Page 1 |
Save page Remove page | Previous | 1 of 151 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
BTSA AND CALIFORNIA’S BEGINNING TEACHERS:
HOW TECHNOLOGY AFFECTS
CALIFORNIA’S TEACHER INDUCTION PROCESS
by
Jennifer Tedford
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 2007
Copyright 2007 Jennifer Tedford
Object Description
| Title | BTSA and California's beginning teachers: how technology affects California's teacher induction process |
| Author | Tedford, Jennifer L. |
| Author email | jtedford@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2007-02-15 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-04-11 |
| Advisor (committee chair) | Genzuk, Michael |
| Advisor (committee member) |
Baca, Reynaldo Mora-Flores, Eugenia |
| Abstract | Although California has experienced an increase in candidates entering the K-12 teaching profession over the last five years, baby-boomer retirements and high turn-over continue to contribute to school staffing problems that exist throughout California's diverse communities. In order to retain highly qualified beginning teachers with formalized mentoring and professional development, California's Beginning Teacher Support and Assessment (BTSA) program was created by the California Department of Education (CDE) and the California Commission on Teacher Credentialing (CCTC). All public school districts receive state funds to administer the mandated BTSA Induction program; however, each district has a great deal of freedom in how it delivers the program. Recent advances in technology have resulted in the emergence of programs throughout California in which technology is used as a vehicle for delivering the Beginning Teacher Support and Assessment (BTSA) Induction program. This study explored the experiences of the BTSA Induction program in two districts that utilize technology in innovative ways to mentor beginning teachers. How technology affects the mentoring and professional development of beginning teachers was evaluated in this multi-site case study. |
| Keyword | teacher education; mulitmedia literacy; teacher induction |
| 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 |
| Type | texts |
| Legacy record ID | usctheses-m371 |
| Rights | Tedford, Jennifer L. |
| 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-Tedford-20070411 |
| Archival file | uscthesesreloadpub_Volume40/etd-Tedford-20070411.pdf |
Description
| Title | Page 1 |
| Full text | BTSA AND CALIFORNIA’S BEGINNING TEACHERS: HOW TECHNOLOGY AFFECTS CALIFORNIA’S TEACHER INDUCTION PROCESS by Jennifer Tedford 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 2007 Copyright 2007 Jennifer Tedford |
Comments
Post a Comment for Page 1
