Date of Award

1-1-2019

Document Type

Dissertation

Degree Name

Ph.D.

Department

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.

Provenance

Received from ProQuest

Rights holder

Jessica Anne Lerner

File size

182 p.

File format

application/pdf

Language

en

Discipline

Education, Teacher education

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