Surprise and sense-making: The organizational socialization of first -year teachers in intermediate grades four through six

Author

Kathleen Joanne Daley Peterson, University of Nebraska at Omaha

Date of Award

12-1-2001

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational Leadership

First Advisor

Dr. Gary Hartzell

Second Advisor

Dr. Marilyn Grady

Third Advisor

Dr. John Hill

Fourth Advisor

Dr. Jack McKay

Abstract

This qualitative dissertation study used grounded theory methodology modified to accept received theory to examine organizational and professional socialization as experienced by a group of ten first-year teachers in grades four through six. Stage model theory and surprise and sense-making theory supplied the study's conceptual framework. The first-year teachers were interviewed three times during the 2000–2001 school year to identify elements of their organizational socialization experience.

Comments

A Dissertation Presented to the Faculty of The Graduate College of the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education. copyright 2001 Kathleen J. Daley Peterson.

Recommended Citation

Daley Peterson, Kathleen Joanne, "Surprise and sense-making: The organizational socialization of first -year teachers in intermediate grades four through six" (2001). Student Work. 3400.
https://digitalcommons.unomaha.edu/studentwork/3400