According to the National Commission on Teaching and America's Future, 30-50% of beginning teachers leave teaching within the first 5 years of their career (2005). Frequently these teachers are not given tools to survive the transition from teacher preparation to classroom practice. As a mentor and administrator for the Beginning Teacher Assistance Program (BTAP) at the University of Missouri--St. Louis, I was interested in researching the question: How can BTAP, as an external network for new teacher support, provide needed and effective follow-up support for St. Louis area beginning education professionals in the field? As a result, I chose to do a formative evaluation of BTAP in order to clarify the needs of the target population and improve program operations. For this qualitative study, I chose to do focus group interviews.But if you go 216 in. . .youa#39;re not going to reach them all. ... 223 LEE: Well, see the way. . .our math department is on the same wing, so you can 224 come down the corridor, you have the. . .so Mrs. Smith and ... We just talk everyday about whata#39;s 227 going on, what wea#39;re teaching. . .so mostly in the same area and we try to lesson 228 plans together so we dona#39;t have to create 3 ... The 5th grade teacher, shea#39;ll teach all the English. . .and the 6th 236 grade teacher teaches all the science.
|Title||:||A Formative Evaluation of the Beginning Teacher Assistance Program: An Andragogical Approach|
|Author||:||Amy S. Narishkin|
|Publisher||:||ProQuest - 2008|