東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Information seeking and sensemaking ...

George, Gayle Marie.

FindBook

Google Book

Amazon

博客來

Information seeking and sensemaking of beginning teachers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Information seeking and sensemaking of beginning teachers./
作者:	George, Gayle Marie.
面頁冊數:	211 p.
附註:	Director: David R. Schwandt.
Contained By:	Dissertation Abstracts International62-10A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3029586
ISBN:	9780493416496

Information seeking and sensemaking of beginning teachers.
George, Gayle Marie.

Information seeking and sensemaking of beginning teachers. - 211 p.

Director: David R. Schwandt.

Thesis (Ed.D.)--The George Washington University, 2001.

This study describes how eight beginning teachers in three Southeastern public high schools sought information and made sense of that information to "learn the ropes", such as administrative procedures, classroom management, and motivating students. Although much information seeking research has been conducted in business environments, little attention has focused on the secondary classroom and how beginning teachers are challenged to seek information and make sense of it.

ISBN: 9780493416496Subjects--Topical Terms:

626645
Education, Administration.

Information seeking and sensemaking of beginning teachers.
LDR:03385nam 2200325 a 45 001 965911
005 20110908
008 110908s2001 eng d
020 $a 9780493416496
035 $a (UnM)AAI3029586
035 $a AAI3029586
040 $a UnM $c UnM
100 1 $a George, Gayle Marie. $3 1288661
245 1 0 $a Information seeking and sensemaking of beginning teachers.
300 $a 211 p.
500 $a Director: David R. Schwandt.
500 $a Source: Dissertation Abstracts International, Volume: 62-10, Section: A, page: 3352.
502 $a Thesis (Ed.D.)--The George Washington University, 2001.
520 $a This study describes how eight beginning teachers in three Southeastern public high schools sought information and made sense of that information to "learn the ropes", such as administrative procedures, classroom management, and motivating students. Although much information seeking research has been conducted in business environments, little attention has focused on the secondary classroom and how beginning teachers are challenged to seek information and make sense of it.
520 $a A case study approach was employed with multiple constituents interviewed. Each beginning teacher was interviewed at least six times. Others interviewed at least once were the principals, second-year teachers, and sources of information identified by the subjects. Rotter's (1966) Locus of Control measure was administered to the subjects to assess how an individual's locus of control might impact information seeking. Three other variables explored were the teacher's preparatory program, the principal's development approach, and the degree of collaboration exhibited by the school staff.
520 $a The information seeking tactics of experimentation, inquiry, and written materials were used most widely by the new teachers; observation was practiced much less. However, those teachers who observed and sought information from their co-workers seemed to adjust most quickly and effectively. The "sense" that all of the teachers gained revolved around five themes: (1) teachers were not prepared for their new roles; (2) the primary task to master was gaining control of the classes; (3) students were not as academically prepared as the teachers expected; (4) most teachers wanted to continue teaching because they felt they were a positive influence for the students; and (5) seeking help from co-workers was a necessity, with some teachers asking more easily for help.
520 $a Teacher preparatory programs, principals, and development programs for principals could benefit from the findings of this study as well as "teachers in training". Because the work of the secondary teacher is most often conducted behind closed doors, increased awareness of this isolation may result in school administrators structuring more opportunities for new teachers to interact with their co-workers. Teacher preparatory programs could better prepare their interns by emphasizing the importance of observation and inquiry, and the creation of their own networks for information and support.
590 $a School code: 0075.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Teacher Training. $3 783747
690 $a 0340
690 $a 0514
690 $a 0530
710 2 0 $a The George Washington University. $3 1017405
773 0 $t Dissertation Abstracts International $g 62-10A.
790 $a 0075
790 1 0 $a Schwandt, David R., $e advisor
791 $a Ed.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3029586