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dc.contributor.advisorScribner, Jay Paredes, 1963-eng
dc.contributor.authorWitt, David J. (David John), 1975-eng
dc.coverage.spatialMiddle Westeng
dc.date.issued2009eng
dc.date.submitted2009 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on Feb 17, 2010).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. Jay Scribner.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri--Columbia 2009.eng
dc.description.abstractThis case study analyzes interview data for the perceived support of professional development provided to new science teachers by a large suburban school district. Twelve new middle school teachers and 5 administrators were interviewed. Findings suggest the most useful adult learning occurred in the learning communities model of professional development. Adult learning that uses direct lecture and little teacher collaboration was found to be the least effective. The study recommends that districts provide better training to leadership regarding the delivery of quality learning communities, improve mentor selection and training, and provide new teachers with more quality feedback. The roles of leadership and relationships were interpreted as the most influential variables in whether or not new middle school science teachers felt they were supported through district-sponsored training. Educational literature on adult learning theories and quality professional development support this study's findings and conclusions.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentx, 239 pageseng
dc.identifier.oclc519636023eng
dc.identifier.urihttps://hdl.handle.net/10355/6162
dc.identifier.urihttps://doi.org/10.32469/10355/6162eng
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.lcshScience teachers -- Training ofeng
dc.subject.lcshMiddle school teachers -- Training ofeng
dc.subject.lcshFirst year teachers -- Training ofeng
dc.titleAn exploratory study of professional development experiences for new middle school science teachers in a suburban school districteng
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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