Show simple item record

dc.contributor.advisorMcCormick, Theresa
dc.contributor.authorWebb, Marcia
dc.date.accessioned2016-12-09T14:12:19Z
dc.date.available2016-12-09T14:12:19Z
dc.date.issued2016-12-09
dc.identifier.urihttp://hdl.handle.net/10415/5457
dc.description.abstractForty to 50 percent of teachers are leaving the teaching profession in their first five years due to a lack of confidence and a feeling of incompetence when trying to meet the needs of their students in the classroom (Ingersoll, 2007; Kersaint, 2005: Darling-Hammond, Chung, & Frelow, 2002). While teacher attrition is going up, student achievement is coming down (Duncan, 2010). This study investigated the perceptions of elementary interns, cooperating teachers, and principals on the preparedness of the elementary interns when they entered their internships. In this study, the researcher was looking for ways to tweak teacher preparation programs, so that interns, and later classroom teachers, would be more confident and competent in helping their students achieve in the classroom. The data from this investigation revealed that there was a need among the elementary interns to have more knowledge and skills in several areas including Special Education, English Language Learners, Classroom Management, Writing, Differentiation, and Field Experiences.en_US
dc.rightsEMBARGO_NOT_AUBURNen_US
dc.subjectCurriculum and Teachingen_US
dc.titleThe Investigation of Interns', Teachers', and Principals' Perceptions of Preparedness in Elementary Educationen_US
dc.typePhD Dissertationen_US
dc.embargo.lengthMONTHS_WITHHELD:61en_US
dc.embargo.statusEMBARGOEDen_US
dc.embargo.enddate2021-12-10en_US
dc.contributor.committeeBurton, Megan
dc.contributor.committeeTripp, Lucretia
dc.contributor.committeeBarry, Mary Sue


Files in this item

Show simple item record