We can't dance every day: New teachers seeking balance

Wickham, Anastasia

We can't dance every day: New teachers seeking balance

dc.contributor.advisor	Angelotti, Michael
dc.contributor.author	Wickham, Anastasia
dc.contributor.committeeMember	Davis, R.C.
dc.contributor.committeeMember	Baines, Lawrence
dc.contributor.committeeMember	Vaughn, Courtney
dc.contributor.committeeMember	Houser, Neil
dc.date.accessioned	2013-12-16T19:46:34Z
dc.date.available	2013-12-16T19:46:34Z
dc.date.issued	2013-12
dc.date.manuscript	2013-12
dc.description.abstract	Dedicated and competent teachers are essential to the success of public schools. However, due to the various pressures on teachers, from both the top down and the bottom up, many new teachers struggle as they enter the profession. This qualitative study highlights five areas in which six new teachers, all within their first five years as secondary English/Language Arts public school teachers, seek balance. Through interviews with these teachers, I gathered data on their struggles and successes and found that they focused on balancing: 1) their relationships with students and academics, 2) their relationships with students and classroom management, 3) their instructional aims with students’ interests and outside pressures, 4) the needs of all students, and 5) life and work.	en_US
dc.identifier.uri	http://hdl.handle.net/11244/7907
dc.language	en_US	en_US
dc.subject	Education, Curriculum and Instruction.	en_US
dc.thesis.degree	Ph.D.	en_US
dc.title	We can't dance every day: New teachers seeking balance	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculum