Books on the topic 'First year teachers Training of Victoria Evaluation'

Hart, Doug. One year out: Follow-up of 1997 OISE/UT preservice graduates. Toronto: Ontario Institute for Studies in Education of the University of Toronto, 1998.

Cheng, Maisy. A two year evaluation of the peer support pilot project: 1990-1992. [Toronto, Ont.]: Research Services, Toronto Board of Education, 1992.

United States. Department of Education. Policy and Program Studies Service, ed. Transition to teaching program evaluation: An interim report on the FY 2002 grantees. Washington, D.C: U.S. Dept. of Education, Office of Planning, Evaluation, and Policy Development, Policy and Program Studies Service, 2007.

Connecticut. General Assembly. Legislative Program Review and Investigations Committee. Beginning Educator Support and Training Program. Hartford: Connecticut General Assembly, Legislative Program Review and Investigations Committee, 2007.

The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press, Teachers College, Columbia University, 1990.

The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press, Teachers College, Columbia University, 1990.

Bubb, Sara. Improving induction: Research-based best practice for schools. London: Routledge/Falmer, 2003.

Glazerman, Steven. Impacts of comprehensive teacher induction: Final results from a randomized controlled study. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Dept. of Education, 2010.

Steven, Glazerman, National Center for Education Evaluation and Regional Assistance (U.S.), and Institute of Education Sciences (U.S.), eds. Impacts of comprehensive teacher induction: Results from the first year of a randomized controlled study. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Dept. of Education, 2008.

Steven, Glazerman, National Center for Education Evaluation and Regional Assistance (U.S.), and Institute of Education Sciences (U.S.), eds. Impacts of comprehensive teacher induction: Results from the first year of a randomized controlled study. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Dept. of Education, 2008.

Steven, Glazerman, National Center for Education Evaluation and Regional Assistance (U.S.), and Institute of Education Sciences (U.S.), eds. Impacts of comprehensive teacher induction: Results from the first year of a randomized controlled study. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Dept. of Education, 2008.

Steven, Glazerman, National Center for Education Evaluation and Regional Assistance (U.S.), and Institute of Education Sciences (U.S.), eds. Impacts of comprehensive teacher induction: Results from the first year of a randomized controlled study. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Dept. of Education, 2008.

Bubb, Sara, Ruth Heilbronn, Maxine Bailey, Cath Jones, and Michael Totterdell. Improving Induction: Research Based Best Practice for Schools. Taylor & Francis Group, 2003.

Bubb, Sara, Ruth Heilbronn, Maxine Bailey, Cath Jones, and Michael Totterdell. Improving Induction: Research Based Best Practice for Schools. Taylor & Francis Group, 2003.

Bubb, Sara, Ruth Heilbronn, Maxine Bailey, Cath Jones, and Michael Totterdell. Improving Induction: Research Based Best Practice for Schools. Taylor & Francis Group, 2003.

Bubb, Sara, Ruth Heilbronn, Maxine Bailey, Cath Jones, and Michael Totterdell. Improving Induction: Research Based Best Practice for Schools. Taylor & Francis Group, 2017.