Realities of the First-Year of Teaching Research on the Inspiration Behind, Reality of, and Effects of a First-Year Teacher.
Date of Award
Open Access Master's Thesis
School of Educational Studies
Urban, School, Culture, First-Year Teachers, Retention
Secondary Education | Teacher Education and Professional Development
The purpose of this research was to identify the factors which lend to and negatively impact student success, taking a specific look at the Pomona area and tracking the experiences of one first-year teacher and three of their students throughout an entire academic year in the charter school setting. Beginning with research on the experiences and beliefs which motivated an individual teacher to join the field of education, it then assesses how the academic and cultural backgrounds of three different students lend to their overall identity and school success. The latter research identifies factors within the city itself which affect school wide culture, testing performance, student and staff retention rates, and the overall student classroom experience. A final review of the individual teacher experience concludes that student growth directly relates to an increase in teacher understanding of lesson planning and classroom structuring, but factors such as administration, school culture, and low teacher retention will negatively impact student academic and emotional growth.
Peterson, Rebecca. (2019). Realities of the First-Year of Teaching Research on the Inspiration Behind, Reality of, and Effects of a First-Year Teacher.. CGU Theses & Dissertations, 119. https://scholarship.claremont.edu/cgu_etd/119.