@prefix vivo: . @prefix edm: . @prefix dcterms: . @prefix skos: . @prefix ns0: . vivo:departmentOrSchool "Non UBC"@en ; edm:dataProvider "DSpace"@en ; dcterms:contributor "Investigating Our Practices Conference (14th : 2011 : Vancouver, B.C.)"@en, "University of British Columbia. Faculty of Education"@en ; dcterms:creator "Whalen, Catherine"@en ; dcterms:issued "2011-07-15T18:26:13Z"@en, "2011-05-07"@en ; dcterms:description """[Conference Program Abstract] Failure to educate all students has long-term implications for student attainment of educational,social,economic and cultural aspects of education. Current education literature reveals a gap between what is expected in the school system and how teachers are trained to meet diverse student learner needs. Hence, the decision to investigate the following for my doctoral dissertation: What is the experience of novice teachers who teach secondary school students with diverse learning needs? Pertinent and relevant information exposed in the research findings permitted the following themes to emerge: The Calling; Hiring Process; Pre-service Teacher Preparation; Defining Novice Teacher Roles and Responsibilities; Mentorship and Continued Professional Development; and One-Size-Fits-All Model Does Not Fit Diverse Learner Needs. Several questions that surfaced from the participants‘ detail regarding the impact that inadequate preservice preparation played on their daily roles and responsibilities as: Who am I and what do I teach; How do I teach; Who helps me teach; and How effective is my teaching style? In conclusion, the research study provided a deeper understanding of each participant‘s experiences. The information revealed a somewhat contentious, isolated, and frustrating role while experiencing satisfaction in taking a stance for what and whom they believe in: success for Ultimately, each participant expressed the desire to have their stories presented with the hope that their experiences can be beneficial at all facets of the education system while discovering what novice teachers experience in a day and how they can be assisted."""@en ; edm:aggregatedCHO "https://circle.library.ubc.ca/rest/handle/2429/35986?expand=metadata"@en ; skos:note "Novice Teachers AndDiverse LearnersDr. Catherine Whalen(whalen.catherinea@gmail.com)Research Rationale• Increased diversity in schools• Challenges associated with a diverse student population • Pre-service teacher preparation for the range of diversity present in our education system• Relevance of continued professional development and mentorship for novice teachersResearch Question• What is the experience of novice teachers who teach secondary school students with diverse learning needs?ØMotivation and philosophical viewØPre-service teacher preparation ØMentorship and support networkØIn-service professional developmentØEmployment opportunities ØDaily experiences Methodology• Phenomenological Research•Participant lived experiences through:ØParticipant InterviewsØParticipant Journal Entries ØResearcher Field NotesData Analysis• Emerging Themes• Teacher Motivation• Hiring Processes• Pre-service Teacher Preparation• Defining and Understanding Novice Teachers: Advocate Role and Professionalism• Mentorship, Support, and Continued Professional Development• One Size–Fits-All Education ModelResearch Findings• Limited training and exposure to diverse learners• The advocate role proved to be contentious leading to segregation, isolation and marginalization by colleagues• Limited and unequal access to in-service professional development opportunities were, for the most part, irrelevant • The one-size-fits-all education model does not work for diverse learnersResearch Implications• Enhance pre-service teacher preparation to meet academic, social, emotional and behavioural needs of diverse learners • Veteran teacher perceptions regarding the novice teacher advocate role impacts success for all • Limited access to in-service mentorship and professional development limits the opportunity to develop effective teachers • Concerns regarding district hiring practices for classrooms with a high concentration of diverse learnersRecommendations• Exposure and awareness of cultural and racial issues through course work Opportunities to observe and work with diverse learners in practicum experiences• Access to relevant in-service professional development• Time and resources allocated to a novice teacher mentorship program"@en ; edm:hasType "Conference Paper"@en ; edm:isShownAt "10.14288/1.0076549"@en ; dcterms:language "eng"@en ; ns0:peerReviewStatus "Unreviewed"@en ; edm:provider "Vancouver : University of British Columbia Library"@en ; dcterms:rights "Attribution-NonCommercial-NoDerivatives 4.0 International"@en ; ns0:rightsURI "http://creativecommons.org/licenses/by-nc-nd/4.0/"@en ; ns0:scholarLevel "Unknown"@en ; dcterms:subject "teacher education"@en ; dcterms:title "Novice teachers and diverse learners"@en ; dcterms:type "Text"@en ; ns0:identifierURI "http://hdl.handle.net/2429/35986"@en .