Preparation of teachers to teach diverse populations through new teacher induction programs : a quantitative study.

Simple item page
dc.contributor.advisorDavis, Brenda K., 1971-
dc.creatorSweetman Richoux, Danielle, 1990-
dc.date.accessioned2024-07-30T12:45:42Z
dc.date.available2024-07-30T12:45:42Z
dc.date.created2023-12
dc.date.issued2023-12
dc.date.submittedDecember 2023
dc.date.updated2024-07-30T12:45:42Z
dc.description.abstractThis dissertation explores teacher preparedness to engage with a diverse Westo, Georgia, student population effectively. The study emphasizes the pivotal role played by teacher training and ongoing professional development in shaping this preparedness. Employing a quantitative research approach, the investigation evaluates the preparedness levels exhibited by novice and experienced educators in two school districts in Westo County. The researchers used the Culturally Responsive Teaching Preparedness Scale (CRTPS) instrument to measure teacher preparedness for teaching culturally and ethnically diverse students. The study's results from comprehensive data analysis revealed no statistically significant differences in preparedness between teachers hailing from Muscogee and Westo Counties. Likewise, no such differences emerge when comparing the preparedness levels of novice and experienced teachers. These intriguing findings collectively suggest the effectiveness of the New Teacher Induction Program (NTIP) in adequately equipping novice educators. Consequently, this research project significantly underscores the importance of continuous professional development initiatives, particularly those centered around culturally responsive pedagogy. This emphasis on ongoing professional growth is critical in fostering inclusive and equitable education. Furthermore, it is a potent strategy for addressing deeply ingrained historical inequities within the education system and working towards ameliorating the pervasive opportunity gap. This dissertation contributes valuable insights and empirical evidence that can substantially inform educational practices and policies, steering them toward creating a more just, inclusive, and equitable educational landscape.
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/2104/12908
dc.language.isoEnglish
dc.rights.accessrightsNo access – contact librarywebmaster@baylor.edu
dc.titlePreparation of teachers to teach diverse populations through new teacher induction programs : a quantitative study.
dc.typeThesis
dc.type.materialtext
local.embargo.lift2025-12-01
local.embargo.terms2025-12-01
thesis.degree.departmentBaylor University. Dept. of Curriculum & Instruction.
thesis.degree.grantorBaylor University
thesis.degree.nameEd.D.
thesis.degree.programLearning & Organizational Change
thesis.degree.schoolBaylor University

Files

Original bundle

Now showing 1 - 2 of 2
No Thumbnail Available
Name:
SWEETMAN RICHOUX-PRIMARY-2023.pdf
Size:
1.39 MB
Format:
Adobe Portable Document Format
Download
No Thumbnail Available
Name:
1702392091918-Sweetman Richoux, Danielle - 20231207 - Copyright and availability form.pdf
Size:
300.24 KB
Format:
Adobe Portable Document Format
Download

License bundle

Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
38.49 KB
Format:
Plain Text
Description:
Download

Collections

Electronic Theses and Dissertations
Theses/Dissertations - Curriculum and Instruction