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Making waves while learning to swim:...

Moffett, Kay.

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Making waves while learning to swim: New teachers in reforming schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Making waves while learning to swim: New teachers in reforming schools./
作者:	Moffett, Kay.
面頁冊數:	242 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-08, Section: A, page: 2874.
Contained By:	Dissertation Abstracts International60-08A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9943703
ISBN:	9780599453715

Making waves while learning to swim: New teachers in reforming schools.
Moffett, Kay.

Making waves while learning to swim: New teachers in reforming schools. - 242 p.

Source: Dissertation Abstracts International, Volume: 60-08, Section: A, page: 2874.

Thesis (Ph.D.)--Stanford University, 1999.

Previous scholarship on teacher socialization has rarely touched upon the role of school context in new teachers' experiences of becoming a teacher. Furthermore, while some have examined how background may influence what kind of teacher someone becomes, rarely has anyone tried to capture the interaction between what novices bring into schools with them and how they experience professional socialization. This dissertation explores how school context can shape new teacher socialization and how in turn new teachers' backgrounds can shape their socialization process by looking at the experiences of novices in reforming schools. In particular, this dissertation examines what school-level roles new teachers adopt, what conceptions of teachers' work they develop, what lessons about school reform they learn, and what levels of organizational and professional commitment they report. The study uses a multiple, embedded case study design and mostly qualitative methods.

ISBN: 9780599453715Subjects--Topical Terms:

626654
Education, Sociology of.

Making waves while learning to swim: New teachers in reforming schools.
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245 1 0 $a Making waves while learning to swim: New teachers in reforming schools.
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500 $a Source: Dissertation Abstracts International, Volume: 60-08, Section: A, page: 2874.
500 $a Adviser: Larry Cuban.
502 $a Thesis (Ph.D.)--Stanford University, 1999.
520 $a Previous scholarship on teacher socialization has rarely touched upon the role of school context in new teachers' experiences of becoming a teacher. Furthermore, while some have examined how background may influence what kind of teacher someone becomes, rarely has anyone tried to capture the interaction between what novices bring into schools with them and how they experience professional socialization. This dissertation explores how school context can shape new teacher socialization and how in turn new teachers' backgrounds can shape their socialization process by looking at the experiences of novices in reforming schools. In particular, this dissertation examines what school-level roles new teachers adopt, what conceptions of teachers' work they develop, what lessons about school reform they learn, and what levels of organizational and professional commitment they report. The study uses a multiple, embedded case study design and mostly qualitative methods.
520 $a The major findings include the importance of a variety of school-level contexts for new teacher socialization. Related to the above finding is the idea that socialization looks different in different contexts and does not take only the typical "sink or swim" form. This study reveals that some novices grow into the profession in reform-minded "learning communities" characterized by collegiality, opportunities for role innovation, and a high degree of parity between newer and more experienced teachers. This study also indicates that teachers' backgrounds may have more influence on their school-based roles and experiences of the job than reformers and researchers have previously acknowledged. Case study teachers' general orientation to teaching based on their life experiences and pre-service programs---ranging from a social justice orientation to a career orientation---aligned with what kind of teacher they became. Their anticipatory socialization served as a filter through which novices approached and experienced their professional socialization. Indeed, both anticipatory and professional socialization mattered, and they interacted with each other in significant ways.
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