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A COMPARATIVE STUDY OF SELF-EFFICACY, OUTCOME EXPECTANCY,
AND RETENTION OF BEGINNING URBAN SCIENCE TEACHERS
by
Nina Klein
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
May 2009
Copyright 2009 Nina Klein
Object Description
| Title | A comparative study of self-efficacy, outcome expectancy, and retention of beginning urban science teachers |
| Author | Klein, Nina |
| Author email | nina.klein@usc.edu; nxk0726@lausd.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2009-03-23 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-05-14 |
| Advisor (committee chair) | Pensavalle, Margo |
| Advisor (committee member) |
Ragusa, Gisele Freking, Frederick |
| Abstract | The purpose of the multi-tiered study presented is to compare the effect of credentialing route on the self-efficacy, outcome expectancy, and retention of beginning urban science teachers serving students in a large urban school district in Southern California. Candidates from one traditional, university-based teacher education program and from two alternative programs, the Teach for America and District Intern Programs, were surveyed and interviewed during the second semester of their first year of teaching. To determine the potential of a difference in self-efficacy and outcome expectancy, the study gave teachers a modified version of the Science Teachers' Efficacy Belief Instrument (STEBI), developed and validated by Riggs and Enochs (1989). Two representative candidates from each program were then interviewed in order to probe for deeper understanding of possible sources of their efficacy and outcome expectancy. The final part of the study is an evaluation of retention data from the three programs, each to triangulate this information with data collected from the surveys, and comparing these retention rates with published data. The study provides data on unresearched questions about traditionally and alternatively credentialed science teachers in urban settings in California. |
| Keyword | teacher preparation; credentialing route; alternative credentialing; traditional credentialing; TFA; district intern; self-efficacy; outcome expectancy; retention; science teachers; beginning |
| Geographic subject (state) | California |
| 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 |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2202 |
| Rights | Klein, Nina |
| 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-Klein-2815 |
| Archival file | uscthesesreloadpub_Volume14/etd-Klein-2815.pdf |
Description
| Title | Page 1 |
| Full text | A COMPARATIVE STUDY OF SELF-EFFICACY, OUTCOME EXPECTANCY, AND RETENTION OF BEGINNING URBAN SCIENCE TEACHERS by Nina Klein 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 May 2009 Copyright 2009 Nina Klein |
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