Date of Award
Curriculum and Instruction
Garrett Roberts, Ph.D.
Beginning teachers, Low income schools, Teacher effectiveness
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.
Lerner, Jessica Anne, "Improving Beginning Teacher Effectiveness: The Most Important and Difficult Competencies and How They Differ in Low-Income Schools" (2019). Electronic Theses and Dissertations. 1549.
Received from ProQuest
Jessica Anne Lerner
Education, Teacher education