A STUDY OF WHAT DIFFERENT SUBGROUPS OF EDUCATIONAL
STAKEHOLDERS EACH BELIEVES IS EFFECTIVE IN NEW TEACHER INDUCTION WITH AN OVERVIEW OF THE SIMILARITIES AND DIFFERENCES AMONG AND BETWEEN THESE GROUPS
Daniel C. Lujetic, Ed.D
University of Pittsburgh, 2007
In any profession, there is always a period where new employees must learn to integrate themselves into their jobs and to become successful at what they do. However, newly hired teachers often are given the most difficult teaching assignments and left to sink or swim without the type of help provided by most other professions (e.g. American Federation of Teachers, 2000; Darling-Hamilton, 1996; U.S. Department of Education, 1998; Bartell, 2005; Grossman & Thompson, 2004; ERIC Clearinghouse on Teacher Education, 1999). The beginning teacher faces performing several duties while at the same time trying to learn those duties (Wong & Wong, 2001). This is all detrimental to the process of teaching and learning, ultimately affecting student achievement.
Improving student learning, therefore, relies on improving teaching (Stigler & Hiebert, 1999), and the goal of having a systematically planned program teacher induction should be to help new teachers not just survive, but to succeed and thrive (Bartell, 2005). Improving teaching for those new to the profession is thus necessary to maximize students learning, knowing that the integration period for new teachers is crucial. Research shows that beginning teachers often struggle in their first few years due to a lack of usefulness of new teacher induction programs (U.S. Department of Education, 2000), even though the early years of a teachers career are the most formative, in which they establish patterns and practices that form the bases for the rest of their careers (Bartell, 2005). Sound induction programs are necessary, wherein new teachers are assessed and supported as they grow toward becoming expert classroom teachers (Berry, Hopkins-Thompson, & Hoke, 2002). Typically, veteran school personnel design and implement these induction programs. Therefore, there appears to possibly be a disjunction between what veteran administrators and teachers design for new teacher inductions versus what new teachers really need.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-11272007-135232 |
| Date | 29 January 2008 |
| Creators | Lujetic, Daniel C |
| Contributors | Dr. Susan A. Goodwin, Dr. Glenn M. Nelson, Dr. Sean Hughes, Dr. Charles J. Gorman |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-11272007-135232/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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