This case study examined the dispositions in action of alternatively certified (lateral entry) and traditionally certified elementary teachers in North Carolina and how those dispositions manifest in the classroom as revealed through teacher and administrator interviews, teacher card sorts, analysis of student products, and prolonged classroom observations. Dispositional manifestation was measured using the Dispositions in Action Instrument (Thornton, 2006) which addressed three domains of teaching: classroom management, instruction, and assessment. Research questions focused on the dispositions that both alternatively certified and traditionally certified teachers' possess, how those dispositions manifest themselves in the classroom, and the factors that seem to mediate the development of those dispositions.second grade year will be better because she will perform better academically since her second grade teacher will help her with the ahard wordsa. ... wrote a narrative response to the prompt: aGiven your experience, what do you think second grade will be like for Marilyn?a (Abernathy, 2002) Participants were given a response sheet and as much time as they needed to write a response to the prompt.
|Title||:||The Dispositions in Action of Lateral Entry and Traditionally Certified Elementary Teachers in North Carolina|
|Author||:||R. Lane Wesson|
|Publisher||:||ProQuest - 2008|