NotesFAQContact Us
Search Tips
ERIC Number: ED512971
Record Type: Non-Journal
Publication Date: 2009
Pages: 144
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1092-7854-5
Beginning Teacher Beliefs and Wise Practices: A Case Study of a High School Social Studies Teacher
Phillips, Michele Seybert
ProQuest LLC, Ed.D. Dissertation, University of Florida
This dissertation investigated the beliefs and practices of a novice high school social studies teacher through her first and second years as a classroom teacher. Results of the study indicate that while her beliefs and goals changed little over time, her classroom practices changed and adapted to the school climate and to student needs. In addition, results of the study indicate that she was able to engage her students in powerful and effective social studies instruction, even in a high-stakes testing environment. Also, because of current standardized testing requirements that focus on student achievement in reading and writing, As such, this teacher incorporated literacy skills, such as reading comprehension and writing, into her classroom to help meet school goals in these areas. Qualitative methods, including interviews, observations, and archival data, were used to understand how this social studies teacher's beliefs influenced her decision-making and classroom practice. Overall, this study suggests that, despite the challenges that she encountered, this teacher practiced in ways that were consistent with her beliefs and that aligned with powerful and effective social studies practice. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A