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A Cluster-Analytic Approach to Understanding the Life Values of North Carolina Public Alternative School Teachers

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Bibliographic Details
Title: A Cluster-Analytic Approach to Understanding the Life Values of North Carolina Public Alternative School Teachers
Language: English
Authors: Jordan, Adam W.
Source: ProQuest LLC. 2013Ph.D. Dissertation, The University of North Carolina at Chapel Hill.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 117
Publication Date: 2013
Document Type: Dissertations/Theses - Doctoral Dissertations
Descriptors: Multivariate Analysis, Values, Public School Teachers, Nontraditional Education, Profiles, Teacher Surveys
Geographic Terms: North Carolina
ISBN: 978-1-303-63930-2
Abstract: Public alternative schools are often a significant defense against school dropout (Souza, 1999). However, little empirical research focused on alternative schools was found. Empirical research focused on the teachers who teach in these settings is even scarcer. The purpose of this descriptive study is two-fold. First, as an initial step in understanding alternative school teachers, their values profiles were explored through the online version of the Life Values Inventory (Crace, 2011). Cluster analysis was used to explore potential subgroups in a meaningful way. Results suggested the values of the alternative school teachers in this sample are quite similar. The values of Respect, Achievement, and Concern for Others were dominant. Second, demographic information on a sample of public alternative school teachers in the state of North Carolina was collected through survey methods. The information gathered is used to suggest potential improvements to alternative school teacher preparation and development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2016
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3606706
Accession Number: ED564740
Database: ERIC
Description
Abstract:Public alternative schools are often a significant defense against school dropout (Souza, 1999). However, little empirical research focused on alternative schools was found. Empirical research focused on the teachers who teach in these settings is even scarcer. The purpose of this descriptive study is two-fold. First, as an initial step in understanding alternative school teachers, their values profiles were explored through the online version of the Life Values Inventory (Crace, 2011). Cluster analysis was used to explore potential subgroups in a meaningful way. Results suggested the values of the alternative school teachers in this sample are quite similar. The values of Respect, Achievement, and Concern for Others were dominant. Second, demographic information on a sample of public alternative school teachers in the state of North Carolina was collected through survey methods. The information gathered is used to suggest potential improvements to alternative school teacher preparation and development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:978-1-303-63930-2