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Beginning Teacher Induction: A Case Study of a District's Elementary School Support Programs
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Beginning Teacher Induction: A Case Study of a District's Elementary School Support Programs
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Description
Identifier
Diss
5
Author
Brooks, Kristen
Title
Beginning
Teacher
Induction
: A
Case
Study
of a
District's
Elementary
School
Support
Programs
Publisher
Central Connecticut State University
Date
2005
Resource Type
Dissertation
Notes
This
case
study
describes
and
analyzes
district-level
support
for
new
teacher
induction
in an
urban
district
. The
study
was
specific
to the
elementary-level
,
while
a
concurrent
study
was
conducted
at the
middle/high
school
level
(Brachman-Snyder
,
2005)
. An
instrumental
case
study
approach
was
employed
involving
analysis
of
handbooks
and
supporting
documents
,
semi-structured
interviews
with
Central
Office
personnel
and
building
administrators
, and
questionnaires
and
follow-up
focus
group
interviews
with
2nd-
and
3rd-year
teachers
.
Several
salient
themes
cut
across
the
data
including
the
variation
in
supports
provided
and the
value
of those
supports
for
teachers
, the
relationship
of
leadership
to
induction
, the
effect
of a
high-stakes
state
evaluation
occurring
simultaneously
with
induction
, and a
lack
of
resources
and/or
structures
for
implementing
support
features
.
Subject
Elementary school teachers -- In-service training -- Connecticut
Teacher orientation -- Connecticut
Department
Department of Educational Leadership
Advisor
Beyard, Karen
Type
Text
Digital Format
application/pdf
Language
eng
OCLC number
713734354
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