[-] Show simple item record

dc.contributor.advisorAkiba, Motokoeng
dc.contributor.authorPeneston, Dee Anneeng
dc.date.issued2012eng
dc.date.submitted2012 Summereng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on October 29, 2012).eng
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.eng
dc.descriptionDissertation advisor: Dr. Motoko Akibaeng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri--Columbia 2012.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description"July 2012"eng
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.eng
dc.format.extentxi, 171 pageseng
dc.identifier.oclc872569078eng
dc.identifier.otherPenestonD-072012-D574eng
dc.identifier.urihttp://hdl.handle.net/10355/15893eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.subjectdeaf educationeng
dc.subjectAmerican Sign Languageeng
dc.subjectspecial educationeng
dc.subjectteacher educationeng
dc.titleTeacher preparation programs and district/school supports for deaf education teachers: a survey of beginning teacherseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


Files in this item

[PDF]
[PDF]
[PDF]

This item appears in the following Collection(s)

[-] Show simple item record