Advisory Committee Chair
Jerry Aldridge
Advisory Committee Members
Deborah Camp
Lois Christensen
Lynn Kirkland
Maryann Manning
Document Type
Dissertation
Date of Award
2007
Degree Name by School
Doctor of Philosophy (PhD) School of Education
Abstract
The purpose of this study was to explore the professional experience of Nationally Board certified teachers as they planned for and taught students after attaining National Board certification. A qualitative, phenomenological methodology (Bogdan & Biklin, 1998; Meloy, 1994; Moustakas, 1994) was used in this study. For this study 10 early childhood generalist and middle childhood generalist Alabama Nationally Board certified teachers were interviewed. Using a three-interview process (Seidman, 1998), narrative information was gathered. Transcripts from each interview were analyzed and coded according to the emerging themes. Six major themes emerged from the interviews with the participants: teaching experiences, National Board for Professional Teaching Standards process and implications, curriculum requirements, student needs, standardized testing, and federal mandates. This study presents the participants’ views on the current state of education. The participants reflected on the effects of their National Board certification, how it influenced their curriculum decision making, their reactions to federal and local mandates, the influence of standardized testing, the impact on their leadership roles, and iv their dedication to professional development. This study allowed the teacher’s voice to be heard.
Recommended Citation
Sheek, Lesley E., "A Phenomenological Study Of The Impact Of National Board For Professional Teaching Standards On Early Childhood Teachers" (2007). All ETDs from UAB. 3801.
https://digitalcommons.library.uab.edu/etd-collection/3801