This is a qualitative study of second-career military personnel who have become teachers after they completed an alternative certification program. Factors that contributed to the transition of second-career military teachers to the classroom were examined. Obstacles the teachers encountered during the transition were also examined. How well the alternative certification program prepared the participants for selected components of teaching in this study was determined. Finally, the beginning teacher program in the school division was examined to determine how well the program facilitated the transition. Nine school principals, nine mentors, and 13 second-career teachers were interviewed. Their responses were placed in categories to answer the research questions. Patterns and themes emerged from the responses to determine the findings. Five factors emerged that contributed to the second-career teachers' transition: (a) life experiences, (b) values and attitudes, (c) willingness to accept diversity, (d) ability to adapt, and (e) previous military rank and status. The interviewees identified five obstacles they encountered: (a) learning to relate to students, (b) environmental differences between the military and schools, (c) the lack of knowledge about how schools operate, (d) staff and community relations, and (e) the lack of feedback on their performance. The alternative certification program facilitated the transition to the classroom. The second-career teachers entered teaching with excellent knowledge in their content areas. They demonstrated strengths in doing lesson plans and accepting extra duties. They thought the Military Career Transition Program at Old Dominion University prepared them well for the classroom. Principals and mentors felt they were well prepared in knowledge of content, but they needed additional training in pedagogy. The new teacher program of the school division included a three-day preservice, a two-day school orientation, a classroom observation from an instructional specialist, a handbook for beginning teachers, and an assigned mentor. Problems were identified with the implementation of the beginning teacher program. / Ed. D.

abstract: As newcomers to schools in the last thirty years, second career teachers, were studied to better understand this group of teachers within schools. Second career teachers bring professional knowledge that did not originate in the field of teaching to their teaching career such as relationship building and collaboration. The professional perspectives of second career teachers were assessed and analyzed in relation with current professional expectations in schools utilizing an analytical framework built from Pierre Bourdieu's reflexive sociology. Second career teachers and their supervisors were interviewed and their responses were reviewed in relation to the districts' defined professional habitus and the professional cultural capital developed by second career teachers. The results from this study indicate that Second career teachers did have professional perspectives that aligned with the current professional expectations valued within the schools they worked. In addition, their presence in schools revealed alternative viewpoints that were highly valued and sought by others. This study goes beyond Bourdieu's theoretical definitions of capitals to explore specific relationships between embodied and institutionalized capitals that were valued in school settings. The knowledge gained from this study provided insight into the professional habitus defined by teachers within a school district and the relationship of second career teachers to this habitus. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2014

No description available.

In 2007, the National Center for Education Statistics (NCES) reported in their 2004-2005 Teacher Follow-up Survey that nearly 20% of U.S. teachers leave the profession after their first year of teaching and almost 30% leave after the fourth year of teaching. These percentages are even greater for mathematics teachers. Using symbolic interactionism, adult learning, and partnership as a theoretical framework, this ethnographic case study investigated and examined the factors that influenced second-career mathematics teachers to remain in the teaching profession and their experiences with instructional coaching. The following guiding research question and sub-questions were pursued in the study: Why have four second-career mathematics teachers remained in their role for 5 or more years? What are the teachers’ experiences with instructional coaching? How would they describe coaching? Which aspects of coaching do the teachers find least and most beneficial? How would you improve the coaching program? A purposeful sampling was used in the selection of participants. The four participants were African-American mathematics teachers; three women and one man. The participants are second-career teachers, and they all have been coached. The research is based on data collected from teacher narratives, participant observation, photo elicitation, and focus groups. Data were analyzed and categorized as follows: making a difference in a student’s life, teacher resiliency, job satisfaction, and support. Data analysis showed evidence of all four factors of retention for one or more of the participants, although the factors have varying degrees of influence.

In this phenomenological study I investigated the experiences of early second-career, tenure-track faculty members who entered academe after working in a position outside of higher education for at least five years. The purpose of this study was to learn about experiences and factors that contributed or impeded to the success of second-career faculty members. Eight early second-career faculty members, from a four-year university located in the Dallas Metroplex area, were interviewed. Participants demographics were ages 34 to 68 with the average age being 45; 50% male and 50% female; and one African American, six Caucasian, and one Hispanic and/or Latino. Participants’ previous professional experience was a benefit in teaching and relating to students, in understanding the complex university bureaucracy, and in setting goals. The participants reported that mentoring, whether formally assigned by the institution or through informal means such as departmental colleagues or professional organizations, was a benefit to all of the participants. A primary area of concern for the participants was collaboration and collegiality with other faculty members. Participants stated that traditional faculty members lack the skills and training to collaborate effectively in researching and in joint teaching endeavors. Participants reported that they had to monitor and restrain their opinions during interactions with departmental colleagues during the probationary period leading up to tenure decisions because the participants fear retaliation by co-faculty members who will vote on whether to grant them tenure. These participants bring a wealth of industry experience and knowledge to the university. Administrators, departmental chairs, and future early second-career faculty members will find that this research provides recommendations that, if heeded, will ensure a long and productive mutually beneficial affiliation.

The intentions expressed by second career individuals about entering the field of education, to make a difference in the lives of young people, mirror many of the philosophical frameworks of teaching for democracy that are found in the literature (Banks, 2005; Nieto, 1999; Dewey, 1916; Parker, 2003). An interest in how the interconnections of teaching to make a difference and teaching for democracy are enacted in second career teacher's classrooms. Four dimensions of teaching for democracy are suggested as a model of socially responsive teaching to study how teaching to make difference is enacted in the beliefs and practices of two second career teachers. The four dimensions include: 1) An ethic of care (Noddings, 1994); 2) Reflexive action (Grant & Zeichner, 1996; Schon, 1987); 3) Learning communities (Brooks & Brooks, 1999; Nieto, 1999; Richardson, 1997); and 4) Managed chaos (Bruner, 1986; Jenlink, 2004).Qualitative case study research was conducted to investigate how two newly certified second career male teachers articulate the beliefs they hold and conduct their practices to teach all children. From the constant comparison analysis common themes of classroom environment, curricular choices, and instructional approaches were identified and anchored the development of the cases. Across cases, the theme of 'life history' emerged as influential in the beliefs and practices to teach to make a difference. An extended analysis was conducted across cases to examine the links of the four dimensions of teaching for democracy present in the stories of each teacher's first year of teaching.Findings of this research study indicates 'life history' impacts the beliefs and practices of second career teachers to teach all students and can be linked to dimensions of teaching for democracy. Students' personal stories are sources for understanding and enhancing an awareness of racial, cultural, and economic diversity in teacher preparation programs (LaBoskey, 2006). This understanding is at the heart of the democratic ideal and a fundamental belief of those "directly responsible for ...creating and sustaining processes of conscious, self-guided evolution...the design of a future society" (Jenlink, 2002, p. 395).

Teachers all over the country are leaving the profession at an alarming rate and by understanding the attitudes and perceptions of both first- and second-career teachers as well as novice and veteran teachers on various areas of teaching, we can begin to identify better and more specific ways to mentor and support all teachers regardless of their age, stage, and life experiences when they enter the profession. The population of the study was limited to 677 kindergarten- through eighth-grade teachers in Sevier County, Tennessee. The study revealed that whether a teacher is novice, veteran, first-career, or second-career, there is no difference in their perceptions concerning the teaching career, no difference in their perceptions regarding the various aspects and challenges of teaching and no difference in their perceptions of how teachers are perceived by colleagues. One difference was found, indicating that novice and veteran teachers have a different perception of their mentoring experiences, with novice teachers rating their mentoring experiences as more positive than veteran teachers. The majority of teachers participating in the study was happy with their chosen career and would encourage others to enter the field. Findings indicated they shared ideas with colleagues and were willing to share in return. Most said that they felt they made a difference in their students’ lives. Student behavior and time were issues of concern to the teachers in the study. Some teachers pointed out that they sometimes were not able to teach because of a student's behavior and that recent problems in society and at home have made this issue worse. Some said the paperwork associated with teaching was overwhelming, and they had difficulty completing the necessary tasks outside of instruction within a normal school day. In spite of the problems, the majority of educators said they would do it all over again.

The primary goal of this study was to examine the effects of mentoring during the first teaching year of high school Second Career Teachers. The teachers’ perception of this aspect of their professional career was studied. The practice has been that school district administration assigns new teachers a mentor to support them in their success. They will be following an Induction Plan created by the district. This study takes into account the value of teachers coming into the teaching field after having been in one or more previous careers. Considerable challenge awaits the Second Career teacher as the states adopt rigorous Common Core Standards and standardized testing becomes required for graduation. The mentoring experience is meant to provide support that may be needed to help teachers be successful. The development of this perception as an effective teacher is rooted in Social Cognitive Theory (Bandura, 1986). Their competitive workplace is the site of this support. Therefore, William Glasser’s Control Theory, in conjunction with W. Edwards Deming’s Quality Control Theory (1950), could be applied for efficient teaching and learning to take place. While lead-managers or administration may act differently in the school environment, school environments and school cultures can also be very competitive. Both Bandura’s Social Cognitive Theory (1986) and Glasser’s Control Theory and Deming’s Quality Control Theory (1950) informed this study. Second Career research and my own experience as a teacher and administrator yielded five assumptions. These assumptions informed the interview protocol. Research data were gathered from eight high school Second Career teachers during two interview sessions. Themes became evident from the overlapping data. Recommendations are given for both school administration and those educators who develop district Induction Plans. Implications for further research of Second Career teachers’ perceptions of their mentor experience is offered. / Educational Administration

In 1995 Bedford County Public Schools in Bedford, Virginia, hired eight former military men to teach from a federally sponsored program known as Troops to Teachers. Only one of the men hired had completed a teacher licensure program; the other seven were utilizing the alternate route to licensure allowed by the Virginia Department of Education. These men were hired and placed in the classroom without any program especially designed for them by the division to assist in their transition from military life to the classroom. This study focuses on their first year as teachers. For this study, twenty-nine individuals were interviewed who were involved in the Troops to Teachers' first year experiences. Those interviewed were the eight Troops, seven Principals, eight Mentors, four Professors from the teacher licensure programs in which they were enrolled, the school division Superintendent and the Director of Instruction. Case studies were conducted using interviews to gather in-depth information using the key sources who worked with the Troop to Teachers participants. The interview protocols were developed to correlate with the research questions formulated for this study. Data obtained through interviews were analyzed. The findings indicated that the Troop to Teacher encountered some adjustment problems that are indicative of first year teachers. A number of problems encountered were unique to the individual Troop. The reliability and validity were solidified through triangulation of the interview data. At least two individuals were interviewed concerning each troop. Their experiences were categorized as follows: adjustments to education, adjustments to students, adjustments to instruction, support programs, barriers faced, job satisfaction, and suggestions for activities for future Troops to Teachers hired by Bedford County Public Schools. This study presents clear implications for practice. / Ed. D.

This study explored the conceptual worlds of first- and second-career seminarians enrolled in the M.Div. program at New Creation Theological Seminary (NCTS), a mainline Protestant school. Research questions were: 1) What themes do first- and second-career seminarians use to describe their seminary experience? 2) How do first and second-career seminarians relate these themes into a system of thought (mindmap)? 3) How do the systems of thought described by first- and second-career seminarians compare? 4) Do first- and second-career seminarians identify an over-arching message to their theological education? Using interactive qualitative analysis, the researcher discovered 12 key themes common to the conceptual worlds of first- and second-career students. For both types of students, school bureaucracy and church requirements were drivers that influenced many aspects of the seminary experience. The outcomes of the seminary experience were transformation in knowledge, pastoral skills, and sense of vocation. Students became satisficers to meet the competing demands of school, church, and family. Students reported that theological education required vigorous engagement and self-discipline. Students affirmed that God was active in their life worlds. The life worlds of younger and older participants were similar in terms of themes and in the way that these themes combined into mindmaps, although second-career students were more frustrated than first-career students about the way that seminary shrank life outside of school. First-career students reported that the seminary’s over-arching message was about community. Second-career students concluded that the over-arching message was about training for ministry. Ecological theory suggests that students received the over-arching messages that they did because of how they had been shaped by involvement in various social microsystems. Two distinctive findings of the study were the importance that participants placed on fulfilling church requirements for ordination and the role that campus facilities played in assisting or hindering their theological studies. Based on the study’s results and previous literature about seminary students, the researcher proposed a model to describe student experience in seminary. / text