Characteristics of Highly Effective, Veteran Middle School Teachers

Autor/in	Losee, Christian R.
Titel	Characteristics of Highly Effective, Veteran Middle School Teachers
Quelle	(2014), (184 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Dowling College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3212-9318-0
Schlagwörter	Hochschulschrift; Dissertation; Middle School Teachers; Teacher Effectiveness; Teacher Characteristics; Experienced Teachers; Qualitative Research; Self Efficacy; Burnout; Resilience (Psychology); Pedagogical Content Knowledge; Faculty Development; Technology Uses in Education; Teacher Qualifications; Teaching Experience; Suburban Schools; Classroom Techniques; Summative Evaluation; Teacher Attitudes; Attitude Change; Teacher Student Relationship; Collegiality; Teacher Collaboration; Professional Identity; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Qualitative Forschung; Self-efficacy; Selbstwirksamkeit; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Pädagogische Kompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrqualifikation; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Klassenführung; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Kollegialität; Lehrerkooperation
Abstract	This was a qualitative study of highly effective, veteran middle school teachers and their attitudes toward self-efficacy, burnout, resiliency, content knowledge, professional development, and the use of technology. This study involved a group of veteran teachers that have proven, over the entirety of their careers, to be highly effective. They were respected by administration, colleagues, parents and the community. They have served as mentors, coaches, advisors, and leaders. As they approach their retirements, their role in a school community must be replaced. This study focused on the qualities they possessed when they were hired and how their professional careers matured resulting in the highly effective status. The participants were all from the same suburban school on Long Island, New York. All participants, selected by administration, were required to have more than 20 years of teaching experience, have above 85 percent mastery on their summative assessment over the last 3 years and have solid classroom management skills. Participants were asked to compare then current attitudes toward self-efficacy, burnout, resiliency, content knowledge, and the use of technology with their attitudes when they began their careers. One central theme emerged from each of the dimensions addressed. Building deep positive relationships with students and colleagues was the cornerstone of the participant's professional success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01