A Phenomenological Study Investigating Transformative Learning Strategies Implemented by 10 Title I Elementary Principals That Influence Novice Teacher Retention

Autor/in	Fountain, Tara
Titel	A Phenomenological Study Investigating Transformative Learning Strategies Implemented by 10 Title I Elementary Principals That Influence Novice Teacher Retention
Quelle	(2014), (188 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lamar University, Beaumont
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3039-4900-5
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; Transformative Learning; Learning Strategies; Program Implementation; Disadvantaged Schools; Principals; Beginning Teachers; Teacher Persistence; Qualitative Research; Elementary Schools; Data Collection; Interviews; Data Analysis; Naturalistic Observation; Coding; Teacher Administrator Relationship; Experiential Learning; Collegiality; Best Practices; Educational Legislation; Elementary Secondary Education; Federal Legislation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Pädagogische Transformation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Principal; Schulleiter; Junior teacher; Junglehrer; Qualitative Forschung; Elementary school; Grundschule; Volksschule; Data capture; Datensammlung; Interviewing; Interviewtechnik; Auswertung; Naturbeobachtung; Codierung; Programmierung; Experiental learning; Erfahrungsorientiertes Lernen; Kollegialität; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	The purpose of this qualitative phenomenological study was to investigate transformative learning strategies implemented by 10 Title I elementary principals that influence novice teacher retention. Data were gathered by individual interviews. Data were analyzed using Creswell's (2013) description of qualitative research as a collection of data found in a natural setting that maintained sensitivity to the people and places under study; the data analyzed revealed patterns or themes that were coded by commonalities. Findings from this study affirm that dedicated, involved, and passionate principals who support, nurture, and develop novice teachers can ensure retention of novice teachers. Other findings from this study include the importance of authentic learning and experiential learning in novice teacher development. In addition, the need for collegial relationships and reflection are critical components to support novice teacher retention. The research in this study provides school principals and administrators with proven practices that help support novice teacher retention. [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