Teacher preparation programs and district/school supports for deaf education teachers: a survey of beginning teachers

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Teacher preparation programs and district/school supports for deaf education teachers: a survey of beginning teachers

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/15893

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dc.contributor.advisor Akiba, Motoko en_US
dc.contributor.author Peneston, Dee Anne
dc.contributor.other University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2012 Dissertations en_US
dc.date.accessioned 2012-10-29T19:53:28Z
dc.date.available 2012-10-29T19:53:28Z
dc.date.issued 2012
dc.date.submitted 2012 Summer en_US
dc.identifier.other PenestonD-072012-D574
dc.identifier.uri http://hdl.handle.net/10355/15893
dc.description Title from PDF of title page (University of Missouri--Columbia, viewed on October 29, 2012). en_US
dc.description The 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.description Dissertation advisor: Dr. Motoko Akiba en_US
dc.description Includes bibliographical references. en_US
dc.description Vita. en_US
dc.description Ed. D. University of Missouri--Columbia 2012. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis. en_US
dc.description "July 2012" en_US
dc.description.abstract The 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.extent xi, 171 pages en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2012 Freely available dissertations (MU) en_US
dc.subject deaf education en_US
dc.subject American Sign Language en_US
dc.subject special education en_US
dc.subject teacher education en_US
dc.title Teacher preparation programs and district/school supports for deaf education teachers: a survey of beginning teachers en_US
dc.type Thesis en_US
thesis.degree.discipline Educational leadership and policy analysis en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ed. D. en_US
thesis.degree.level Doctoral en_US


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