Date

4-2018

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Sharon Michael-Chadwell

Keywords

behavior management, special education, student teachers, teacher effectiveness, teacher preparation, teacher retention

Disciplines

Educational Leadership

Abstract

Because many new teachers leave the field within the first five years of their first teaching job, a looming teacher shortage calls for further examination. An often-cited reason is new teachers’ perception of unpreparedness for handling classroom and behavior management tasks; thus, teacher preparation programs are under national pressure to design programs that produce well-prepared, effective teachers. The purpose of this study was to examine whether there was a difference in the classroom management performance of student teachers who are earning only a general education teacher license and those who are earning dual licensure in general and special education. The result was a longitudinal study using existing evaluative data. The archival data used was synthesized from cooperating teacher evaluations of all student teachers at Northwestern College during five semesters between the fall of 2009 and the spring of 2013. This quantitative study determined that there is a statistically significant relationship between preparation route and evaluation scores.

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