dc.contributor.author	McKie, Michele A.
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2021-08-24T18:51:51Z
dc.date.available	2021-08-24T18:51:51Z
dc.date.issued	2021-06
dc.identifier.other	33C32F20-7EEC-94AE-4BF5-FAEAFE9FC013	en_US
dc.identifier.uri	https://hdl.handle.net/10428/4992
dc.description.abstract	There is a teacher shortage in South Georgia school districts inhibiting the hiring of teachers for many subject areas. School districts are partnering with universities to identify teacher candidates who can serve as the teacher of record in their districts during their final semester or year of teacher preparation through the intern as teacher model. The purpose of this study was to explore what constitutes success in the intern as teacher model for interns participating in a paid internship during their final semester of undergraduate education through a complex adaptive systems theoretical framework. Research has not been conducted on the intern as teacher model in Georgia although there was an abundance of research on alternative preparation models and residency programs. Addressing the gap in literature to consider mentoring models through the complex adaptive system (CAS) lens (Janssen, van Vuuren, & de Jong, 2016; Jones & Corner, 2012), this study employed a case study approach bounded by South Georgia school districts using the intern as teacher model. Participants included three interns and three mentors from public universities in South Georgia. Additionally, there were three P-12 district personnel and seven university personnel. Data were collected using focus group interviews, individual interviews, and document collection. This study extended the literature by looking at an innovative approach to recruiting interns to school districts facing teacher shortages in South Georgia. The findings from this study produced evidence illustrating to harness complexity with the model, decision-makers should not adapt the original intent of the intern as teacher model too much because this will cause the system to change considerably. Keywords: student teaching, internship, intern as teacher, teacher shortage, harnessing complexity, teacher education	en_US
dc.description.tableofcontents	CHAPTER I: INTRODUCTION 1 -- Problem Statement 9 -- Purpose of the Study 11 -- Research Questions 13 -- Significance of the Study 14 -- Theoretical Framework 15 -- Summary of Methodology 22 -- Delimitations 23 -- Assumptions 25 -- Definition of Terms 26 -- Summary 27 -- CHAPTER II: LITERATURE REVIEW 29 -- Effective Mentoring Processes and Models 34 -- Mentoring Factors 36 -- Teacher Induction Programs 46 -- School Climate and Culture 56 -- Competing Theories 63 -- Inferences for Forthcoming Study 69 -- Theoretical Framework 71 -- Summary and Conclusions 76 -- CHAPTER III: METHODOLOGY 78 -- Research Design and Rationale 78 -- Research Questions 80 -- Participants and Research Setting 80 -- Participant and Site Selection 85 -- Instruments for Data Collection 94 -- Data Collection Methods 104 -- Data Analysis Procedures 104 -- Threats to Validity 107 -- Ethical Procedures 110 -- Summary 111 -- CHAPTER IV: FINDINGS 112 -- Participants 113 -- Data Collection 114 -- Vignettes 116 -- District Stories 116 -- University Stories 143 -- Summary 156 -- CHAPTER V: FINDINGS CONTINUED 157 -- Data Analysis 158 -- Study Themes 162 -- Theme 1: Transitioning from Intern to Teacher 163 -- Theme 2: School Culture 169 -- Theme 3: Investing in Future Teachers 178 -- Theme 4: Supports for Interns 183 -- Theme 5: Success of the Program 194 -- Conclusion 199 -- CHAPTER VI: DISCUSSION AND CONCLUSIONS 201 -- Research Questions 203 -- Methods and Procedures 203 -- Interpretations of Findings 204 -- RQ 1: What Decisions Must be Considered When Implementing the Intern as Teacher Model in a School District? 205 -- RQ 2: Do Districts and Universities Have the Time and Resources to Invest in the Intern? 214 -- RQ 3: How Do School Districts and EPPs Harness Complexity Within the Model? 218 -- Implications of the Study 223 -- Limitations of the Study 228 -- Recommendations 230 -- Conclusion 231 -- REFERENCES 235 -- Appendix A: Diagrammatic Overview of Method 253 -- Appendix B: Email to Georgia Field Directors 255 -- Appendix C: Qualtrics Participation Form 257 -- Appendix D: Orientation Invitation to Mentors and Interns 259 -- Appendix E: Survey Questions for Demographic Data 261 -- Appendix F: Participant Permission to Use Name in Study 263 -- Appendix G: Focus Group Questions 265 -- Appendix H: Focus Group Protocol 267 -- Appendix I: Interview for P-12 Administrators 269 -- Appendix J: Interview for Higher Education Staff Working within the Model 272 -- Appendix K: Initial Code Reduction 275 -- Appendix L: Reorganization of Initial Codes 277 -- Appendix M: Informed Consent- Interview- Recorded 279 -- Appendix N: First Cycle Codes 281 -- Appendix O: Codes and Categories 283 -- Appendix P: Second Cycle Codes 285 -- Appendix Q: IRB Approval Documentation 287	en_US
dc.format.extent	1 electronic document, 304 pages. 4059955 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Interns (Education)	en_US
dc.subject	Student teaching	en_US
dc.subject	Teachers--Supply and demand	en_US
dc.subject	Teachers--Training of	en_US
dc.subject	Teachers	en_US
dc.title	A Qualitative Case Study to Explore the Intern as Teacher Model in South Georgia	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Bochenko, Michael
dc.description.committee	Hartsell, Taralynn S.
dc.description.committee	Marciano, Deb L.
dc.description.committee	Radcliffe, Barbara J.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US