The Transition from the K-12 to Higher Education Setting: Dissertation Findings Regarding a Newly Inducted Social Studies Methods Instructor.
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| Title: | The Transition from the K-12 to Higher Education Setting: Dissertation Findings Regarding a Newly Inducted Social Studies Methods Instructor. |
|---|---|
| Language: | English |
| Authors: | Chant, Richard H. |
| Peer Reviewed: | N |
| Page Count: | 44 |
| Publication Date: | 1999 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Congruence (Psychology), Elementary Secondary Education, Higher Education, Instructional Development, Methods Teachers, Qualitative Research, Social Studies |
| Abstract: | A study examined the processes associated with the transition of a classroom teacher from the elementary setting to the higher education setting. As integral elements of this transition, the study examined the participant's personal practical theories (PPT's) that guided his elementary teaching, the level of congruence between the PPT's and the participant's elementary and university practice, and the evolution of his PPT's as a result of his new instructional setting. The research design consisted of a qualitative case study analysis. Primary data collection consisted of field observations and formal interviews with the participant over a 5-month period. Secondary data sources included informal observations and interviews, audio recordings, artifact collections, other interviews, and the investigator's reflection record of his own theorizing of the transitional process he was experiencing. Results indicated multiple influences on the participant's instructional pattern as he made the transition from elementary to university setting. Although a high level of congruency was identified between the participant's PPT's and elementary practice, a lower level of congruency was identified between his PPT's and university practice. The lower level was due, in part, to the participant's perception of his new instructional task, his instructional experiences at the university level, the types of instructional support strategies provided by the university, and the participant's instructional planning at the university. Based on findings, an evolved set of PPT's was identified which guided the participant's university instruction. Three tables of data are appended. Contains 23 references. (Author/BT) |
| Entry Date: | 2000 |
| Accession Number: | ED438237 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED438237 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED438237 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Transition from the K-12 to Higher Education Setting: Dissertation Findings Regarding a Newly Inducted Social Studies Methods Instructor. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chant%2C+Richard+H%2E%22">Chant, Richard H.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 44 – Name: DatePubCY Label: Publication Date Group: Date Data: 1999 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research<br />Speeches/Meeting Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Congruence+%28Psychology%29%22">Congruence (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Development%22">Instructional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Teachers%22">Methods Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Studies%22">Social Studies</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A study examined the processes associated with the transition of a classroom teacher from the elementary setting to the higher education setting. As integral elements of this transition, the study examined the participant's personal practical theories (PPT's) that guided his elementary teaching, the level of congruence between the PPT's and the participant's elementary and university practice, and the evolution of his PPT's as a result of his new instructional setting. The research design consisted of a qualitative case study analysis. Primary data collection consisted of field observations and formal interviews with the participant over a 5-month period. Secondary data sources included informal observations and interviews, audio recordings, artifact collections, other interviews, and the investigator's reflection record of his own theorizing of the transitional process he was experiencing. Results indicated multiple influences on the participant's instructional pattern as he made the transition from elementary to university setting. Although a high level of congruency was identified between the participant's PPT's and elementary practice, a lower level of congruency was identified between his PPT's and university practice. The lower level was due, in part, to the participant's perception of his new instructional task, his instructional experiences at the university level, the types of instructional support strategies provided by the university, and the participant's instructional planning at the university. Based on findings, an evolved set of PPT's was identified which guided the participant's university instruction. Three tables of data are appended. Contains 23 references. (Author/BT) – Name: DateEntry Label: Entry Date Group: Date Data: 2000 – Name: AN Label: Accession Number Group: ID Data: ED438237 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED438237 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 44 Subjects: – SubjectFull: Congruence (Psychology) Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Instructional Development Type: general – SubjectFull: Methods Teachers Type: general – SubjectFull: Qualitative Research Type: general – SubjectFull: Social Studies Type: general Titles: – TitleFull: The Transition from the K-12 to Higher Education Setting: Dissertation Findings Regarding a Newly Inducted Social Studies Methods Instructor. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chant, Richard H. IsPartOfRelationships: – BibEntity: Dates: – D: 19 M: 11 Type: published Y: 1999 |
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