Herring, Jr, Charles
(2017)
DISPOSITIONS FOR TEACHING IN HIGH-NEED SCHOOLS:
AN INVESTIGATION OF PROGRAM PREPARATION AND STUDENT PERCEPTIONS.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Recent research has revealed that out of 3.4 million public school teachers, an estimated 230,000 leave the profession on a yearly basis. During that same time period, an additional estimated 227,000 teachers move from urban schools to suburban or private schools. As a result, schools in under-resourced areas have less experienced teachers who have not yet achieved a track record of teaching effectively. The purpose of this study was to investigate and document the specific ways in which the P&TC Program at the Riverton University prepares preservice teachers to plan and execute effective pedagogical practices in concert with their development of relevant dispositions to serve high-need schools.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
|
| Date: |
18 August 2017 |
| Date Type: |
Publication |
| Defense Date: |
24 April 2017 |
| Approval Date: |
18 August 2017 |
| Submission Date: |
29 June 2017 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
71 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Instruction and Learning |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
dispositions, habits of mind, preservice teachers, high-need schools, teacher preparation |
| Date Deposited: |
18 Aug 2017 18:20 |
| Last Modified: |
18 Aug 2017 18:20 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/32633 |
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