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dc.contributor.advisorGross, Steven Jay
dc.creatorHesson, Nicole Lee
dc.date.accessioned2020-10-26T19:19:21Z
dc.date.available2020-10-26T19:19:21Z
dc.date.issued2016
dc.identifier.other965642572
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1429
dc.description.abstractThis dissertation study compared the three most common pathways of traditional preparation for novice middle level teachers (elementary, middle level, and secondary) and attempted to answer the central question of which group felt best prepared for middle level teaching. Selected novice teachers from each of the three pathways were interviewed and asked to reflect on their preparation program. All participants were graduates of the same large, urban, public university. Data were collected using an interpretivism paradigm and analyzed using the constant comparative method. The state has recently redesigned its certification structure and teacher education institutions have redesigned their programs to reflect these changes. This study sought to discover if the restructuring resulted in greater feelings of preparedness among novice teachers. This study was exploratory, but initial findings indicate that there was very little difference in feelings of preparedness among the three pathways for teaching at the middle level with respect to program components and understanding of the needs of middle level adolescents. There was limited difference among the three pathways with respect to content preparation. This poses an interesting policy question: If the state’s intent in restructuring the certification tiers was to ensure more prepared teachers for the middle level and this exploratory study shows little difference in feelings of preparation, was the decision to restructure teacher certification a worthwhile endeavor? The study offers possible programmatic changes to increase feelings of preparedness as well as ideas for further research around this topic.
dc.format.extent243 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectTeacher Education
dc.subjectMiddle School Education
dc.subjectEducation Policy
dc.subjectMiddle Level Education
dc.subjectMiddle Level Teacher Preparation
dc.subjectTeacher Certification
dc.titleHow Do Selected Novice Middle School Teachers from Various Certification Pathways Perceive the Effectiveness of Their Teacher Preparation?
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberShapiro, Joan Poliner
dc.contributor.committeememberBoyer, Jean A.
dc.contributor.committeememberDuCette, Joseph P.
dc.description.departmentEducational Administration
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1411
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-10-26T19:19:21Z


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