• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Caring Less? Teacher Experiences and No Child Left Behind Legislation: A Grounded Theory Study
【24h】

Caring Less? Teacher Experiences and No Child Left Behind Legislation: A Grounded Theory Study

机译：少看点？教师经验和立法中没有孩子：扎根的理论研究

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Since No Child Left Behind legislation was enacted, accountability features intended to assure that all students receive quality education have influenced teachers' perceptions and actions in the classroom leading many to leave the profession. The problem is that high teacher attrition rates plague education. The intent of this research was to explore and discover teachers' experiences with NCLB, including how they made sense of their experiences, and how it affected their patterns of behaviors and decision making. Fifteen instructors of grades three through five in Texas participated in interviews and responded to a grand tour question. Utilizing classical grounded theory methodology, the core variable, Caring Less, emerged from the data. Initial stages began with conditions and consequences that were present in participants' experiences in the substantive area of teachers working with NCLB legislation, forming the framework for the theory. The theory, Caring Less, accounted for the greatest variation in participants' behavior explaining how educators resolved their main concerns. It established four main categories: conforming to the mandate, obeying authority, being in relationship, and wanting out. Overwhelmed and overloaded educators de-prioritized critical portions of their work, caring less about components of their employment that affect students. The high level of stress associated with the pressures of testing and accountability seriously impacted their role as educators and contributed to teacher demoralization and instructor attrition. Conclusions include the necessity for pre-service training at the university level to include instruction and practical experiences with co-teaching, new teacher induction and mentoring, and training for social and emotional competence. For veteran instructors, districts' likelihood of retaining teachers is greater if choices in voluntary staff development are offered, training in social emotional competence is available, and teacherpreneural opportunities are supported by school administration. For school districts, campus studies of burnout and modifying hiring practices to measure grit as part of the hiring process may improve teacher retention. Recommended for future research is administrative leadership due to its effect on campus culture. In this study, effective school leadership was the most significant factor in determining how educators perceived their ability to navigate their employment under NCLB.
机译：自从“不让任何一个孩子掉队”立法颁布以来，旨在确保所有学生都接受优质教育的问责性功能已经影响了教师在课堂上的看法和行为，导致许多人离开了该行业。问题是高教师流失率困扰着教育。这项研究的目的是探索和发现教师在NCLB方面的经验，包括他们如何理解自己的经验以及它如何影响他们的行为和决策方式。得克萨斯州15至3年级至5年级的讲师参加了访谈，并回答了一个盛大的旅行问题。利用经典的扎根理论方法，核心变量Caring Less从数据中出现。初始阶段从参加NCLB立法的教师的实质性领域中参与者的经验和条件开始，形成了理论框架。关爱较少的理论解释了参与者行为的最大差异，解释了教育者如何解决他们的主要担忧。它建立了四个主要类别：遵守任务规定，服从权威，建立关系和无所事事。不堪重负的教育工作者不重视工作中的关键部分，而很少关心影响学生的工作内容。与测试和问责制压力相关的高度压力严重影响了他们作为教育者的角色，并导致教师士气低落和教师流失。结论包括在大学层面进行岗前培训的必要性，其中包括共同教学，新教师入职和指导以及社交和情感能力培训方面的指导和实践经验。对于经验丰富的教师，如果提供自愿员工发展的选择，提供社会情感能力培训以及学校行政管理支持教师学习机会，则地区保留教师的可能性更大。对于学区，校园学习的倦怠和修改聘用方法以测量沙粒程度是聘用过程的一部分，可以提高教师的保留率。推荐用于未来研究的是行政领导，因为它会影响校园文化。在这项研究中，有效的学校领导是决定教育者如何看待他们在NCLB指导下工作的能力的最重要因素。

著录项

  • 作者

    Tidwell, Tamera Lynn Roe.;

  • 作者单位

    Northcentral University.;

  • 授予单位 Northcentral University.;
  • 学科 Teacher education.;Educational leadership.
  • 学位 Ed.D.
  • 年度 2014
  • 页码 200 p.
  • 总页数 200
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号