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NO TEACHER LEFT BEHIND: AN EXAMINATION OF BEGINNING
TEACHERS’ PRECONCEPTIONS AND ATTITUDES
ABOUT INDUCTION
by
Brian Coffey
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Brian Coffey
Object Description
| Title | No teacher left behind: an examination of beginning teachers' preconceptions and attitudes about induction |
| Author | Coffey, Brian |
| Author email | bdcoffey@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2008-04-07 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-07-21 |
| Advisor (committee chair) | Pensavalle, Margo |
| Advisor (committee member) |
Kaplan, Sandra Ragusa, Giselle |
| Abstract | This study examines the preconceptions and attitudes of beginning teachers participating in a Beginning Teacher Support and Assessment (BTSA) induction program in the Los Angeles area. A focus is placed on beginning teachers working in urban schools. An overview of the demographics and preparation of today' s new teachers, the challenges they face, and the problem of high teacher turnover is provided, along with a review of the literature of the history, development, and components of induction in California. The study uses mixed methods of inquiry to examine and analyze beginning teachers' preconceptions and attitudes about induction. The preconceptions and attitudes of teachers from different preparation experiences are also examined. Participants in the induction program were surveyed about their experiences. Observations of BTSA Program events and professional development experiences were conducted. Interviews with first-year BTSA participants were also conducted. The results of the study reveal suggestions for policymakers, program administrators, school site leaders, and support providers interested in developing and retaining highly qualified teachers. |
| Keyword | induction; BTSA; teacher motivation; teacher retention |
| Geographic subject (city or populated place) | Los Angeles County |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m1369 |
| Rights | Coffey, Brian |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Coffey-20080721 |
| Archival file | uscthesesreloadpub_Volume23/etd-Coffey-20080721.pdf |
Description
| Title | Page 1 |
| Full text | NO TEACHER LEFT BEHIND: AN EXAMINATION OF BEGINNING TEACHERS’ PRECONCEPTIONS AND ATTITUDES ABOUT INDUCTION by Brian Coffey A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2008 Copyright 2008 Brian Coffey |
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