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dc.contributor.authorDoney, Patricia Alberta
dc.date.accessioned2014-03-04T18:58:53Z
dc.date.available2014-03-04T18:58:53Z
dc.date.issued2010-12
dc.identifier.otherdoney_patricia_a_201012_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/doney_patricia_a_201012_phd
dc.identifier.urihttp://hdl.handle.net/10724/26883
dc.description.abstractResilience in novice secondary science teachers is an important and under researched topic. The resilience process serves as a vehicle for understanding why novice secondary science teachers remain in the profession despite exposure to adversities during their initial years of teaching. The goal of this research is to provide insight and a new dimension into the understanding of the resilience process in building resilience in novice secondary science teachers. To achieve the research goal, a resilience framework was developed. Two factors were instrumental in devising the framework. The first was the research questions, which focused on risk factors and protective factors in the lives of novice secondary science teachers and provided direction and goals for the research. Second, four individual cases were developed around each of the participants in the study and those cases provided exemplars of elements of the resilience process. Through cross case analysis the primary themes of risk and protective factors yielded data to assist in the development of the framework. The interaction between changing personal and professional risk factors throughout the initial years of teaching and the protective factors that evolved to match those changing risk factors are central to the development of the resilience framework. The interaction between risk factors and protective factors act as a primary force in the resilience process and stimulate responses to help counteract negative effects of stress. Therefore, resilient individuals develop as a result of exposure to a significant adversity. The resilience framework illustrates the resilience process and as such can be a useful tool in the development of preservice programs, professional development and mentoring programs as well as the development of school strategies that encourage collaboration and communication among staff members.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectResilience
dc.subjectResilience process
dc.subjectResilience framework
dc.subjectSupport systems
dc.subjectRisk factors
dc.subjectProtective factors
dc.subjectNovice teachers
dc.subjectScience teachers
dc.subjectResilient first year science teachers
dc.titleThe resilience process in novice secondary science teachers
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentMathematics and Science Education
dc.description.majorScience Education
dc.description.advisorThomas Koballa, Jr.
dc.description.committeeThomas Koballa, Jr.
dc.description.committeeSally Zepeda
dc.description.committeeNorman Thomson
dc.description.committeeJulie Kittleson


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