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00000cam a2200000Ki 4500 |
| 001 |
in00003453545 |
| 005 |
20151206092820.0 |
| 006 |
m fo d |
| 007 |
cr unu|||||||| |
| 008 |
140326s2013 txu obm 000 0 eng d |
| 035 |
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|a (OCoLC)ocn874842057
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| 035 |
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|a (TxCM)http://hdl.handle.net/1969.1/150957
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| 040 |
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|a TXA
|b eng
|e rda
|c TXA
|d UtOrBLW
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| 049 |
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|a TXAM
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| 099 |
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|a 2012
|a Dissertation
|a 1969.1/150957
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| 100 |
1 |
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|a Richardson, Rasheedah Kay,
|e author.
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| 245 |
1 |
0 |
|a Recruitment Experiences and Decision Factors of High School Science Teachers in Texas /
|c by Rasheedah Kay Richardson.
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| 264 |
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1 |
|a [College Station, Texas] :
|b [Texas A & M University],
|c [2013]
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| 300 |
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|a 1 online resource.
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
|
| 338 |
|
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|a online resource
|b cr
|2 rdacarrier
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| 347 |
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|a text file
|b PDF
|2 rda
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| 500 |
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|a "Major Subject: Curriculum and Instruction"
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| 500 |
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|a Includes vita.
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| 502 |
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|b Doctor of Philosophy
|c Texas A & M University
|d 2012
|o http://hdl.handle.net/1969.1/150957
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| 504 |
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|a Includes bibliographical references.
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| 516 |
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|a Text (Dissertation)
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| 520 |
3 |
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|a The state of Texas reflects the teacher shortages experienced by the rest of the United States. The three studies included in this dissertation use exploratory mixed-methods and qualitative research designs to understand experiences of Texas high school science teachers at the entry stage of the teacher professional continuum (TPC): recruitment. Little is understood about the relationship between recruitment, job satisfaction and retention of teachers. A conceptual framework (i.e., teacher-to-school match, realistic job previews, decision factors) was used to guide the inquiry process and help draw connections between the literature and findings from this study regarding teacher recruitment, job satisfaction, and retention. This research was completed in collaboration with the PRISE Research Group at Texas A&M University. The first study describes recruitment activities of new-to-school science teachers for their current positions. A content analysis of teachers' interviews suggested that schools are not maximizing valuable resources supporting teacher-to-school match and realistic job previews (RJP). Further analyses indicated teachers' interview experiences and participation in various types of RJP activities were associated with minority student enrollment profile (MSEP) and size of school. The second study explores reasons for teachers' decisions to accept their positions. New-to-school teachers indicated 12 categories of reasons. Subjective factors relating to non-pecuniary aspects of the job were reported by teachers more frequently than objective or critical contact factors. Teachers' responses for accepting their positions were found to be associated with MSEP and size of school. The third study describes recruitment experiences of highly satisfied and retained new-to-school teachers. Trends were identified regarding teachers' match to schools, engagement in RJP activities, and use of decision factors. Findings from this study direct researchers towards new questions with regard to teacher recruitment as a leveraging factor for job satisfaction and retention. The final chapter provides a summary of all three studies. Recommendations are made to stakeholders regarding progressive recruitment practices and policies for high school science teachers. Concurrently, themes in this chapter provide researchers with a topology for the design of future studies addressing teacher shortages on campus using the initial stage of the TPC: recruitment. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/150957
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| 588 |
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|a Description from author supplied metadata (automated record created 2013-12-16 16:48:38).
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| 650 |
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4 |
|a Major Curriculum and Instruction.
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| 653 |
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|a high school
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| 653 |
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|a job choice theory
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| 653 |
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|a realistic job previews
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| 653 |
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|a science education
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| 653 |
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|a teachers
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| 653 |
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|a policy research
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| 700 |
1 |
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|a Stuessy, Carol,
|e thesis advisor.
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| 710 |
2 |
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|a Texas A & M University,
|e degree granting institution.
|
| 856 |
4 |
0 |
|u http://hdl.handle.net/1969.1/150957
|z Link to OAK Trust copy.
|t 0
|
| 948 |
|
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|a cataloged
|b h
|c 2014/3/26
|d o
|e ceaton
|f 11:11:23 am
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| 994 |
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|a C0
|b TXA
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| 999 |
|
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|a MARS
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| 999 |
f |
f |
|s 16b48f97-1b9a-3558-882d-5be6a0d3b8bd
|i f3bab93b-487a-3907-882b-1fc0617f2ee5
|t 0
|
| 952 |
f |
f |
|a Texas A&M University
|b College Station
|c Electronic Resources
|d Available Online
|t 0
|e 2012 Dissertation 1969.1/150957
|h Other scheme
|
| 998 |
f |
f |
|a 2012 Dissertation 1969.1/150957
|t 0
|l Available Online
|