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dc.contributor.advisorMacGregor, Cynthia J. (Cynthia Jane), 1962-eng
dc.contributor.authorLacy, John S.eng
dc.coverage.spatialMiddle Westeng
dc.date.issued2009eng
dc.date.submitted2009 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on Feb 24, 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. Cynthia MacGregor.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri--Columbia 2009.eng
dc.description.abstractResults from the National Assessment of Educational Progress test over the past 35 years have not shown significant, long term improvement of 17 year olds in math or reading. The purpose of the study was to describe beliefs preservice teachers bring to teacher preparation programs that arise from their K-12 experience and as members of an adolescent or youth subculture. Methods of phenomenology were used to address the research questions. From a sample of 162 preservice teachers, 11 themes depicting preservice teacher beliefs about education were identified. The influence of an adolescent or youth subculture in the development of the 11 themes seems obvious in four, related in four, and having no apparent connection to three of the themes. A mechanism of recycling beliefs about education through preservice teachers back to K-12 students is presented that illustrates how emerging adolescent beliefs may enter and how older, outdated beliefs are maintained within education culture. Implications for practice include the development of preservice teacher screening procedures that are able to identify the range of beliefs preservice teachers have about education. Once identified, teacher preparation programs must develop curriculum that will address those preservice teacher beliefs that run counter to program goals through guided reflection and increased exposure to desired behavior.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentxiii, 214 pageseng
dc.identifier.oclc605876147eng
dc.identifier.urihttps://hdl.handle.net/10355/6840
dc.identifier.urihttps://doi.org/10.32469/10355/6840eng
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.lcshTeenagers -- Educationeng
dc.subject.lcshAdolescent psychologyeng
dc.subject.lcshTeachers -- Training ofeng
dc.subject.lcshStudent teachers -- Attitudeseng
dc.titlePreservice teacher beliefs about education from their experiences as K-12 students and members of an adolescent subcultureeng
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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