This ethnography examines many different components of my coming to the teaching profession as well as my first year within the field. Through research and an in depth analysis of my students and their environment, my teacher effectiveness and abilities have also been defined. This ethnography is composed of four cohesive parts, each detailing a different part of my teaching practice. Part A explains the reason why I chose to become an educator, Part B follows the journey of three focus students within my first classroom and the action plan I created for them to find success, Part C details the different communities in which I work and my students live, and Part D is a final comprehensive analysis of my teacher effectiveness within my first year of teaching. The purpose of this ethnography is to clarify my teacher’s ambition as well as provide research and data on my students as a whole as well as three focus students. In addition, by examining these students and their growth throughout the year, another purpose of this ethnography is to provide an analysis of my effectiveness as a first year teacher as well as create a goal and plan for my future in the education field.
","abstract_html":"<p>This ethnography examines many different components of my coming to the teaching profession as well as my first year within the field. Through research and an in depth analysis of my students and their environment, my teacher effectiveness and abilities have also been defined. This ethnography is composed of four cohesive parts, each detailing a different part of my teaching practice. Part A explains the reason why I chose to become an educator, Part B follows the journey of three focus students within my first classroom and the action plan I created for them to find success, Part C details the different communities in which I work and my students live, and Part D is a final comprehensive analysis of my teacher effectiveness within my first year of teaching. The purpose of this ethnography is to clarify my teacher’s ambition as well as provide research and data on my students as a whole as well as three focus students. In addition, by examining these students and their growth throughout the year, another purpose of this ethnography is to provide an analysis of my effectiveness as a first year teacher as well as create a goal and plan for my future in the education field.</p>","abstract_has_math":false,"creators":["Pigoni, McKenna"],"institution":null,"degree_name":"Education, MA","degree_level":"Restricted to Claremont Colleges Master's Thesis","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-01-01T08:00:00Z","date_published":"2019-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:01Z","subjects":["Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/138","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Pigoni, McKenna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-06-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Restricted to Claremont Colleges Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/138"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This ethnography examines many different components of my coming to the teaching profession as well as my first year within the field. Through research and an in depth analysis of my students and their environment, my teacher effectiveness and abilities have also been defined. This ethnography is composed of four cohesive parts, each detailing a different part of my teaching practice. Part A explains the reason why I chose to become an educator, Part B follows the journey of three focus students within my first classroom and the action plan I created for them to find success, Part C details the different communities in which I work and my students live, and Part D is a final comprehensive analysis of my teacher effectiveness within my first year of teaching. The purpose of this ethnography is to clarify my teacher’s ambition as well as provide research and data on my students as a whole as well as three focus students. In addition, by examining these students and their growth throughout the year, another purpose of this ethnography is to provide an analysis of my effectiveness as a first year teacher as well as create a goal and plan for my future in the education field.
"]},{"key":"dc:title","label":"Title","values":["Always an NS, Never an O: My Journey"]}]}],"canonical_facts":{"dc:creator":["Pigoni, McKenna"],"dc:date.available":["2019-06-01T07:00:00Z"],"dc:description.abstract":["This ethnography examines many different components of my coming to the teaching profession as well as my first year within the field. Through research and an in depth analysis of my students and their environment, my teacher effectiveness and abilities have also been defined. This ethnography is composed of four cohesive parts, each detailing a different part of my teaching practice. Part A explains the reason why I chose to become an educator, Part B follows the journey of three focus students within my first classroom and the action plan I created for them to find success, Part C details the different communities in which I work and my students live, and Part D is a final comprehensive analysis of my teacher effectiveness within my first year of teaching. The purpose of this ethnography is to clarify my teacher’s ambition as well as provide research and data on my students as a whole as well as three focus students. In addition, by examining these students and their growth throughout the year, another purpose of this ethnography is to provide an analysis of my effectiveness as a first year teacher as well as create a goal and plan for my future in the education field.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/138"],"dc:subject":["Elementary Education and Teaching"],"dc:title":["Always an NS, Never an O: My Journey"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Restricted to Claremont Colleges Master's Thesis"],"thesis:degree_name":["Education, MA"]},"updated_at":"2026-07-24T01:41:01Z"}