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dc.contributor.authorCoulter, Deidre S.
dc.date.accessioned2010-09-21T20:04:46Z
dc.date.accessioned2015-10-01T18:54:14Z
dc.date.available2010-09-21T20:04:46Z
dc.date.available2015-10-01T18:54:14Z
dc.date.issued2010-09-21T20:04:46Z
dc.identifier.urihttp://hdl.handle.net/10484/1161
dc.description.abstractTeachers are the most important element in the education system (Stronge, 2002). However, studies of teachers in certain sectors are lacking. The paucity of research on teachers who work in the alternative school environment was a driving force behind this study, which is a case study of the characteristics of alternative schools, perceptions of teacher training, attrition, and goodness-of-fit. Interviews with teachers, administrators, and support staff in an alternative school were used to investigate interactions between teachers and students and between colleagues. Classroom observations of the teachers were used to help explore the classroom climate. Emergent themes such as communication, administrative support, and a holistic view of the student population are explored using the filter of symbolic interaction theory in order to describe the characteristics of effective alternative school teachers, administrators, and staff. Symbolic interaction theory uses the internal shorthand that individuals develop to identify how their actions reflect their thoughts and feelings about the setting in which they find themselves. Implications for future research on the teacher-environment fit in alternative schools are discussed.
dc.description.statementofresponsibilityDeidre S. Coulter
dc.language.isoen_US
dc.subject.lcshAlternative schools
dc.subject.lcshAlternative education
dc.subject.lcshTeachers
dc.subject.lcshGoodness-of-fit tests
dc.subject.lcshSymbolic interactionism.
dc.titleCareer Decisions: Goodness-Of-Fit and Attrition of Teachers in Alternative Schools
dc.typeDissertation
dc.date.graduationmonthAugust
dc.date.published2010
dc.description.committeechairHampton, Eric
dc.description.committeemembersDamon Krug
dc.description.committeemembersJohn Olsen
dc.description.degreeDoctor of Philosophy
dc.description.departmentDepartment of Communication Disorders, Counseling, School, and Educational Psychology
dc.description.imprintCunningham Memorial library, Terre Haute,Indiana State University
dc.description.itemidetdGS201009
dc.description.levelDoctoral
dc.description.noteTitle from document title page. Document formatted into pages: contains 143 p.: ill. Includes bibliography, abstract and appendix.
refterms.dateFOA2021-06-02T11:21:42Z


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