Efficacy Development in New Teacher Study Groups
| dc.contributor.advisor | Goodman, Yetta | en_US |
| dc.contributor.advisor | Short, Kathy | en_US |
| dc.contributor.author | Simon, Flora Ann | |
| dc.creator | Simon, Flora Ann | en_US |
| dc.date.accessioned | 2011-10-14T17:00:09Z | |
| dc.date.available | 2011-10-14T17:00:09Z | |
| dc.date.issued | 2011 | |
| dc.identifier.uri | http://hdl.handle.net/10150/145392 | |
| dc.description.abstract | This qualitative study explores the experiences and learning of five new teachers with less than three years in the classroom as they engaged in a study group. This research highlights the ways that participation in a study group enhanced teacher efficacy and supported their retention.The research reveals that power and authority over classroom decisions, lack of support from administration and frustration with autonomy of curriculum issues hindered the development of a positive teacher efficacy. When framed in a more positive light within a study group setting the changes to teacher efficacy enabled the study groupparticipants to be more proactive for their own personal and professional needs.Implications for supporting new teachers through opportunities to participate in a studygroup format are discussed. The result of this work is a contribution to the effects ofteacher efficacy and the power of collaboration in a study group setting for new teachers. | |
| dc.language.iso | en | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.subject | administrative support | en_US |
| dc.subject | grounded theory | en_US |
| dc.subject | study groups | en_US |
| dc.subject | teacher efficacy | en_US |
| dc.title | Efficacy Development in New Teacher Study Groups | en_US |
| dc.type | Electronic Dissertation | en_US |
| dc.type | text | en_US |
| dc.identifier.oclc | 752261310 | |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | doctoral | en_US |
| dc.contributor.committeemember | Wyman, Leisy | en_US |
| dc.identifier.proquest | 11436 | |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Language, Reading & Culture | en_US |
| thesis.degree.name | Ph.D. | en_US |
| refterms.dateFOA | 2018-08-14T01:10:53Z | |
| html.description.abstract | This qualitative study explores the experiences and learning of five new teachers with less than three years in the classroom as they engaged in a study group. This research highlights the ways that participation in a study group enhanced teacher efficacy and supported their retention.The research reveals that power and authority over classroom decisions, lack of support from administration and frustration with autonomy of curriculum issues hindered the development of a positive teacher efficacy. When framed in a more positive light within a study group setting the changes to teacher efficacy enabled the study groupparticipants to be more proactive for their own personal and professional needs.Implications for supporting new teachers through opportunities to participate in a studygroup format are discussed. The result of this work is a contribution to the effects ofteacher efficacy and the power of collaboration in a study group setting for new teachers. |
