Search results for: Scherff Lisa
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The authors employ Sizers’ (1999) school- and classroom-based lenses for observation and apply them to the events and interactions that teacher education students see during school-based field experiences. The findings show that participants engaged in a complex series of framing(s) and reframing(s) to make sense of their experience.
Updated: Aug. 29, 2012
This study examines English teachers’ risk for attrition. Specifically, the purpose of this study was to identify variables representing teacher characteristics, teaching conditions, self-efficacy, perceived support, and salary that most influence English teachers’ risk for attrition when all other known factors are taken into consideration. The findings reveal that 5 variables emerged as statically significant predictors of secondary English teachers’ likelihood of being classified as either a low or high attrition risk: (1) Status as a Minority Teacher, (2) Teaching Experience, (3) Teacher Apathy, (4) Perceived Peer Support, and (5) Administrative Support
Updated: Sep. 25, 2011
'Can Anyone Offer any Words of Encouragement?” Online Dialogue as a Support Mechanism for Preservice Teachers
Isolation and lack of support contribute to high attrition. This study conducted a qualitative research using forum discussion. Topics, dialogues and support were discussed. The dialogue focused on six majors concerns, of interest was emotional engagement, responsiveness to each other, and meaning-making through storytelling.
Updated: Nov. 06, 2008