No description available.

No description available.

No description available.

I used teacher data from the Study of Personnel Needs in Special Education (SPeNSE) to compare the characteristics, qualifications (e.g., credentials, preservice preparation, self-efficacy, and induction) and work conditions (e.g., school support, work manageability and induction support) of early career special education teachers in high- and low-poverty districts and the effects of these variables on teacher commitment. Organized as a set of thee articles, this research presents findings from a nationally representative sample of 935 early career special education teachers. Data analyses included descriptive statistics, factor analysis, reliability analyses, and logistic regression. Significant differences were found in the credentials and preparation of teachers working in high poverty vs. more affluent districts, with those in high poverty schools having fewer credentials and less preparation. In contrast, the two teacher groups reported similar induction opportunities and gave themselves comparable ratings on both self-efficacy and in skillfulness in various work tasks. Teachers in high poverty districts also reported less desirable work conditions than their counterparts in more affluent districts. When compared to teachers in low poverty districts, those in less affluent districts viewed their principals and colleagues as less supportive, perceived less involvement in school decisions, reported having fewer materials, and indicated higher and more diverse caseloads. In contrast, the two teacher groups reported similar professional development and induction opportunities. Finally, logistic regression results suggest that problems with work manageability were negatively related to teacher commitment, whereas positive school support and good match between preparation and assignment positively influenced teachers' commitment. However, district level of poverty, district support, and perceived helpfulness of induction support were not significantly related to teachers' commitment. These studies draw attention to inequalities in the education of students with disabilities in high poverty districts; and emphasize the critical need not only to recruit and prepare qualified teachers for high poverty schools, but also to address disparities in work conditions. Policymakers and educational leaders concerned with fostering teachers' commitment should consider developing supportive work environments, involving teachers in decision making, and creating manageable work assignments. / Ph. D.

O presente trabalho busca compreender como os processos de socialização contribuem para a formação das identidades profissionais docentes dos professores de Ciências egressos do curso de Licenciatura em Ciências da Natureza da Escola de Artes, Ciências e Humanidades da Universidade de São Paulo EACH/USP. O principal referencial teórico que sustenta a pesquisa é constituído por Claude Dubar, que conceitua e fundamenta a construção das identidades sociais e profissionais. Além disso, o trabalho faz uma abordagem sobre a questão das identidades sob a perspectiva dos Estudos Culturais e das discussões suscitadas por alguns de seus teóricos como Stuart Hall e Néstor García Canclini. Para responder a pergunta de pesquisa, foram realizadas entrevistas semiestruturadas com professores de Ciências iniciantes, egressos do curso de Licenciatura em Ciências da Natureza da Escola de Artes, Ciências e Humanidades da Universidade de São Paulo. No que confere à análise dos dados utilizou-se uma metodologia qualitativo-interpretativa de pesquisa tendo como principal referencial metodológico as contribuições da História Oral e da Análise de Narrativas. Os resultados mostram que a construção das identidades profissionais docentes é um processo permeado por uma ampla teia de identidades herdadas e visadas e por tensões e rupturas entre os grupos de referência de origem e os grupos nos quais os professores pretendem se inserir em sua vida profissional. Na escolha pela profissão, parece haver um predomínio de identidades herdadas de gerações anteriores, e uma ruptura com o grupo de origem, enquanto que para permanecer no curso e na profissão docente, os professores utilizam algumas estratégias identitárias vinculadas com o reconhecimento desse grupo de origem. Os estágios obrigatórios parecem ter sido um elemento crucial na hora de decidir pela permanência na profissão docente. Quanto à inserção no mercado de trabalho, parece haver tensões entre os professores novos e sua cultura, por um lado, e os professores mais antigos e a cultura institucional, pelo outro. Os resultados nos conduzem a pensar que, nos processos de formação docente é importante incluir oportunidades de reflexão e de trabalho sobre os processos de socialização, para que o início na carreira e a permanência se tornem o menos problemático possível / This study aims to understand how the socialization processes influence on the construction of professional identities of science teachers who have studied the Natural Sciences Teaching Major at School of Arts, Sciences and Humanities of the University of São Paulo - EACH / USP. The main theoretical framework that supports the research is the socialization theory of Claude Dubar, who conceptualized the construction of social and professional identities starting from socialization processes. Moreover, the work is an approach to the issue of identity from the perspective of Cultural Studies and discussions raised by some of its theoreticians such as Stuart Hall. To answer the research question, semi-structured interviews with beginners Science teachers which have studied the Natural Science Teaching Major at EACH-USP were conducted. Regarding to the data analysis, it was used a qualitative-interpretive research methodology, being the narrative analysis the main methodological approach. The results show that the construction of professional teachers\' identities is a permeate process by a wide web of inherited and target identities and tensions and ruptures between the source reference groups and groups in which teachers plan to insert into your professional life. In choosing the profession, seems to be a predominance of inherited from previous generations identities, and a break from the original group, while to stay the course and the teaching profession, teachers use some identity strategies linked with the recognition of this source group. Required stages appear to have been a crucial factor in deciding the stay in the teaching profession. As for the inclusion in the labor market, there seems to be tension between new teachers and their culture, on the one hand, and the older teachers and the institutional culture, on the other. The results lead us to think that the teacher training process is important to include opportunities for reflection and work on the processes of socialization, so that the early career to become the least problematic possible

O presente trabalho busca compreender como os processos de socialização contribuem para a formação das identidades profissionais docentes dos professores de Ciências egressos do curso de Licenciatura em Ciências da Natureza da Escola de Artes, Ciências e Humanidades da Universidade de São Paulo EACH/USP. O principal referencial teórico que sustenta a pesquisa é constituído por Claude Dubar, que conceitua e fundamenta a construção das identidades sociais e profissionais. Além disso, o trabalho faz uma abordagem sobre a questão das identidades sob a perspectiva dos Estudos Culturais e das discussões suscitadas por alguns de seus teóricos como Stuart Hall e Néstor García Canclini. Para responder a pergunta de pesquisa, foram realizadas entrevistas semiestruturadas com professores de Ciências iniciantes, egressos do curso de Licenciatura em Ciências da Natureza da Escola de Artes, Ciências e Humanidades da Universidade de São Paulo. No que confere à análise dos dados utilizou-se uma metodologia qualitativo-interpretativa de pesquisa tendo como principal referencial metodológico as contribuições da História Oral e da Análise de Narrativas. Os resultados mostram que a construção das identidades profissionais docentes é um processo permeado por uma ampla teia de identidades herdadas e visadas e por tensões e rupturas entre os grupos de referência de origem e os grupos nos quais os professores pretendem se inserir em sua vida profissional. Na escolha pela profissão, parece haver um predomínio de identidades herdadas de gerações anteriores, e uma ruptura com o grupo de origem, enquanto que para permanecer no curso e na profissão docente, os professores utilizam algumas estratégias identitárias vinculadas com o reconhecimento desse grupo de origem. Os estágios obrigatórios parecem ter sido um elemento crucial na hora de decidir pela permanência na profissão docente. Quanto à inserção no mercado de trabalho, parece haver tensões entre os professores novos e sua cultura, por um lado, e os professores mais antigos e a cultura institucional, pelo outro. Os resultados nos conduzem a pensar que, nos processos de formação docente é importante incluir oportunidades de reflexão e de trabalho sobre os processos de socialização, para que o início na carreira e a permanência se tornem o menos problemático possível / This study aims to understand how the socialization processes influence on the construction of professional identities of science teachers who have studied the Natural Sciences Teaching Major at School of Arts, Sciences and Humanities of the University of São Paulo - EACH / USP. The main theoretical framework that supports the research is the socialization theory of Claude Dubar, who conceptualized the construction of social and professional identities starting from socialization processes. Moreover, the work is an approach to the issue of identity from the perspective of Cultural Studies and discussions raised by some of its theoreticians such as Stuart Hall. To answer the research question, semi-structured interviews with beginners Science teachers which have studied the Natural Science Teaching Major at EACH-USP were conducted. Regarding to the data analysis, it was used a qualitative-interpretive research methodology, being the narrative analysis the main methodological approach. The results show that the construction of professional teachers\' identities is a permeate process by a wide web of inherited and target identities and tensions and ruptures between the source reference groups and groups in which teachers plan to insert into your professional life. In choosing the profession, seems to be a predominance of inherited from previous generations identities, and a break from the original group, while to stay the course and the teaching profession, teachers use some identity strategies linked with the recognition of this source group. Required stages appear to have been a crucial factor in deciding the stay in the teaching profession. As for the inclusion in the labor market, there seems to be tension between new teachers and their culture, on the one hand, and the older teachers and the institutional culture, on the other. The results lead us to think that the teacher training process is important to include opportunities for reflection and work on the processes of socialization, so that the early career to become the least problematic possible

No description available.

Most states in the country have adopted a broad P-12 licensure for music teacher certification (Henry, 2005). This broad licensure puts a strain on music teacher education programs. Faculty create degree programs which must include coursework from internal and external influencers, all while trying to create a curriculum for preservice teachers that incorporates a wide breadth of topics, balanced with enough depth for teachers to be prepared for success in the profession. Harsh criticisms have risen about music teacher education programs shortfalls in trying to strike a balance between breadth and depth (Forsythe, et. al., 2007; Legette, 2013; Leonhard,1985). Much of the content within a music teacher education program reflect guidance from and is approved by a single external influence–the National Association of Schools of Music (NASM). The NASM is the national accrediting agency for schools of music who voluntarily choose to subscribe to this oversight. Their accreditation standards are the most recognized and supported in the country, and because of that accrediting function, NASM has great power and influence over music programs in higher education (Ester & Brinkman, 2005). However, research informing the requirements from the NASM and their effectiveness are scarce (Forsythe et. al., 2007). The purpose of this research is to explore early-career music educators' perceptions of the value, effectiveness, and relevance of their NASM accredited undergraduate music studies in preparation for teaching. A marketing research approach and subsequent analysis provides empirical evidence of novice music educator's perception of the efficacy of teacher preparation curricula as they correspond to each NASM guideline. Study participants (n=36) were early-career teachers (1-3 years professional experience) from the National Association for Music Educators Northeast Region who responded to a survey request. In the survey, participants used a 1-5 Likert-type scale to rate the importance of NASM competencies to their first years of teaching and the instructional performance of their music teacher education program. Lastly, participants rated the overall importance and performance of their music teacher education programs. Survey results indicate the overall average perceived importance of all music competencies from the NASM in music teacher education programs (MTEP) are rated higher than the overall perceived performance of instruction (3.61, 2.81). Analysis of the results also revealed a discouraging gap between the high importance of general, vocal, and instrumental music curriculum knowledge and the less than sufficient performance by music teacher education programs. A similar gap in laboratory and field teaching experiences in individual, small group, and whole group settings was identified. The results of this study indicate a need for more reflective research into music teacher education programs and the competencies required by the National Association of Schools of Music. / Music Education

No description available.

Doctor of Philosophy / Curriculum and Instruction Programs / Gail Shroyer / David Allen / This study was designed to gather input from early career elementary teachers with the goal of finding ways to improve elementary mathematics methods courses. Multiple areas were explored including the degree to which respondents’ elementary mathematics methods course focused on the NCTM Process Standards, the teachers’ current standards-based teaching practices, the degree to which various pedagogical strategies from mathematics methods courses prepared preservice teachers for the classroom, and early career teachers’ suggestions for improving methods courses. Both qualitative and quantitative methodologies were used in this survey study as questions were of both closed and open format. Data from closed-response questions were used to determine the frequency, central tendencies and variability in standards-based preparation and teaching practices of the early career teachers. Open-ended responses were analyzed to determine patterns and categories relating to the support of, or suggestions for improving, elementary mathematics methods courses. Though teachers did not report a wide variation in the incorporation of the NCTM Process Standards in their teaching practices, some differences were worth noting. Problem Solving appeared to be the most used with the least variability in its frequency of use. Reasoning, in general, appeared to be used the least frequently and with the most variability. Some aspects of Communication, Connections and Representation were widely used and some were used less frequently. From a choice of eight methods teaching practices, ‘Observing in actual classrooms or working with individual students’ and ‘Planning and teaching in actual classrooms’ were considered by early career teachers to be the most beneficial aspects of methods courses.