Date of Award
8-7-2023
Access Restriction
Campus Access only Dissertations
Degree Name
Doctorate in Education
Department
Education
School or College
School of Education
First Advisor
Ernesto Colín
Second Advisor
Manuel Ponce
Third Advisor
Maia Steward
Abstract
This parallel qualitative case study explored a potential outcome of California CTC Teacher Induction Program Standards (California Commission on Teacher Credentialing [California CTC], 2020) as one that develops a beginning teacher’s disposition of courage in addressing numerous inequities in education. This study employed qualitative interviewing techniques to elicit new teachers’ ability to identify induction standards and related experiences to develop an understanding of equity in education and the ability to advocate for student needs. The research design engaged three teachers and one mentor in year two of the induction program offered through the University of California Los Angeles’ extension program as well as two teachers in year one and one coordinator from an induction program offered through the New Teacher Center at the University of California Santa Cruz.
Recommended Citation
Hodges Gans, Jill, "Induction as a Means of Crafting Courage: Increasing New Teachers’ Understanding of Social Justice and Their Capacity to Address Inequities in the Classroom" (2023). LMU/LLS Theses and Dissertations. 1254.
https://digitalcommons.lmu.edu/etd/1254
