Relevant bibliographies by topics / Appraisal of beginning teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Appraisal of beginning teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Appraisal of beginning teachers"

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Keller-Schneider, Manuela, and Uwe Heriks. "Beginning Teachers’ Appraisal of Professional Requirements and Implications for Teacher Induction in Switzerland." Education & Self Development 14, no. 3 (September 30, 2019): 62–79. http://dx.doi.org/10.26907/esd14.3.07.

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Jiang, Zheng, Ida Ah Chee Mok, Xin Yang, Simiao Liu, and Mudan Chen. "Pattern and Dynamics of Teacher Emotions during Teaching: A Case Study of a Senior Secondary Mathematics Teacher." Sustainability 14, no. 15 (July 26, 2022): 9097. http://dx.doi.org/10.3390/su14159097.

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Understanding the emotional dimension of classroom practices benefits sustainable education. However, the dynamic nature of teacher emotions during teaching remains understudied. To acquire an “in-depth” description of the emotional phenomena during teaching, a case study was adopted to examine the pattern and dynamics of a senior secondary mathematics teacher’s teaching-related emotions. Seven new mathematics lessons were observed and videotaped, and three video-stimulated, post-lesson teacher interviews were conducted. Based on appraisal theories of emotions, thematic analysis and content analysis were mainly used to analyse the data. The study revealed that the teacher most frequently experienced happiness/satisfaction as positive emotions and confusion/surprise as negative emotions. The emotions followed a three-stage process: perceptions, multilevel appraisals, and responses. The teacher most often perceived her students’ cognitive accuracy and adopted goal/need conduciveness/attainment, the discrepancy from expectations, and causal attribution as core appraisal dimensions. Teacher emotions in classrooms were also often hierarchical and cumulative, shifting from more negative at the beginning of a new semester to more positive at the middle of the semester. This study shed light on the dynamic development of teacher emotions, extending the theories and process models of emotions from the psychological field to educational research and facilitating teachers’ sustainable professional development.
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Powers, Donald E. "ASSESSING THE CLASSROOM PERFORMANCE OF BEGINNING TEACHERS: EDUCATORS' APPRAISAL OF PROPOSED EVALUATION CRITERIA." ETS Research Report Series 1992, no. 2 (December 1992): i—10. http://dx.doi.org/10.1002/j.2333-8504.1992.tb01487.x.

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Silvers, Penny, and Josephine Sarvis. "Appraisal Centers: A Formative Assessment Model for Preservice Teachers to Demonstrate Emerging Theory–Practice Understanding." Journal of Education 200, no. 3 (October 29, 2019): 196–206. http://dx.doi.org/10.1177/0022057419881172.

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Appraisal Centers provide authentic experienced-based communities of practice for preservice teachers (PSTs) to show application of theory into practice at critical gateways throughout their elementary education program while fulfilling School of Education dispositions, course objectives, and state standards. A goal is to provide formative assessment opportunities for PSTs to present inclusive, differentiated teaching practices at increasing levels of proficiency for culturally diverse 21st-century classrooms. Appraisal Centers provide multiple opportunities for PSTs to reflect on the complexities of teaching and learning, and the importance of embracing a culturally responsive, critically literate professional identity as emerging beginning educators.
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Adedapo, Adeyemi, and Bolanle T. Opoola. "Levels of Integrating the ASSURE Model in Lesson Delivery of Selected Primary School Teachers in Nigeria." Journal of Language Teaching and Research 12, no. 1 (January 1, 2021): 177. http://dx.doi.org/10.17507/jltr.1201.19.

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Scholars are aware of the fact that there have been many instances of teaching with no learning. One plausible reason for learning not to have taken place is when a teacher fails to design and creates conducive learning environments where changes in psychomotor, cognitive and affective behaviours can be accomplished effectively. But this can be corrected using the ASSURE model. Thus, the ASSURE model was investigated in this study as a method of lesson delivery to assess how far primary school teachers have gone in analyzing learners' characteristics, stating lesson objectives and utilizing instructional media. Three research questions guided the study. Fifty primary school teachers were purposively sampled and responded to a questionnaire during the 2016 FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshop. An appraisal of the sit-in-observations of this workshop shows the need for assessing the use of integrating the ASSURE model in lesson delivery. Results show that primary school teachers were below the average in terms of analyzing their pupils’ characteristics before beginning their lessons and slightly above averages in the areas of systematically defining the lesson objectives and utilization of instructional media. It is recommended that the FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshops be extended to all categories of teachers in the UBEC scheme to update their knowledge to ensure effective teaching and learning situations.
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Greenwalt, Kyle. "Discourse, Narrative, and National Identity: The Case of France." Harvard Educational Review 79, no. 3 (September 1, 2009): 494–520. http://dx.doi.org/10.17763/haer.79.3.43261g133731p248.

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France provides an ideal context for beginning to understand how schooling affects students' understanding of their national identity. In this article, Kyle Greenwalt examines the discursive practices through which a group of French secondary students constructed their national identity. Following an appraisal of the historiographical literature of nineteenth-century French nation-building, the author proceeds with a phenomenological analysis of the discourses students used to make sense of their lived experiences with teachers and schooling. Greenwalt evaluates the continued presence and salience of traditional versions of French national identity, suggesting the need to reconsider the relationships among social solidarity, pluralism, and national identity and calling into question the contemporary relevance of structural representations of the nation-state.
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Syahputra, Muhammad Rizki. "PELAKSANAAN PROGRAM PENINGKATAN KINERJA GURU DI MTS NEGERI 3 MEDAN." Hijri 10, no. 2 (March 4, 2022): 1. http://dx.doi.org/10.30821/hijri.v10i2.11249.

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<table border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="369"><p>The purpose of this paper is to 1) Analyze the Academic Supervision Implementation Program in Improving Teacher Performance, 2) Analyzing the Teacher Competency Test Implementation Program in Improving Teacher Performance, 3) Analyzing the Teacher Performance Assessment Implementation Program in Madrasahs. The method used is descriptive analytical method, where the researcher will describe, then analyze in depth the research findings. The results of this study are 1) Academic Supervision Implementation Program in Improving Teacher Performance, Coaching for classroom teachers is carried out in three competency areas, namely: a) Academic supervision competence, b) Education supervision competence, and c) Development research competence, 2) Implementation Program Teacher Competency Test in Teacher Performance Improvement, UKG to be able to develop and demonstrate the full competence of a teacher. Complete competence which includes combining and applying a skill, attitude and knowledge that are interrelated, 3) Implementation of Teacher Performance Assessment Program in Madrasah, The teacher performance appraisal process carried out in madrasas follows several provisions, including: (1) The assessment is carried out by the madrasa principal or the deputy head of the madrasa or a competent senior teacher, appointed by the head of the madrasa (who has attended assessment training); (2) The assessment is conducted twice a year (formative assessment at the beginning of the year and summative assessment at the end of the year); (3) The results of the formative assessment are used as the basis for the preparation of profiles and planning of the annual PKB/PKR program for teachers. (4) The results of the summative assessment are used to provide a teacher's work performance value.</p><table border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="369"><p><em>Program Implementation, Teacher Improvement</em></p></td></tr></tbody></table></td></tr></tbody></table>
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Blömeke, Sigrid, and Patricia Klein. "WHEN IS A SCHOOL ENVIRONMENT PERCEIVED AS SUPPORTIVE BY BEGINNING MATHEMATICS TEACHERS? EFFECTS OF LEADERSHIP, TRUST, AUTONOMY AND APPRAISAL ON TEACHING QUALITY." International Journal of Science and Mathematics Education 11, no. 4 (June 25, 2013): 1029–48. http://dx.doi.org/10.1007/s10763-013-9424-x.

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Pasa, R. B. "Transformative Role Of Education: An Autoethnographic Reflection." Research Nepal Journal of Development Studies 2, no. 1 (August 18, 2019): 94–111. http://dx.doi.org/10.3126/rnjds.v2i1.25271.

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This study appraised my momentarily missing twelve years of formal education life (1990-2002) and thoughtful higher education life (2002 to onward). Through this appraisal, I explored how I have been experiencing transformative role of education since my school education life. In so doing, I applied auto ethnography methodology and narrative imagination method for interpreting narrative information. While exploring my experiences, I found I was worry to improve my economic condition in the beginning. Thereby, I applied vocational rehabilitation therapy and resiliency against my frustration and engaged in working life that implicitly encouraged me to embark in higher educational voyage. However, later wards, I started worrying with poor socio-cultural and economic structures of own society and nation. Even my involvement in higher education/training and academic journeys in ever changing environment made me more critical, reflective and transformative because of my resilient will and inner urges. I successfully transformed my identity from rural development graduate to educationist and academician. Finally, this study also revealed that I was/am an exceptional student because of my good educational achievement. Hence, my reflections on transformative role of education are equally important to the students, teachers and development stakeholders for plying institutional agentic role to mobilize rural development graduates in local levels.
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Dahl, Karin L. "Children's Spontaneous Utterances during Early Reading and Writing Instruction in Whole-Language Classrooms." Journal of Reading Behavior 25, no. 3 (September 1993): 279–94. http://dx.doi.org/10.1080/10862969009547818.

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This study examined the spontaneous utterances of first-grade inner-city children in whole-language classrooms in two urban sites. Data were gathered across the first-grade year for 12 learners who were observed twice-weekly across the school year. The context for each utterance was documented in field notes recording instructional context, learner behavior, and social interactions. Three selection criteria were used for utterances; spontaneity, being embedded in acts of reading and writing, and explanatory value. The 87 categorized utterances revealed five trends in terms of learner perceptions of beginning reading and writing: (a) nearly half of the utterances were metacognitive statements reporting learner self-appraisal and self-management; (b) learners were concerned with sound/symbol relations and argued with peers about them; (c) hypotheses about reading reflected learner patterns of development, teacher demonstrations, and classroom experiences; (d) learners paid close attention to patterns in letters and words, and (e) learners' interpretations of their whole-language classrooms included notions about the interrelatedness of reading and writing.
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Dissertations / Theses on the topic "Appraisal of beginning teachers"

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Huntly, Helen Eva, and h. huntly@cqu edu au. "Beginning Teachers' Conceptions of Competence." Central Queensland University. Education and Innovation, 2003. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050512.134448.

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The focus of this study is the phenomenon of beginning teacher competence. In Queensland, the context for the research presented here, the competence of beginning teachers is appraised by their supervisor (usually the principal) at the end of their first year of full-time employment. This appraisal is conducted on behalf of the Queensland Board of Teacher Registration and a positive outcome enables beginning teachers to achieve full teacher registration. Although there exists research suggesting that principals bring to the appraisal process their conceptions of competence, there is a dearth of knowledge about beginning teachers' conceptions of their own teaching competence. The research presented here adds to the debate about competence by including the voice of the beginning teacher. This focus, located within the context of local issues, is used to explore important themes that are relevant to other systems of beginning teacher appraisal. The selection of phenomenography as the research approach adopted for this study is based on its appropriateness to the investigation of a phenomenon such as competence. Phenomenography aims to describe, analyse and understand the ways in which people experience aspects of the world around them. The point of departure that sets apart this approach from many others, is the principle that phenomenography seeks to investigate neither the phenomenon, nor the people who experience the phenomenon, but the relation between the two. The results of a phenomenographic study are presented as a description of all of the possible conceptions that a specific group can have about a particular phenomenon. For the research presented here, eighteen beginning teachers were interviewed individually in order to identify and describe the variation in their conceptions of competence. Research participants representing State, Catholic and Independent school systems were drawn from preschools, special, primary and secondary schools of one provincial city, in one regional area of South East Queensland. Two major outcomes emerged from the research presented here. Firstly, beginning teachers were identified as experiencing competence in a number of ways. Although these conceptions were varied, their number was quite limited. Six distinct conceptions of beginning teacher competence were identified, with a further finding that individual beginning teachers were not limited to one conception, but conceived of competence in multiple ways. Because the relational nature of competence demands that it be investigated within the context in which it is experienced, this study also identified five different approaches to competence appraisal, as understood by the beginning teachers who had undergone the appraisal process. Comparisons of both conceptions of competence and approaches to appraisal were then compared to existing research in this area. This thesis presents an alternative view of competence and appraisal that may be used to further develop the process of appraisal and indeed, the professional development of beginning teachers.
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Thompson, Robert. "Appraising beginning teachers: Principals' conceptions of competence." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36575/1/36575_Digitised%20Thesis.pdf.

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The focus of this study is the phenomenon of beginning teacher competence. The teacher registration process in the Australian state of Queensland is used as a context for the study with the intention of identifying issues relevant to beginning teacher competence and appraisal. In Queensland, the competence of beginning teachers employed in state and independent schools is appraised by the school principal in the first year of teaching. Accordingly, the research investigates principals' differing conceptions of competence and determines how these impact on the processes used to appraise beginning teachers. Such a focus located within the context of local issues is used to explore important themes that are relevant to other systems of beginning teacher appraisal. The research represents an innovative approach to the study of beginning teacher competence and appraisal. An approach of this kind is a shift in paradigm from one where evidence of beginning teacher competence is seen as being incorporated in a traditional checklist appraisal system, to one where the intention is to understand competence from the perspective of principals. The selection of phenomenography as the research approach adopted for this study is based on its 'goodness of fit' and appropriateness to the object of inquiry. Phenomenography aims to describe, analyse and understand the meaningthat people ascribe to the world and how they construe significant phenomena. The central concern of phenomenographers is not with the phenomenon being investigated, nor with the people who are experiencing the phenomenon but the relation between the two. Phenomenography attempts to bring all conceptions of a phenomenon into the light and tries to describe them on equal terms, tries to understand, systematise and order them in relation to each other. In this study twenty-seven primary school principals were interviewed individually in order to identify the variation in their conceptions of competence and approaches to appraisal. Primary principals from 23 state schools, 1 special school and 3 independent schools of one provincial city and sun-ounds, in one regional area of Central Queensland, participated in the research. There were three major outcomes that emerged from this study. Firstly, the data shows that principals have different conceptions of what beginning teacher competence is, although, at the same time, it reveals that the number of qualitatively different conceptions is quite limited. Seven distinct conceptions of beginning teacher competence were identified. While all seven conceptions describe the phenomenon of beginning teacher competence, the findings of this study suggest that different principals emphasise some conceptions more than others in making their appraisals. Secondly, the study identifies five different appraisal approaches that principals report they use in making judgements regarding beginning teacher competence. Principals reveal that they use three incidental approaches to appraisal and collect data 'on the run' based on brief encounters or little incidents. The study argues that the type of results of such incidental encounters often hinges on whether a principal uses an inspectorial or collegial style of appraisal. Thirdly, it is the contention of the present study that beginning teacher competence has to be understood as a complex, dynamic interplay within and among the different conceptions of competence, approaches to appraisal and the levels of competence principals ascribe to beginning teachers. The thesis presents a relational model of competence that reflects this complex 'picture' of the phenomenon of beginning teacher competence. It is proposed that the model can be used as an alternative framework to think more deeply about the appraisal of beginning teacher competence and how it might be further developed.
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Moore, Donald E. "The relationship among selected appraisals in predicting effective beginning teaching." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774741.

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Beginning school teachers in Indiana in school years 1986-87 and 1987-88 who graduated from Ball State University, Indiana State University, Indiana University, and Purdue University (D=1,607) were studied to determine the relationship of NTE Core Battery subtest scores, Scholastic Aptitude Test (SAT) scores, and undergraduate grade point average (GPA) to beginning teaching effectiveness as measured by the Beginning Teacher Assessment Inventory (BTAI). The BTAI is an inventory listing eight criteria for which a beginning teacher must demonstrate minimal competence in order to complete the Indiana internship requirement. Findings were based on an analysis of data obtained from 663 beginning teachers in 163 Indiana school corporations. No empirical evidence indicated that NTE Core Battery subtest scores provide useful information for predicting beginning teaching effectiveness. Undergraduate grade point average (GPA) provided more accurate predictions of beginning teaching effectiveness than did the NTE Core Batter subtests. The ability of Scholastic Aptitude Test (SAT) scores to possess a statistically significant relationship with values on the Beginning TeacherAssessment Inventory (BTAI) was not substantiated. Females systematically scored higher than males on the BTAI assessment areas. Results were consistent for graduates from all four major state universities in the study.
Department of Educational Leadership
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Stevens, Gary E. Kennedy Larry DeWitt. "Perceptions of teaching by beginning teachers an ethnographic study of beginning teachers /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311290.

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Thesis (Ed. D.)--Illinois State University, 1992.
Title from title page screen, viewed February 6, 2006. Dissertation Committee: Larry D. Kennedy (chair), G. Thomas Baer, Barbara S. Heyl, Jeanne B. Morris. Includes bibliographical references (leaves 249-265) and abstract. Also available in print.
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Akdag, Zeynep. "Beginning Early Childhood Education Teachers." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615312/index.pdf.

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The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching. In order to investigate this phenomenon, 16 pre-service early childhood education teachers studying at the same teacher education program were interviewed about their perceptions, expectations and concerns on their future profession immediately before their graduation. Participating teachers started to teach in public schools at different cities after their graduation. They were interviewed at the end of the first and the second semester they taught about their experiences and difficulties, and positive aspects of working in public schools. Moustakas&rsquo
s phenomenological analysis was utilized to analyze data from interviews in which beginning teachers reflected on their experiences in teacher education program and of being new teachers in public school context in Turkey. Findings have revealed that pre-service teachers were aware of many difficulties in public schools and ready to contend with those difficulties, yet some of the challenges they faced were beyond their initial anticipation. All those challenges were originated from teacher education program, Ministry of National Education&rsquo
s system itself, and local condition where beginning teachers were appointed. Suggestions for teacher education programs, Ministry of National Education, and administrators were proposed.
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Low, Janie Chinami Matsumoto. "Classroom management inservice for beginning teachers." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3325.

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The purpose of this study was to expand and clarify the understanding of how an inservice training program which incorporated research-based classroom management principles and practices combined with coaching techniques would enable new teachers to reduce class rates of off task behavior and feel more self-efficacious about their classroom management skills. Data on the occurrence of three categories of off task behavior for students in 6 classrooms in a single school district in central California were collected during pre-treatment and post-treatment conditions and during a maintenance condition for experimental group classes only. During the interval between the two conditions, the 3 experimental group teachers participated in an inservice training program developed by the investigator. The classrooms were paired, 1 experimental and 1 control, within schools for grade level and the teachers' years of experience. Information from pre-questionnaires and post-questionnaires/interviews was used to assess the teachers' feelings of self-efficacy related to classroom management and the effects of participation in the inservice training experiences on those feelings of self-efficacy. A descriptive analysis of the observation data did not indicate a positive effect from the inservice training experiences from either baseline to post-treatment or post-treatment to maintenance observations. However, information from the post-questionnaires/interviews indicated that the 3 experimental group teachers strongly felt that the inservice training experiences had positively affected their feelings of competence and control in the classroom. A possible reason for the conflicting findings may have been that the inservice experiences helped the teachers to reconceptualize their beliefs and expectations about classroom management. This study supports the hypothesis that inservice training which incorporates research-based practices of effective classroom management and coaching techniques embedded in a collegial approach result in the improvement of teachers' feelings of self-efficacy. This study recommends that beginning teachers, especially in inner-city schools, desperately need psychological support as well as personalized inservice training in effective teaching and classroom management methodology during their early years in teaching.
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McConnell, Marcella Kay. "SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739.

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Jones, Thomas P. "A new beginning teacher induction program /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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Diffey, Keith Russell. "The teacher appraisal interview." n.p, 1990. http://ethos.bl.uk/.

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Woods, Sean A. "Classroom Management| Beginning Teachers' Perceptions of Preparedness." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027099.

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Classroom management has been the focal point of many different studies and research projects. Unfortunately, it has also been cited as one of the top three reasons teachers leave the field of education not only today, but for the last 40 years (Berry, 2010). There is a need for an understanding of the implications of past classroom management research trends, styles, and strategies that are popular but have not worked in the past. Realizing further research in teacher training programs was needed, this study included examinations of perceptions of teachers about how well prepared they were for the classroom environment, how effective they felt when dealing with issues in the classroom, and what teachers feel prepared them most to handle classroom management issues. To collect data, a mixed method study was conducted. A quantitative survey was used to gather perceptions of teachers using a Likert scale. A qualitative interview was conducted to gather perceptions of teachers, and a custom matrix was used to record responses from interview transcriptions. To validate data from the survey and interview, a literature review was compiled and compared to survey and interview results. Findings indicated mentoring and feedback from mentors and administrators helped teachers to feel better prepared for classroom management. Teachers felt more prepared for classroom management after their first year of teaching and after accepting their first job than they did prior to teaching, and those who had prior life experiences outside of teaching felt more prepared than those who did not. Likewise, engaging lessons and positive teacher and student relationships helped teachers to feel more effective in handling classroom management issues.

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Books on the topic "Appraisal of beginning teachers"

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Crowhurst, Michael, ed. Beginning Teachers. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4.

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R, Moyles Janet, ed. Beginning teaching, beginning learning in primary education. Buckingham [England]: Open University Press, 1995.

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Mathias, John. Appraisal of performance: Teachers' guide. Windsor: NFER-Nelson, 1989.

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Handbook for beginning teachers. Springfield, Ill., U.S.A: Charles C. Thomas, 1993.

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Cave, Ronald G. Teacher appraisal and promotion. Gazeley: R. and J. Cave, 1985.

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Ofsted. The Appraisal of teachers: 1991-1996. [London]: Ofsted, 1996.

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Cardno, Carol E. M. Effective performance appraisal: Integrating accountability and development in staff appraisal. Auckland, N.Z: Longman, 1997.

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1932-, Morgan Alun, ed. Managing headteacher appraisal. London: P. Chapman Pub., 1992.

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Brouch, Virginia M. Appleseeds: For beginning art teachers. Reston, VA: National Art Education Association, 1987.

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Kowalski, Theodore J. Case studies of beginning teachers. White Plains, N.Y: Longman, 1994.

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Book chapters on the topic "Appraisal of beginning teachers"

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Smaller, Harry. "Beginning Teachers." In Teacher Learning and Power in the Knowledge Society, 127–41. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-973-2_7.

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Crowhurst, Michael. "Beginning Teachers Reviewing Disastrous Lessons." In Beginning Teachers, 1–11. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_1.

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Panaccio, Luke. "Critical Reflection on James Paul Gee." In Beginning Teachers, 57–62. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_10.

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Phillips, Carly. "What to Teach When You’re not Wearing Black." In Beginning Teachers, 63–69. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_11.

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Crowhurst, Michael. "Sideline – Autoethnographic Analysis." In Beginning Teachers, 71–73. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_12.

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Parkes, Charlie. "The Black Hole." In Beginning Teachers, 75–80. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_13.

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Wotherspoon, Mia. "Reflecting on Curriculum Design." In Beginning Teachers, 81–85. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_14.

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Vallence, Catherine. "The Lesson from Hell." In Beginning Teachers, 87–91. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_15.

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Wotherspoon, Mia. "Davis, Sumara and Luce-Kapler’S Engaging Minds." In Beginning Teachers, 93–99. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_16.

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Agius, Emma. "Limitations and Possibilities – A Fine Line Between Success and Chaos." In Beginning Teachers, 101–6. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_17.

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Conference papers on the topic "Appraisal of beginning teachers"

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Cerkez, Elena-Beatrice. "BEGINNING TEACHERS EXPERIENCES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1691.

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Pak, Byungeun, Brent Jackson, and Jillian Cavanna. "Beginning teachers’ equitable and ambitious number talks." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-368.

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Li, Yan, and Fan Zhang. "Study on Performance Appraisal Method of College Teachers." In 2009 International Symposium on Computer Network and Multimedia Technology (CNMT 2009). IEEE, 2009. http://dx.doi.org/10.1109/cnmt.2009.5374673.

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Jin, Hongxia, Ling Zhang, Heping Yao, Jie Yu, and Weihong Zhao. "Study on College Teachers' Performance Appraisal Based on VE." In 2010 International Conference on Management and Service Science (MASS 2010). IEEE, 2010. http://dx.doi.org/10.1109/icmss.2010.5578578.

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Kelsch, Kristen, Joss Kiely, and Anca Matyiku. "The Vessel, the Tower, and the Ruin: Investigating Presentiments in Beginning Design." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.52.

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The Vessel, the Tower, and the Ruin was a sequence of exercises which combined rudimentary elements of an architectural education with tactics that oscillated between the impulsive provocation of hunches, to the ascetic discipline of rigorous measurement, to exploiting curiosities and flirting with collapse. We probed, at times in earnest and at times irreverently, what it might mean to vessel, to tower, and to ruin. We took this both literally, figuratively, metaphorically and everything in between, and we enlisted a motley crew of accomplices, some dignified by history, photography, and made famous by dynamite, and others of questionable constitution and architectural import. We operated under the premise that students of design, at the outset, need to engage their own curiosities, speculations, and urges within a framework that affords them a level of guidance while promoting individual freedom and initiative. Through and through the studio was laced with questions about creative agency and architecture’s participation within an expanded continuum of time, history, cultural aspirations and politics.
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Chudy, Štefan. "The Discourse Of Professional Identity Construction Of Beginning Teachers." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.75.

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Wientjes, Greg, and Jawed Karim. "Online video repository and supportive community for beginning teachers." In the 8th iternational conference. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1599600.1599743.

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Kozina, Ekaterina. "SOCIALISATION BEYOND TEACHING: THE JOB SATISFACTION OF BEGINNING TEACHERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1387.

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Wei-zhu Yang and Yu He. "Research on higher vocational college teachers' performance appraisal indicator system." In 2012 International Conference on Information Management, Innovation Management and Industrial Engineering (ICIII). IEEE, 2012. http://dx.doi.org/10.1109/iciii.2012.6339681.

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Lv, Xiaobai, and Yifei Yu. "The Performance Appraisal Research on Higher School Teachers Working Behavior." In 2013 International Conference on the Modern Development of Humanities and Social Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/mdhss-13.2013.27.

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Reports on the topic "Appraisal of beginning teachers"

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Gagnon, Douglas, and Marybeth Mattingly. Beginning teachers are more common in rural, high-poverty, and racially diverse schools. University of New Hampshire Libraries, 2012. http://dx.doi.org/10.34051/p/2020.173.

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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.
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Bilmes, Linda, and Joseph Stiglitz. The Economic Costs of the Iraq War: An Appraisal Three Years After the Beginning of the Conflict. Cambridge, MA: National Bureau of Economic Research, February 2006. http://dx.doi.org/10.3386/w12054.

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McGee, Steven, Randi McGee-Tekula, and Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, April 2017. http://dx.doi.org/10.51420/conf.2017.1.

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The Interactions curriculum and professional development program is designed to support high school teachers in their transition to the physical science Next Generation Science Standards. Through curriculum materials, an online portal for delivering the digital materials, interactive models of molecular phenomena, and educative teacher guide, teachers are able to support students in bridging the gap between macroscopic and sub-microscopic ideas in physical science by focusing on a modeling and explanation-oriented exploration of attractions and energy changes at the atomic level. During the fall semester of the 2015-16 school year, The Learning Partnership conducted a field test of Interactions with eleven teachers who implemented the curriculum across a diverse set of school districts. As part of the field test, The Learning Partnership examined the impact of teachers’ inquiry-based teaching practices on student learning and identification with the scientific enterprise. The results indicate that students had statistically significant growth in learning from the beginning to end of unit 2 and that the extent to which teachers engaged students in inquiry had a positive statistically significant influence on the growth rate and a statistically significant indirect impact on students’ identification with the scientific enterprise.
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Stastny, Petr, Robert Roczniok, Daniel Cleather, Martin Musalek, Dominik Novak, and Michal Vagner. Straight speed and acceleration optimal distances and reference values. A systematic review, and meta-analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2022. http://dx.doi.org/10.37766/inplasy2022.5.0010.

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Review question / Objective: To summarize the sprint reference acceleration and speed values for different sprint distances and suggest optimal unification of ice-hockey straight sprint testing. Eligibility criteria: The title and abstract screening was done by two researchers (PS and RR) who selected a set of articles for full text screening, where the inclusion criteria were: 1) male or female ice-hockey players; 2) any cross-sectional or intervention study; 3) tests of ice-hockey sprinting over any distance or any battery of conditioning tests that included straight-line sprints; and, 4) results reported straight-line sprint distance, speed, time, or acceleration. In the case of disagreement between the evaluating authors, the final decision was made by a third author (MV).The full text screening exclusion criteria were: 1) if the article was not in English; 2) the testing did not include straight-line sprinting; 3) the reported values did not include data distribution; 4) the study reported only maximum speed without skating time or average speed; 5) the end of the sprint was defined by the point the player stopped sprinting; 6) the measurement was made with a stopwatch; and, 7) the study had high bias estimation. The maximum speed test was not included due to the uncertain velocity conditions at beginning of testing distance. The bias estimation was performed using the JBI (Joanna Briggs Institute) Critical Appraisal Checklist for Analytical Cross Sectional Studies (supplementary material 1).
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Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4116.

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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
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