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ERIC Number: ED532042
Record Type: Non-Journal
Publication Date: 2009
Pages: 252
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1246-3249-0
An Exploratory Study of Professional Development Experiences for New Middle School Science Teachers in a Suburban School District
Witt, David J.
ProQuest LLC, Ed.D. Dissertation, University of Missouri - Columbia
This case study analyzed interview data for the perceived support of professional development provided to new science teachers by a large suburban school district. Twelve new middle school teachers and 5 administrators were interviewed. Findings suggested the most useful adult learning occurred in the learning communities model of professional development. Adult learning that used direct lecture and little teacher collaboration was found to be the least effective. The study recommends that districts provide better training to leadership regarding the delivery of quality learning communities, improve mentor selection and training, and provide new teachers with more quality feedback. The roles of leadership and relationships were interpreted as the most influential variables regarding whether or not new middle school science teachers felt supported through district-sponsored training. Educational literature on adult learning theories and quality professional development support this study's findings and conclusions. [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: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A