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dc.contributor.advisorMendez, Sylvia
dc.contributor.authorTygret, Jennifer Alayne
dc.date.accessioned2017-02-22T17:29:02Z
dc.date.available2017-02-22T17:29:02Z
dc.date.submitted2017-05
dc.identifierTygret_uccs_0892D_10238.pdf
dc.identifier.urihttp://hdl.handle.net/10976/166665
dc.descriptionIncludes bibliographical references.
dc.description.abstractThe purpose of this multiple case study was to provide a policy analysis of the Council for the Accreditation of Educator Preparation (CAEP) standard that requires teacher preparation programs to provide evidence that their graduates are positively impacting student growth and achievement, displaying evidence of effective teaching, and that the graduates and their employers are satisfied with their preparation and performance in order to receive nationally recognized accredited status. Using the Colorado Teacher Quality Standards as a conceptual framework, this qualitiative multiple case study explored the perspectives of three cases: first-year teachers, principals, and university supervisors. Interviews and observations with first-year teachers were conducted at the beginning, middle, and end of the school year to discover five first-year teachers’ perceptions of their preparation, needs, level of confidence in all areas of teaching, and the ways in which they could have been better or more prepared for the classroom. Interviews with the principals of the the first-year teachers and university superviors from the teacher preparation program where they graduated were conducted to gather insight into their perspectives of the first-year teachers’ preparation and training. The first-year teachers’ annual teacher evaluations provided insight to their evidence of effective teaching and impact on student growth. The overall finding among the three cases was that the first-year teachers received a strong foundation in preparation; however, there were areas of need that the cases all identified. The need for more preparation in differentiating instruction and classroom management strategies to meet the needs of diverse learners was the most common theme. By following the CAEP policy, practical suggestions for change in improving the preparation and education of first-year teachers were discovered.
dc.format.extent184 pages
dc.languageEnglish
dc.language.isoeng
dc.publisherUniversity of Colorado Colorado Springs. Kraemer Family Library
dc.rightsCopyright of the original work is retained by the author.
dc.subjectfirst-year teachers
dc.subjectteacher preparation
dc.subjectCAEP
dc.subjectuniversity supervisors
dc.subjectprincipals
dc.titleThe Preparation and Education of First-Year Teachers: A Multiple Case Study of the Experiences and Perceptions of First-Year Teachers, Principals, and University Supervisors
dc.typeThesis
dc.identifier.schemaETD Data Dictionary 1.1
dc.contributor.committeememberBingham, Andrea
dc.contributor.committeememberStrawn, Dallas
dc.contributor.committeememberAnderson-Pence, Katie
dc.contributor.committeememberDewing, Stephanie
thesis.degree.nameDoctor of Philosophy (Ph.D.)
thesis.degree.levelDoctoral
thesis.degree.disciplineCollege of Education-Leadership, Research and Foundations
thesis.degree.grantorUniversity of Colorado Colorado Springs


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