Building Teacher Efficacy: Challenges of Creating Communities of Practice among New Teachers and Veteran Teachers in a Toxic Work Environment

Autor/in	Lail, J.
Titel	Building Teacher Efficacy: Challenges of Creating Communities of Practice among New Teachers and Veteran Teachers in a Toxic Work Environment
Quelle	(2018), (135 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Kentucky
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4382-3913-5
Schlagwörter	Hochschulschrift; Dissertation; Work Environment; Faculty Mobility; Graduation Requirements; High School Students; Teacher Effectiveness; Teamwork; Urban Areas; Communities of Practice; Meetings; Beginning Teachers; Experienced Teachers; Low Achievement; Poverty; Disadvantaged Schools; Capacity Building; Secondary School Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Arbeitsmilieu; Abschlussordnung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Urban area; Stadtregion; Community; Meeting; Tagung; Junior teacher; Junglehrer; Unterdurchschnittliche Leistung; Armut
Abstract	Recently, changes in graduation requirements in some states have made it more important than ever for students to be literate in all content areas. State assessments not only measure student academic ability, but they are a necessary component of graduation from high school. After completing required courses, students are expected to take assessments covering the content of those courses. In order to safely meet the graduation requirement, students must score at least 3 points per assessment on a 5-point scale. This has proven difficult for over 50% of students expecting to graduate. Students at Midwestern-American High School (MAHS) have been struggling to achieve the required minimum scores on the state achievement assessments, as have many others in the region. A review of the report card data for MAHS reveals the area of greatest need (i.e. category of lowest performance) is in science. Research suggests a leading cause for these struggles is waning teacher efficacy and lack of ability to build capacity in staff members due to high mobility in teacher populations, especially in urban communities serving high-poverty and minority populations. For these reasons, it is necessary for leaders to have the skill to quickly build effective instructional teams. During the 2017-2018 schools year, I utilized the Community of Practice (CoP) framework to establish entities that align closely with the criteria of CoPs. I used mixed methods research throughout the bounded period (August 2017 - May 2018) to conduct the proposed study. Data sources included: meeting agendas and minutes, participant interviews, survey results and reflections on the action by researcher and participants. I used the information gathered from this study to continue or modify the action and/or propose new strategies for the capacity building of staff. [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