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dc.contributor.advisorMartin, Barbara N. (Barbara Nell), 1952-eng
dc.contributor.authorThompson, Cynthia J., 1956-eng
dc.coverage.spatialUnited Stateseng
dc.date.issued2007eng
dc.date.submitted2007 Springeng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on October 10, 2007)eng
dc.descriptionVita.eng
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2007.eng
dc.description.abstractThe purpose of this investigation was to add to the knowledge base an understanding of the long term impact of National Board for Professional Teaching Standards (NBPTS) certification on the profession of teaching through a multiple case study examination of the career paths of National Board Certified Teachers (NBCTs). The researcher viewed the impact of the NBPTS through the lens of teaching as a profession. The study population consisted of four NBCTs in a Midwest state who had held NBPTS certification for at least five years. Data triangulation was achieved through onsite interviews with the NBCTs, their administrators, and colleagues as well as document examination. Data collection methods provided information and insight into the career paths of these educators, as well as the participants' perceptions of the extent to which NBPTS certification influenced said career paths. The study findings revealed a positive impact on the profession of teaching in multiple areas as well as shortcomings in the professional support for teachers desiring extended roles. The implications of this inquiry for the profession of teaching were identified to reach the areas of leadership, finances, and allotment of time.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb60069922eng
dc.identifier.oclc173986270eng
dc.identifier.urihttps://doi.org/10.32469/10355/4848eng
dc.identifier.urihttps://hdl.handle.net/10355/4848
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshNational Board for Professional Teaching Standards (U.S.)eng
dc.subject.lcshTeaching -- Vocational guidanceeng
dc.subject.lcshTeachers -- Certification -- Standardseng
dc.titleA multi-case examination of the impact of national board certification on the teaching professioneng
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


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