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Beginning Teacher Induction: A Case Study of a District's Middle School and High School Support...
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Beginning Teacher Induction: A Case Study of a District's Middle School and High School Support Programs
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Description
Identifier
Diss
2
Author
Brachman-Snyder, Elaina
Title
Beginning
Teacher
Induction
: A
Case
Study
of a
District's
Middle
School
and
High
School
Support
Programs
Publisher
Central Connecticut State University
Date
2005
Resource Type
Dissertation
Notes
This
study
describes
and
analyzes
district
level
support
for
teacher
induction
in a
large
urban
system
.
It
was
specific
to the
secondary
level
,
while
a
concurrent
study
was
conducted
at the
elementary
level
(Brooks
,
2005)
. An
instrumental
case
study
approach
was
utilized
,
involving
analysis
of
handbooks
and
supporting
documents
,
semi-structured
interviews
with
Central
Office
and
Building-Level
administrators
, and
questionnaires
and
follow-up
focus
group
interviews
with
2nd-
and
3rd-year
teachers
.
Features
of
best
practice
in
induction
were
evidenced
in
varying
degrees
through
the
data
sources
. The
overarching
themes
that
emerged
included
the
highly
contextualized
needs
of
secondary
beginning
teachers
,
variability
of
supports
provided
to
beginning
teachers
,
ownership
of
induction
support
, and the
significance
of the
role
of the
building
leader
.
Subject
Teachers -- In-service training -- Connecticut
Teacher orientation -- Connecticut
Department
Department of Educational Leadership
Advisor
Faryniarz, Judith O., 1951-
Type
Text
Digital Format
application/pdf
Language
eng
OCLC number
713735028
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