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dc.contributor.advisorAkiba, Motokoen_US
dc.contributor.authorPeneston, Dee Anne
dc.contributor.otherUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2012 Dissertationsen_US
dc.date.issued2012
dc.date.submitted2012 Summeren_US
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on October 29, 2012).en_US
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.en_US
dc.descriptionDissertation advisor: Dr. Motoko Akibaen_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionVita.en_US
dc.descriptionEd. D. University of Missouri--Columbia 2012.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.en_US
dc.description"July 2012"en_US
dc.description.abstractThe purpose of this study is to examine deaf education teachers' perceptions on whether colleges/universities adequately prepared them, as well as, how well districts/schools support them for their beginning years of teaching. Additionally, this study provides suggestions regarding what colleges/universities and school leaders can do to ensure beginning teachers a successful year. A total of 62 first through fifth year teachers participated in a quantitative survey that asked their perceptions of their deaf education programs and their districts/school supports. Providing supports for beginning deaf education teachers begins long before they enter their very first classroom. Ensuring deaf education programs at the collegiate level provide the necessary background/skills are vital to the successful retention and recruitment of new teachers for school systems. However, the support should not stop there. Considering the significant role districts and schools can play in supporting beginning teachers, school systems must increase the support they provide the beginning teacher by doing a variety of things such as providing adequate administrator and mentor support, providing adequate building resources, and providing adequate ongoing professional development.en_US
dc.format.extentxi, 171 pagesen_US
dc.identifier.otherPenestonD-072012-D574
dc.identifier.urihttp://hdl.handle.net/10355/15893
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2012 Freely available dissertations (MU)en_US
dc.subjectdeaf educationen_US
dc.subjectAmerican Sign Languageen_US
dc.subjectspecial educationen_US
dc.subjectteacher educationen_US
dc.titleTeacher preparation programs and district/school supports for deaf education teachers: a survey of beginning teachersen_US
dc.typeThesisen_US
thesis.degree.disciplineEducational leadership and policy analysisen_US
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameEd. D.en_US


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