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dc.contributor.advisorHutchinson, Sandra L. (Sandra Lynn), 1956-eng
dc.contributor.authorOrr, Deborah L., 1952-eng
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 16, 2007)eng
dc.descriptionVita.eng
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2007.eng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This study examined the perceptions of graduates of the University of Central Missouri's Professional Development School regarding the preparation received and the importance of specific skill sets in actual practice. The specific skill sets examined focused on reflective practices, communicative strategies and collaborative practices. The study was conducted in an effort to produce relevant data to inform the university faculty and other teacher preparation institutions. Data were collected through a mixed design employing both quantitative and qualitative methodology. The researcher created an on-line survey after study of relevant literature and discussion with the program's university faculty. Semi-structured interviews were conducted with a purposefully sampled group of teachers to gather additional perceptions and comments. Data gathered from the study identified strengths of the university's PDS program and areas to consider for improvement. Statistically significant differences were found for all skills studied. The perceptions of PDS graduates regarding preparation received through the PDS program did not rise to the same level at which they perceive these skills to be important in current practice.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb60590336eng
dc.identifier.oclc174256678eng
dc.identifier.urihttps://doi.org/10.32469/10355/5999eng
dc.identifier.urihttps://hdl.handle.net/10355/5999
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsAccess is limited to the campuses of the University of Missouri.eng
dc.subject.lcshUniversity of Central Missourieng
dc.subject.lcshLaboratory schoolseng
dc.subject.lcshTeaching teamseng
dc.subject.lcshReflective teachingeng
dc.titleThe perceptions of novice teachers regarding a PDS program and the importance of collaborative, reflective and communicative skillseng
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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