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Designing effective professional dev...

King, Thomas Kristian.

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Designing effective professional development for substitute teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Designing effective professional development for substitute teachers./
作者:	King, Thomas Kristian.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	120 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10296271
ISBN:	9781369395037

Designing effective professional development for substitute teachers.
King, Thomas Kristian.

Designing effective professional development for substitute teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 120 p.

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ed.D.)--The University of Memphis, 2016.

Substitute teachers are brought into a classroom in the absence of the permanent teacher to ensure continuous instruction occurs and students are afforded a safe learning environment. Most substitute teachers must immediately ask themselves two questions when they walk into the classroom: "Do I have control?" and "What am I supposed to do?" Unfortunately, maintaining instructional continuity is not always possible simply due to the challenges substitute teachers must face in this position as a temporary teacher. The purpose of this study was to create an online orientation course to identify what instructional topics best prepare substitute teacher candidates to enter a K-12 public classroom.

ISBN: 9781369395037Subjects--Topical Terms:

3172279
Instructional design.

Designing effective professional development for substitute teachers.
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520 $a Data were collected from the literature and participants to identify the skills they believed were needed to prepare substitute teachers for the classroom. The data collected guided the development of an online instructional intervention administered to 13 substitute teachers in a rural Mississippi high school. The results of the study aligned with the existing research and identified a need for continuous professional development in classroom management and teaching strategies to further develop and equip quality substitute teachers.
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