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University of Nebraska - Lincoln
Department of Educational Administration: Dissertations, Theses, and Student Research
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The Assimilation Of Beginning Teachers Into An Established School Improvement Project: A Qualitative Case Study Examining Formats Of Job-Embedded Professional Development, Lynn A. Fuller
Department of Educational Administration: Dissertations, Theses, and Student Research
This dissertation examined formats of job-embedded professional development that were experienced by beginning teachers at a high-poverty, high-mobility elementary school in the third year of a School Improvement Grant. A qualitative case study was conducted to examine formats of job-embedded professional development that were most useful to help beginning teachers assimilate into an established school improvement project and support gains in effective teaching practices and student achievement.
In an effort to define what good teaching is and how we can support it, this study informs education leaders about the power of instructional coaching as a way to provide support and …