Surprise and sense-making: The organizational socialization of first -year teachers in intermediate grades four through six
Date of Award
Doctor of Education (Ded)
Dr. Gary Hartzell
Dr. Marilyn Grady
Dr. John Hill
Dr. Jack McKay
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.
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.
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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.