Date of Award

1-1-2019

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Garrett Roberts, Ph.D.

Keywords

Beginning teachers, Low income schools, Teacher effectiveness

Abstract

Research suggests teacher quality is a significant factor predicting student achievement, especially for low-income students. However, there is insufficient research about which teaching competencies warrant emphasis during pre-service training. The purpose of this study was to investigate consensus among expert educators on the importance and difficulty of teaching competencies for beginning teachers, and whether the importance and difficulty of those competencies differ in low-income school settings. Thirty-one academic and practitioner experts in beginning teacher development participated in the study. Participants rated 8 of 25 teaching competencies as very important and very difficult for beginning teachers. Results indicate broad consensus among experts. However, consensus was not reached on several items, mostly related to differences in competency difficulty. Finally, experts rated many of the competencies as more important and more difficult for beginning teachers in low-income schools.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Jessica Anne Lerner

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

182 p.

Discipline

Education, Teacher education

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