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dc.contributor.advisorMacGregor, Cynthia J. (Cynthia Jane), 1962-eng
dc.contributor.authorBagwell, Janell, 1972-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 November 5, 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.descriptionIncludes bibliographical references.eng
dc.descriptionEd. D. University of Missouri--Columbia 2008.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description.abstractThis study was a utilization-focused evaluation designed to assist a Midwestern school district in evaluating their teacher induction program. The purpose of the study had three main facets. First was to determine if differences existed in the student achievement between teachers who had participated in the induction program and teachers who had not participated. Second, the study aimed to determine if differences were apparent in any of Cognitive Coaching's five states of mind between teachers who had and had not participated in the district's induction program. The third purpose was to explore novice teachers' perspective on their intentions to stay in the district, what keeps them there, what is attractive about other occupations or districts, and what supports they found most beneficial or would have been valuable to them. The student achievement of 201 students was compared in reading and math. Although the means of the induction teachers was higher than the non induction teachers, no significant difference was supported in the data. A survey taken by novice teachers indicated no significant difference evident between teachers who had and had not participated in the teacher induction program for any of the five states of mind. Qualitative data collected from the survey participants were analyzed and several themes emerged regarding the perspective of novice teachers in the district.eng
dc.format.extentx, 128 pageseng
dc.identifier.oclc681911380eng
dc.identifier.urihttps://hdl.handle.net/10355/9086
dc.identifier.urihttps://doi.org/10.32469/10355/9086eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.subject.lcshElementary school teachers -- Training ofeng
dc.subject.lcshTeacher orientationeng
dc.subject.lcshMentoring in educationeng
dc.subject.lcshAcademic achievementeng
dc.titleThe impact of a teacher induction program on student achievement and the development of the five states of mindeng
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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