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Teachers' voices: Millennial teacher...

Greenebaum, Hilary Lang,

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Teachers' voices: Millennial teachers' daily lived experiences in public schools /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' voices: Millennial teachers' daily lived experiences in public schools // Hilary Lang Greenebaum.
Author:	Greenebaum, Hilary Lang,
Description:	1 electronic resource (236 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 71-06, Section: A.
Contained By:	Dissertations Abstracts International71-06A.
Subject:	School administration. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3360866
ISBN:	9781109188585

Teachers' voices: Millennial teachers' daily lived experiences in public schools /
Greenebaum, Hilary Lang,

Teachers' voices: Millennial teachers' daily lived experiences in public schools /Hilary Lang Greenebaum. - 1 electronic resource (236 pages)

Source: Dissertations Abstracts International, Volume: 71-06, Section: A.

The purpose of this phenomenological research study is to describe the experiences of the youngest cohort of teachers in order to gain a deeper understanding of their professional lives and thus potentially retain them in the profession. Currently, a large number of teachers leave the field within the first few years. Teacher turnover leads to unnecessary financial expenditure, organizational instability, low levels of organizational pedagogy, and a revolving door of adults in students' lives. While there are a number of studies that report on teacher turnover, none found use the qualitative method of phenomenology or the generational theory of Strauss and Howe (1991, 1997, 2000) to frame the work. The socio-historical context, in which people grew up, enables development of a generational profile that members carry throughout life. Strauss and Howe purport that every generation in the U.S. is distinctive. This study describes the experiences of six metropolitan teachers who teach Reading, Writing, Math, and/or Science to students in grades 3-10. Each of the six participants is described by a summary story, five major themes (Professional Identity, Affective Reactions, Technology and Social Networking, Cultural Implications, and Professional and Administrative Supports), and the essence of the phenomenon under investigation, working in a school. Each teacher experiences a number of active internal and external processes in their daily life as a teacher; therefore, the essence of these particular six teachers' experiences is Seeking to Thrive. An abundance of teachers' quotes lends credibility and authenticity to the study. Beyond pure phenomenological description, recommendations for the profession are included. Recommendations begin with acknowledgment that Millennials are different from other generations. A longer duration and more intense pre-service teaching experience would assist in development of teacher identity and understanding of cultural implications in public schools. The establishment of collaborative structures and time for teacher determined professional development would meet teacher needs. Moreover, increasing support of leaders might lead to more support of teachers. Comprehensive and efficient hiring practices could smooth the transition between university and classroom. Areas of further research include more study on teachers' perceptions, leadership, and how to integrate interactive, technological learning processes.

English

ISBN: 9781109188585Subjects--Topical Terms:

3172164
School administration.
Subjects--Index Terms:

Early career teachers

Teachers' voices: Millennial teachers' daily lived experiences in public schools /
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520 $a The purpose of this phenomenological research study is to describe the experiences of the youngest cohort of teachers in order to gain a deeper understanding of their professional lives and thus potentially retain them in the profession. Currently, a large number of teachers leave the field within the first few years. Teacher turnover leads to unnecessary financial expenditure, organizational instability, low levels of organizational pedagogy, and a revolving door of adults in students' lives. While there are a number of studies that report on teacher turnover, none found use the qualitative method of phenomenology or the generational theory of Strauss and Howe (1991, 1997, 2000) to frame the work. The socio-historical context, in which people grew up, enables development of a generational profile that members carry throughout life. Strauss and Howe purport that every generation in the U.S. is distinctive. This study describes the experiences of six metropolitan teachers who teach Reading, Writing, Math, and/or Science to students in grades 3-10. Each of the six participants is described by a summary story, five major themes (Professional Identity, Affective Reactions, Technology and Social Networking, Cultural Implications, and Professional and Administrative Supports), and the essence of the phenomenon under investigation, working in a school. Each teacher experiences a number of active internal and external processes in their daily life as a teacher; therefore, the essence of these particular six teachers' experiences is Seeking to Thrive. An abundance of teachers' quotes lends credibility and authenticity to the study. Beyond pure phenomenological description, recommendations for the profession are included. Recommendations begin with acknowledgment that Millennials are different from other generations. A longer duration and more intense pre-service teaching experience would assist in development of teacher identity and understanding of cultural implications in public schools. The establishment of collaborative structures and time for teacher determined professional development would meet teacher needs. Moreover, increasing support of leaders might lead to more support of teachers. Comprehensive and efficient hiring practices could smooth the transition between university and classroom. Areas of further research include more study on teachers' perceptions, leadership, and how to integrate interactive, technological learning processes.
546 $a English
590 $a School code: 0765
650 4 $a School administration. $3 3172164
650 4 $a Teachers. $3 529573
650 4 $a Public schools. $3 542577
650 4 $a Millennium. $3 601776
650 4 $a Educational administration. $3 2122799
653 $a Early career teachers
653 $a Generations
653 $a Leadership
653 $a Phenomenology
653 $a Teacher retention
653 $a Teacher turnover
690 $a 0514
710 2 $a University of Colorado at Denver. $e degree granting institution. $3 3759249
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792 $a 2009
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