 $a Teacher Identity and Commitment in Title I Schools : $b A Collective Case Study.
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500 $a Source: Masters Abstracts International, Volume: 56-06.
500 $a Adviser: Zaid Haddad.
502 $a Thesis (M.A.Ed.)--The University of Texas at San Antonio, 2017.
504 $a Includes bibliographical references
520 $a This collective case study examines the lived experiences of teachers in urban, Title I schools and attempts to understand how those experiences inform teachers' decisions about their persistence in their schools. It applies the frameworks of organizational commitment (Meyer & Allen, 1997) and identity-based motivation (Oyserman & Destin, 2010) to narrate how teachers make sense of seminal moments in their careers to make decisions about whether to continue teaching in their schools from year to year. The insights gained from this examination of teachers' identities and lived experiences has important implications for school administrators, teacher preparation programs, and teachers themselves.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Curriculum development. $3 1148494
650 4 $a Educational psychology. $3 555103
655 7 $a Electronic books. $2 local $3 554714
690 $a 0727
690 $a 0525
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Texas at San Antonio. $b Interdisciplinary Learning and Teaching. $3 1188234
773 0 $t Masters Abstracts International $g 56-06(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10618079 $z click for full text (PQDT)

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