Relevant bibliographies by topics / First year teachers

Contents

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

Academic literature on the topic 'First year teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "First year teachers"

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Palmer, Nancy. "Tips for First Year Teachers from a First-Year Teacher." Kappa Delta Pi Record 22, no. 4 (July 1986): 102–4. http://dx.doi.org/10.1080/00228958.1986.10517775.

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Franek, Mark. "New Teachers: The Rookie Year: First-Year Advice from a Second-Year Teacher." English Journal 84, no. 2 (February 1995): 120. http://dx.doi.org/10.2307/821066.

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Simons-szulczewski, Michelle, and Zane L. Berge. "eMentoring for First Year Teachers." i-manager's Journal of Educational Technology 4, no. 1 (June 15, 2007): 29–32. http://dx.doi.org/10.26634/jet.4.1.629.

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Bang, EunJin, Anne L. Kern, Julie A. Luft, and Gillian H. Roehrig. "First-year Secondary Science Teachers." School Science and Mathematics 107, no. 6 (October 2007): 258–61. http://dx.doi.org/10.1111/j.1949-8594.2007.tb18287.x.

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Martin, Leisa A., John J. Chiodo, and Li-Hung Chang. "First Year Teachers: Looking Back after Three Years." Action in Teacher Education 23, no. 1 (April 2001): 55–63. http://dx.doi.org/10.1080/01626620.2001.10463055.

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Elgersma, Kristin. "First year teacher of first year teachers: A reflection on teacher training in the field of piano pedagogy." International Journal of Music Education 30, no. 4 (November 2012): 409–24. http://dx.doi.org/10.1177/0255761412462970.

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Zepeda, Sally J., and Judith A. Ponticell. "Classroom Climate and First-Year Teachers." Kappa Delta Pi Record 32, no. 3 (April 1996): 91–93. http://dx.doi.org/10.1080/00228958.1996.10531975.

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Barnes, Gail V. "Teaching Music: The First Year." Bulletin of the Council for Research in Music Education, no. 185 (July 1, 2010): 63–76. http://dx.doi.org/10.2307/41110366.

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Abstract The purpose of this study was to contribute to the novice music teacher case literature by studying the prevalent themes in the experiences of five first-year teachers. The teachers submitted periodic journal entries and were also interviewed at the beginning of their second semester of teaching. I analyzed transcripts using HyperResearch and submitted them to the participants for both descriptive and interpretive validity checks. Many themes emerged, but those with the highest frequency counts were: Students (behavior), Students (musical). Administrative, Students (personal), Self-evaluation (discipline), and Self evaluation (personal). The five teachers had varying experiences, and all continued in those situations for the following year. Teacher educators must prepare novice teachers for the varying realities of their early experiences, and school administrators must offer effective support during this critical time.
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Conway, Colleen. "The Experiences of First-Year Music Teachers." Update: Applications of Research in Music Education 33, no. 2 (September 12, 2014): 65–72. http://dx.doi.org/10.1177/8755123314547911.

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Henry, Marvin A. "Strengths and needs of first‐year teachers." Teacher Educator 22, no. 2 (September 1986): 10–18. http://dx.doi.org/10.1080/08878738609554891.

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Dissertations / Theses on the topic "First year teachers"

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Kaiser, Linda L. "School-based induction programs compared to a school-university partnership induction program : differences from the new teacher perspective with implications for teacher retention at the elementary level /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164517.

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Çapa, Yesim. "Factors influencing first-year teachers' sense of efficacy." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1110229553.

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McKenzie, Meagan Louise. "Stories of buoyancy and despondency: Five beginning teachers' experiences in their first year in the teaching profession." Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/3b7e817a218a180647f9cd9fcf889b7350ef9e2bdf36ac909ae9ae413bc848de/1551024/64994_downloaded_stream_219.pdf.

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This case study research explores the experiences of five beginning teachers within four Catholic secondary schools in Australia. The research employs a qualitative approach framed within an interpretative paradigm, drawing on perspectives of symbolic interaction to interpret interview and journal data. These perspectives are used, in conjunction with a conceptual framework derived from the relevant literature, to interpret the experiences of five new teachers against the relevant data. The literature typically investigates the stages of teacher development, where the first year is often seen by researchers as a survival year. Key literature themes include the development of self image and the impact school culture has on beginning teachers. There are two other features less often present in the literature but central in this research. One is the life history of the beginning teacher. A second, which is the major notion employed in this study, is that of professional identity and specifically how identity develops once the novice teacher is immersed within the school organisation. Each teacher was interviewed several times during their first year and each kept a journal. The discussion includes matters of comparison and contrast between the five teachers' experiences. The symbolic interactionist framework seeks to identify the meanings individuals construct of their experiences. These meanings are located from the journal and interview data gathered. Each text is examined both independently, in relation to other texts and in the light of the conceptual framework. A key procedure is to identify critical events which are then analysed and connections made to the experience of other teachers and literature themes. The key findings of the research include developing a new model for understanding the experience of beginning teachers. The research suggests that the current literature on beginning teachers is limited.;It neglects beginning teacher individuality and in particular agency and competency and centrally the dynamic and complex interaction between culture and identity. This research seeks to add significantly to the beginning teacher literature.
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Lehman, Michael Bryan. "Expectations, social support, and job satisfaction among first-year Oregon teachers /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9963450.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 170-189). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9963450.
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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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Tuholski, Catherine. "Parent-teacher communication best practices for first-year teachers /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/CTuholski2006.pdf.

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Wong, Lai-king Hester. "Beginning teachers in a prevocational school : their teaching problems and coping strategies /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778038.

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Alston, Lizzie. "A Case Study of Eight First-year Secondary Science Teachers in North Carolina: Problems, Issues and Behaviors." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30533.

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The purpose of this study is to (1) identify some of the major problems confronting first-year secondary science teachers; (2) list supportive practices supplied by the school-based administration and district-wide programs for first-year secondary science teachers; and (3) describe problems of socialization confronting first-year secondary science teachers. The study analyzes perceptions of eight first-year secondary science teachers under contract at the start of the 1996-1997 school year. The study viewed these teachers as novice by definition and perceptions of specific support activities which assisted them in moving from initially licensed to career tenure status. The literature review examines research on teacher based on self-reporting data. Although several of the cited research studies consider first-year teachers in general, few qualitative studies contain specific information on first-year secondary science teachers, e. g., what is involved in the new environment or what developmental skills are needed to survive the year. The research procedure used in this study is the individual case study method. Data were collected primarily through ethnographic interviews and surveys of eight first-year secondary science teachers and six administrators responsible for evaluation of these teachers.(Two administrators did not respond to the survey.) A thematic conceptual matrix was used to display the problems and issues faced by and support offered to these teachers. The findings clearly reveal the top two problems of first-year secondary science teachers to be discipline and classroom/time management exacerbated by a perceived lack of administrative support and assistance.
Ed. D.
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Kingsley, Laurie Hawkins. "An examination of how extended field experiences, integrated coursework, and school partnerships influenced the development of four first year teachers' literacy beliefs and practice." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4731.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (September 26, 2007) Vita. Includes bibliographical references.
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Fok, Oi-yiu Eleanor. "Beginning teachers' opinions of induction practices in Hong Kong aided schools : implications for school management /." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18037768.

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Books on the topic "First year teachers"

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DePaul, Amy. Survival guide for new teachers: How new teachers can work effectively with veteran teachers, parents, principals, and teacher educators. [Washington, D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, 2000.

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DePaul, Amy. Survival guide for new teachers: How new teachers can work effectively with veteran teachers, parents, principals, and teacher educators. [Washington, D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, 2000.

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DePaul, Amy. Survival guide for new teachers: How new teachers can work effectively with veteran teachers, parents, principals, and teacher educators. [Washington, D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, 2000.

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Singer, Harvey. A new teacher's guide: Surviving your first year. Lanham, Md: Scarecrow Press, 2003.

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Elementary Teachers' Federation of Ontario. and Educational Staff Development Council of Ontario., eds. Classroom beginnings: Teachers' guidebook. Toronto: Elementary Teachers' Federation of Ontario, 2000.

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Fuery, Carol Lee. Winning year one: Survival manual for first year teachers. Captiva Island, FL: Sanibel Sanddollar Publications, 1986.

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Project, Teachers Documentary, ed. The first year; and Teach. Los Angeles, Calif: Teachers Documentary Project, 2001.

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A, Griffin Gary, Millies Suzanne, and Illinois State Board of Education (1973- ), eds. The First years of teaching: Background papers and a proposal. [Chicago]: University of Illinois at Chicago, 1987.

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Great Britain. Department for Education and Employment. Induction for new teachers: A consultation document. London: Department for Education and Employment, 1998.

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Winograd, Ken. Good day, bad day: Teaching as a high-wire act. Lanham, Md: Rowman & Littlefield Education, 2006.

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Book chapters on the topic "First year teachers"

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Padovano, Amy. "First-Year Teachers." In Encyclopedia of Cross-Cultural School Psychology, 456–58. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_175.

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Katzel, Stephen. "Coaching Teachers." In Win Your First Year in Teacher Leadership, 65–78. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003230274-6.

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Mahony, Pat. "Competences and the First Year of Teaching." In Developing Competent Teachers, 141–52. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003469308-14.

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Dawan. "Rachel, Autumn of the First Year." In Two Years in the Lives of Two English Teachers, 35–51. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003383338-3.

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Bob. "Emelio, Spring of the First Year." In Two Years in the Lives of Two English Teachers, 52–67. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003383338-4.

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Trevor. "Rachel, Spring of the First Year." In Two Years in the Lives of Two English Teachers, 68–84. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003383338-5.

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Bob. "Emelio, Autumn of the First Year." In Two Years in the Lives of Two English Teachers, 18–34. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003383338-2.

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Wong, Sissy S., Jonah B. Firestone, Richard L. Lamb, and Julie A. Luft. "Perceived Support and Retention of First Year Secondary Science Teachers." In Newly Hired Teachers of Science, 31–42. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-283-7_2.

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Padilla, Michael, and Joseph Riley. "Guiding the New Teacher: Induction of First-Year Teachers in Japan." In Comprehensive Teacher Induction, 261–95. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0133-5_6.

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Mushin, Ilana, Rod Gardner, and Claire Gourlay. "Instructions for the task – what teachers do." In Effective Task Instruction in the First Year of School, 64–105. London: Routledge, 2021. http://dx.doi.org/10.4324/9780367809379-4.

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Conference papers on the topic "First year teachers"

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Darragh, Janine. "Text-a-Teacher: Exploring Virtual Mentoring With First-Year Teachers." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571577.

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Han, Xiaotian. "THE PLIGHT OF FIRST-YEAR TEACHERS IN PUBLIC PRIMARY SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end052.

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First-year teachers are teachers who are new to teaching. The number of public school teachers is increasing in many countries and areas. Meanwhile, data also showed that some newly qualified teachers anticipated leaving or already left after the first year teaching. The purpose of the study aims to present a review and synthesize literature regarding the challenges of first-year teachers in public primary schools. Peer-reviewed articles (N=30) are collected from Google Scholar via systematically searching key words “first-year teachers” with one or more of the following terms: challenge, difficulty, attrition, leaving, and public primary schools. The results show first-year teachers meet general challenges listed as below: (a) building a professional teacher identity, (b) applying teaching theories in real class practice, and (c) handling the same heavy teaching loads and responsibilities as experienced teachers. In addition, first-year teachers in Shanghai public primary schools also meet the following challenges: (d) not having enough pre-service teaching programs, (e) facing high competition and a workload, and (f) building positive and stable relationships with parents/administrators. Considering by new qualified teachers’ internal motivation and the external challenge they meet, first-year teachers are overwhelmed in dealing with these imbalances.
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Vanover, Charles. "Using Performance to Understand Teachers' First Year." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2018082.

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Heisel, Felix, and Val Warke. "Building on Material: Towards Circular Construction in the First Year Design Studio." In 2021 ACSA Teachers Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.teach.2021.8.

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The construction industry requires a complete paradigm shift in the way we design, build, and manage our built environment: a shift from linear resource consumption to circular material usage. This paper describes the integration of the theory of circular construction into the curriculum of a first-year Bachelor of Architecture design studio at the Department of Architecture of Cornell University, as well as the teaching methodology developed to facilitate this para-digm shift. At the heart of the development of the syllabus is our conviction that circular design and construction requires detailed material knowledge at the earliest stage of the edu¬cational process, so that it can become an almost instinctive aspect of design consideration throughout the students’ edu¬cation, and one that might be further developed through electives and more advanced studios. Consequently, over the course of the semester, each student was assigned two design parameters involving (1) a raw material and (2) a reversible joint typology. The significant steps of the process are illustrated through examples of student work from the Spring 2020 design studio.
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Simpson Steele, Jamie. "Ethnodrama: Staging the Culture of First-Year Teachers." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571645.

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Kazarnovski, Tal. "BUILDING RESILIENCE: EMPOWERING FIRST-YEAR TEACHERS FOR SUCCESS." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.2274.

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Simon, Eitan, and Aviva Hazel Dan. "The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges ." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5461.

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The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges .The first year in the field of teaching after finalising the formal training is a year of great expectations and anticipation on the side of the novice teachers, as well as feelings of nervousness and lack of confidence. The literature addresses this subject from the aspect of teachers in school, where it has been found that it is a period of challenges, dilemmas and difficulties. Little though has been written from the aspect of kindergarten teachers. The authors assumed that novice kindergarten teachers experience similar experiences. During this first year, it is obligatory for the novice kindergarten teachers to attend a professional development workshop. The aim of the workshop is to provide a significant support system for the novice teacher in this challenging year. The aim of this research was to examine the novice kindergarten’s dilemmas and challenges in this critical first year, and their attitudes towards the professional development workshop concerning the relevance of the workshop in assisting the kindergarten teachers in dealing and coping with the dilemmas that arose from the field. The findings indicate that the novice kindergarten teachers, experience similar dilemmas in their first year in the field as teachers. It was also found that the workshop was not a significant factor in helping the novice kindergarten teachers cope with this challenging experience. This leads to the conclusion that it is necessary to revaluate this framework in order to making it a place of significance for the novice kindergarten teachers. Key words: Novice kindergarten teachers: Professional Development workshop:
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Biberman-Shalev, Liat. "Rereading Freshman-Year Blogs: Third-Year Pre-Service Student Teachers Review Their First-Year Reflective Blogs." In ATEE Spring Conference in Riga. LU Akadēmiskais apgāds, 2019. http://dx.doi.org/10.22364/atee.2019.itre.41.

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Mosley, Kristen. "Associations Between Mentoring Experiences and Stress Among First-Year Teachers." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685045.

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Rambuda, Awelani. "FIRST YEAR PRESERVICE TEACHERS’ MOTIVATIONS FOR CHOOSING A TEACHING CAREER." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0034.

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Reports on the topic "First year teachers"

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Bando, Rosangela, and Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, July 2014. http://dx.doi.org/10.18235/0011651.

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In-service teacher training aims to improve the supply of public education. A randomized experiment was conducted in Mexico to test whether teacher training could increase teacher efficiency in public secondary schools. After seven and a half months of exposure to a trained teacher, students improved their English. This paper explores two mechanisms through which training can affect student learning. First, trained teachers improved their English by 0.35 standard deviations in the short run. Teachers in the control group caught up with treatment teachers by the end of the school year in part because teachers in the treatment group reduced out-of-pocket expenditures to learn English in 53 percent. Second, teachers changed classroom practices by providing more opportunities for students to actively engage in learning. This evidence suggests that teacher training may be effective at improving student learning and that teacher incentives may play a role in mediating its effects.
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Wachen, John, Steven McGee, Don Yanek, and Valerie Curry. Coaching Teachers of Exploring Computer Science: A Report on Four Years of Implementation. The Learning Partnership, January 2021. http://dx.doi.org/10.51420/report.2021.1.

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In this technical report, we examine the implementation of a coaching model for teachers of the Exploring Computer Science course in Chicago Public Schools over a period of four academic years (from 2016-2017 to 2019-2020). We first provide a description of the coaching model and how it evolved over time. Next, we present findings from a descriptive analysis of data collected through logs of coaching interactions and surveys of ECS teacher coaches during the 2019-2020 school year. Coaching logs and survey data were also collected during the 2018-2019 school year and, where appropriate, we compare results across years. We then discuss the products that were produced by the coaching team to support the implementation of the model. Finally, we provide an overview of next steps for the coaching team in the 2020-2021 school year and beyond.
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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Research Insights: Can Training and Coaching Teachers and the Provision of Structured Materials Improve Early Literacy among First-Grade Students? Inter-American Development Bank, December 2022. http://dx.doi.org/10.18235/0004606.

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AUTHORÁlvarez Marinelli, Horacio; Berlinski, Samuel; Busso, Matías; Martínez Correa, JuliánDATEDec 2022READ: English (4 downloads) View Online Download Spanish (5 downloads) View Online Download DOIhttp://dx.doi.org/10.18235/0004606A one-year teacher professional development program was effective at improving students literacy skills by the end of first grade (0.39 of a standard deviation in overall literacy proficiency). Literacy gains persisted through the second and third grades, even though teachers in those grades were not part of the program. Gains were homogeneous across students of different characteristics such as gender, socioeconomic status, and initial levels of literacy skills.
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Vakaliuk, Tetiana A., Dmytro S. Antoniuk, and Vladimir N. Soloviev. The state of ICT implementation in institutions of general secondary education: a case of Ukraine. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3855.

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The use of digital technology in various fields of education today is one of the most important trends in the educational process in the world. The article presents the results of the analysis of the current state of implementation of ICT in the educational process of institutions of general secondary education in Ukraine. For this purpose, a survey was conducted among students of the first year of the Zhytomyr Polytechnic State University, within which 17 questions were asked to students related to the use of information and communication technologies in the educational process. As a result of the research, the introduction of the discipline “Educational technologies and digital education” into the training of future information technology specialists was substantiated, as well as the certification educational program “Information systems and cloud technologies in the educational process”, designed for general education teachers, educators for higher education institutions, experts in the field of additional educational services, and other professionals.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

Full text
Abstract:
Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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8

Addiego, Emily. The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.985.

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9

Сорочан, Л. Ф. Forming and Developing Reading Skills of the First Year Students at Pedagogical University. Криворізький державний педагогічний університет, 2004. http://dx.doi.org/10.31812/123456789/5580.

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The article deals with main principles of reading process which enable a teacher to observe the students ’ steady progress toward skillful, independent reading. Some essential items of every reading lesson are pointed out and some pieces of advice are given to develop and improve reading habits in an easier and more efficient way. Special attention is given to different reading activities and strategies.
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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.
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