Dolores CarrFollow

Date

11-2013

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Anita Fauber

Keywords

Academic Preparation, Classroom Management, Highly Qualified Teacher, Novice Teachers, Teacher Education, Teacher Preparation Program

Disciplines

Educational Leadership | Elementary Education and Teaching | Junior High, Intermediate, Middle School Education and Teaching | Secondary Education and Teaching | Teacher Education and Professional Development

Abstract

This study examines the national concern regarding types of teacher preparation programs (traditional, alternative) and their effects on classroom management, academic preparation, time management, and self-efficacy of novice teachers. What are the decisions and influences that determine highly qualified teachers; can these traits be learned? Does the type of training a teacher receives determine his/her effectiveness? Who determines the standards for teacher preparation programs? What are the challenges facing teacher preparation programs? Who will be responsible for reform and improvement? A review of literature provides direction in answering these questions. The findings uncovered that the type of teacher preparation programs, traditional or alternative routes, does not play a role in the effectiveness of classroom management. The causal-comparative research design will identify the statistical significance of teacher preparation programs on classroom management, academic preparation, perception of efficacy, and time management by surveying novice teachers with one-five years of teaching experience.

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