Date Approved

5-11-2001

Embargo Period

6-6-2016

Document Type

Thesis

Degree Name

M.A. in School Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Sernak, Kathleen

Subject(s)

First year teachers

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purpose of this study was to determine in what areas new teachers were deficient using a case study action research approach. The study will result in recommendations to the administration of Pennsauken Public Schools for a redesign of the new teacher-training academy and for the development of a mentor-training academy. Nine new teachers ranging in one to four years of experience were studied using a variety of instruments designed to answer three research questions. (1) What training do new teachers need in classroom management techniques? (2) What training do new teachers need in lesson planning and instructional strategies? (3) What training do new teachers need in safety? Three data sources were collected for each research question including teacher interviews, studies of past teacher observations, archival evidence on discipline referrals and teacher handouts, lesson plans, safety tests, and teacher observation. The data showed that new teachers are in need of more training in the area of classroom management and structuring their lessons. Two courses were proposed that teachers would take during their first years of teaching. The first would be on classroom management and the second would be on lesson design and instructional strategies.

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