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dc.contributor.advisorWaddell, Jennifer Helen, 1971-
dc.contributor.authorBrewington, Hailee A
dc.date.issued2023
dc.date.submitted2023 Spring
dc.descriptionTitle from PDF of title page, viewed June 21, 2023
dc.descriptionDissertation advisor: Jennifer Waddell
dc.descriptionVita
dc.descriptionIncludes bibliographical references (pages 355-419)
dc.descriptionDissertation (Ph.D.)--Division of Curriculum and Instruction, Division of Educational Leadership, Policy and Foundations. University of Missouri--Kansas City, 2023
dc.description.abstractLiterature has shown that qualified, effective, and confident teachers are the number one predictor of student success inside the classroom. Students in urban schools experience a greater number of inexperienced or qualified teachers than their peers, which has and currently is creating a social justice crisis in our nation. The reality of staff shortages and the amount of teacher attrition is extremely alarming, especially for students in urban school contexts. Teachers are leaving the profession because they are unprepared. Research suggests that teacher preparation must focus on preparing teachers through culturally and contextually responsive teaching and building critical competency for effective urban educators (Gay, 2010; Hollins, 2012; Howard & Milner, 2014). The purpose of this narrative case study was to understand novice teachers’ preparation for teaching in an urban elementary school setting. The unit of analysis was the preparation of pre-service teachers’ education experiences. This study examined the question: What stories do novice teachers tell about their preparedness to teach in an urban school? Data were collected from six novice teachers who were within the first three years of their teaching career. Data collection consisted of an initial survey and two face-to-face interviews. The secret, sacred, and cover stories told by participants revealed five major narrative themes, including (a) Field Experiences, (b) Exposure to Culturally Relevant Practices, (c) Reflective Practices, (d) Life Experiences, and (e) Relationships with Faculty. The stories and implications described in this dissertation offer perspective for teacher preparation programs and leadership in urban school contexts.
dc.description.tableofcontentsIntroduction -- Literature review -- Methodology -- Findings -- Research findings -- Conclusion
dc.format.extentxiii, 421 pages
dc.identifier.urihttps://hdl.handle.net/10355/95757
dc.subject.lcshTeachers -- Training of
dc.subject.lcshEducation, Urban
dc.subject.otherDissertation -- University of Missouri--Kansas City -- Curriculum and Instruction
dc.subject.otherDissertation -- University of Missouri--Kansas City -- Educational Leadership, Policy, and Foundations
dc.titleA Narrative Case Study Exploring The Preparation Experiences of Novice Teachers In Urban Elementary Schools
thesis.degree.disciplineCurriculum and Instruction (UMKC)
thesis.degree.disciplineEducational Leadership, Policy, and Foundations (UMKC)
thesis.degree.grantorUniversity of Missouri--Kansas City
thesis.degree.levelDoctoral
thesis.degree.namePh.D. (Doctor of Philosophy)


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