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035 a| (OCoLC)1381679030;

090 a| LB1729;

049 a| EREE;

100 1 a| Mudd, Kelly Anne Shelton,e| author.?| UNAUTHORIZED;

245 10 a| Reimagining teacher induction :b| a framework for an asset-driven, equity-based induction process that cultivates knowledge of self, context, and professional practice /c| by Kelly Anne Shelton Mudd.;

246 3 a| Reimagining teacher induction a framework for an asset-driven, equity-based induction process that cultivates knowledge of self, context, and professional practice.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2023.;

300 a| 1 online resource (259 pages) :b| illustrations (some color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 5.424 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

500 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: Matthew Militello;

500 a| Title from PDF t.p. (viewed June 10, 2024).;

520 3 a| The induction process for new and beginning teachers has the potential to transform how teachers experience themselves and their school and ultimately the impact they have on students. Schools, like Clark Hill Academy, within rural, historically marginalized communities face challenges of recruiting and supporting new teachers. By using a collaborative approach to regular meetings, paired with structured and consistent protocols, new and beginning teachers were able to uncover beliefs and values in their teaching and learning and that of the community context. Specific to the participatory action research study, participants systematically examined Clark Hill Academy's ability to promote equitable practices among new and beginning teachers through the induction process. Using qualitative research and analysis methods, we asserted that people and places were critical components to humanizing a teacher induction process. The data supported two findings. First, that teacher induction process must acknowledge and honor the wisdom of people. Second, teacher induction must understand and harness the power of place within the school and community context. The findings led to the consideration of implications on policy, practice and research. In design, facilitation and participation, policy and practices for teacher induction should reflect the values of people and place. Future researchers should consider the connections between the findings of this study and specific culturally responsive practices within the classroom.;

504 a| Includes bibliographical references.;

650 0 a| Teacher orientation.=| ^A94426;

650 0 a| First year teachers.=| ^A94425;

650 0 a| Rural schools.=| ^A32807;

650 0 a| Teachersx| In-service training.=| ^A16635;

653 a| induction;

653 a| assets;

653 a| equity;

700 1 a| Militello, Matthew,e| degree supervisor.=| ^A1009081;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/12812;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6143694;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6143694-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/9/2023x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6143694-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/9/2023x| ETDz| HERESOURCE;

Reimagining teacher induction : a framework for an asset-driven, equity-based induction process that cultivates knowledge of self, context, and professional practice / by Kelly Anne Shelton Mudd.

Author/creator	Mudd, Kelly Anne Shelton author.
Other author	Militello, Matthew, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2023.
Description	1 online resource (259 pages) : illustrations (some color)
Supplemental Content	Access via ScholarShip
Subjects	Teacher orientation. First year teachers. Rural schools. Teachers--In-service training.

Variant title	Reimagining teacher induction a framework for an asset-driven, equity-based induction process that cultivates knowledge of self, context, and professional practice.
Summary	The induction process for new and beginning teachers has the potential to transform how teachers experience themselves and their school and ultimately the impact they have on students. Schools, like Clark Hill Academy, within rural, historically marginalized communities face challenges of recruiting and supporting new teachers. By using a collaborative approach to regular meetings, paired with structured and consistent protocols, new and beginning teachers were able to uncover beliefs and values in their teaching and learning and that of the community context. Specific to the participatory action research study, participants systematically examined Clark Hill Academy's ability to promote equitable practices among new and beginning teachers through the induction process. Using qualitative research and analysis methods, we asserted that people and places were critical components to humanizing a teacher induction process. The data supported two findings. First, that teacher induction process must acknowledge and honor the wisdom of people. Second, teacher induction must understand and harness the power of place within the school and community context. The findings led to the consideration of implications on policy, practice and research. In design, facilitation and participation, policy and practices for teacher induction should reflect the values of people and place. Future researchers should consider the connections between the findings of this study and specific culturally responsive practices within the classroom.
General note	Presented to the Faculty of the Department of Educational Leadership
General note	Advisor: Matthew Militello
General note	Title from PDF t.p. (viewed June 10, 2024).
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Reimagining teacher induction : a framework for an asset-driven, equity-based induction process that cultivates knowledge of self, context, and professional practice / by Kelly Anne Shelton Mudd.

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