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dc.contributor.authorCoulter, Deidre S.
dc.date.accessioned2019-09-25T17:57:50Z
dc.date.available2019-09-25T17:57:50Z
dc.date.created2018-09-05 00:07
dc.date.issued2010-09-21
dc.identifieroai:scholars.indstate.edu:10484/1466:10484/1161
dc.identifierhttp://hdl.handle.net/10484/1161
dc.identifier.urihttp://hdl.handle.net/20.500.12424/396110
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.abstractDeidre S. Coulter
dc.description.abstractHampton, Eric
dc.description.abstractDamon Krug
dc.description.abstractJohn Olsen
dc.description.abstractDoctor of Philosophy
dc.description.abstractDepartment of Communication Disorders, Counseling, School, and Educational Psychology
dc.description.abstractCunningham Memorial library, Terre Haute,Indiana State University
dc.description.abstractGS201009
dc.description.abstractDoctoral
dc.description.abstractTitle from document title page. Document formatted into pages: contains 143 p.: ill. Includes bibliography, abstract and appendix.
dc.languageen_US
dc.language.isoeng
dc.subjectAlternative schools
dc.subjectAlternative education
dc.subjectTeachers
dc.subjectGoodness-of-fit tests
dc.subjectSymbolic interactionism.
dc.titleCareer Decisions: Goodness-Of-Fit and Attrition of Teachers in Alternative Schools
dc.typeDissertation
ge.collectioncodeEC
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:15033625
ge.identifier.permalinkhttps://www.globethics.net/gel/15033625
ge.lastmodificationdate2018-09-05 00:07
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid149801
ge.oai.repositoryid5862
ge.oai.setnameCollege of Education
ge.oai.setnameISU - Electronic Theses and Dissertations
ge.oai.setnameCommunication Disorders, Counseling, School, and Educational Psychology
ge.oai.setspeccom_10484_5543
ge.oai.setspeccom_10484_1466
ge.oai.setspeccol_10484_5544
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ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://hdl.handle.net/10484/1161


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