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Expressed concerns of beginning teac...

Voth, Bonnie Lynn.

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Expressed concerns of beginning teachers in early childhood education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Expressed concerns of beginning teachers in early childhood education./
Author:	Voth, Bonnie Lynn.
Description:	381 p.
Notes:	Adviser: Kathryn Castle.
Contained By:	Dissertation Abstracts International63-06A.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3057316
ISBN:	0493726616

Expressed concerns of beginning teachers in early childhood education.
Voth, Bonnie Lynn.

Expressed concerns of beginning teachers in early childhood education. - 381 p.

Adviser: Kathryn Castle.

Thesis (Ed.D.)--Oklahoma State University, 2002.

<italic>Scope and method of study</italic>. The purpose of this study was to recover themes of concern about teaching from six beginning early childhood teachers. The participants were graduates of a Midwestern Regional State University and were in their first, second or third year of teaching. The teachers were interviewed on three separate occasions using in-depth phenomenological interviewing. Each interview focused on a different aspect of teacher concern.

ISBN: 0493726616Subjects--Topical Terms:

1017530
Education, Early Childhood.

Expressed concerns of beginning teachers in early childhood education.
LDR:02279nam 2200301 a 45 001 930000
005 20110427
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020 $a 0493726616
035 $a (UnM)AAI3057316
035 $a AAI3057316
040 $a UnM $c UnM
100 1 $a Voth, Bonnie Lynn. $3 1253482
245 1 0 $a Expressed concerns of beginning teachers in early childhood education.
300 $a 381 p.
500 $a Adviser: Kathryn Castle.
500 $a Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2125.
502 $a Thesis (Ed.D.)--Oklahoma State University, 2002.
520 $a <italic>Scope and method of study</italic>. The purpose of this study was to recover themes of concern about teaching from six beginning early childhood teachers. The participants were graduates of a Midwestern Regional State University and were in their first, second or third year of teaching. The teachers were interviewed on three separate occasions using in-depth phenomenological interviewing. Each interview focused on a different aspect of teacher concern.
520 $a <italic>Findings and conclusions</italic>. Three major concern categories were constructed from the interview material: concerns associated with the task of teaching, concerns relating to students, and concerns affiliated with support. Within each of these categories were eleven themes: curriculum, materials, time, assessment/evaluation of students, classroom management and discipline, meeting student needs, problems students have, administration, colleagues, mentors, and resident committees. Beginning teachers have many of the same concerns as published research but there were concerns peculiar to early childhood teachers, which were not mentioned in other studies. Beginning early childhood teachers' concerns will require a variety of effective support initiatives from administrators, mentors, and universities if their needs are to be met and their growth as professionals is to be enhanced.
590 $a School code: 0664.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Preschool. $3 517853
650 4 $a Education, Teacher Training. $3 783747
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690 $a 0530
690 $a 0531
710 2 0 $a Oklahoma State University. $3 626630
773 0 $t Dissertation Abstracts International $g 63-06A.
790 $a 0664
790 1 0 $a Castle, Kathryn, $e advisor
791 $a Ed.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3057316