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dc.contributor.advisorScribner, Jay Paredes, 1963-eng
dc.contributor.authorNeiss, Jana, 1963-eng
dc.coverage.spatialMiddle Westeng
dc.date.issued2008eng
dc.date.submitted2008 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on Feb 25, 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.descriptionIncludes bibliographical references.eng
dc.descriptionPh. D. University of Missouri--Columbia 2008.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This dissertation studied the Troops to Teachers (TTT) program at one university in the Midwest. Specifically, it explored the extent to which the TTT program contributes to the preparation of its students. This study looked at participants' perspectives of the quality of their teacher preparation during pre-service and in-service training by identifying how the TTT program helps develop skills and knowledge for teaching. Additionally, this research studied to what extent the TTT program helps facilitate transition from the military into the classroom and the level of support provided through the first year of teaching. Finally this study explored how, and in what ways, military experience contributes to successful teaching in the classroom. In this qualitative case study, participants who had earned initial teacher certification by completing one specific TTT program were identified and interviewed. Document review and interviews with the program's coordinator and instructors provided additional information. Results indicated that TTT participants enter teacher certification programs with substantial content knowledge and life experience from military careers. Participants identified a need for more pedagogical training and classroom management skills. This research identified ways professional development impacts TTT participants' transition into the profession and the first year of teaching. Implications for future TTT participants, TTT program coordinators, and public school administrators are provided. Suggestions for further study include participants' reflections during subsequent years in the classroom, comparing and contrasting other TTT programs throughout the state and nation, and TTT effectiveness as measured by student achievement.eng
dc.format.extentvii, 151 pageseng
dc.identifier.oclc566058666eng
dc.identifier.urihttps://hdl.handle.net/10355/6699
dc.identifier.urihttps://doi.org/10.32469/10355/6699eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsAccess is limited to the campuses of the University of Missouri.eng
dc.subject.lcshTroops to Teachers (Program)eng
dc.subject.lcshTeachers -- Training of -- Evaluationeng
dc.subject.lcshOccupational training, Military -- Evaluationeng
dc.titleThe role of the Troops to Teachers program as participants transition into the classroomeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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