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Books on the topic 'First year teachers Victoria Attitudes'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Sharon, Donna. The Renfrew Quality Education Project: Teachers' views after the first year. [Toronto]: TVOntario, Office of Development Research, 1987.

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2

Pickard, Garth N. Beginning teachers' expectations of the teaching profession. Regina, Saskatchewan: Research Centre, Saskatchewan School Trustees Association, 1989.

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3

Enseigner dans le secondaire: Les nouveaux professeurs face aux difficultés du métier. Paris: La Dispute, 2009.

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4

Ḳupferberg, ʻIrit. Śiaḥ ba-ḥinukh: Eruʻim ḥinukhiyim ki-śedeh meḥḳar. Tel Aviv: Mekhon Mofet, 2006.

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5

Who will Teach for America? Washington, D.C: Farragut Pub. Co., 1993.

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6

Blakey, Janis. Sources of elementary teachers' perspectives and decisions: Implications for preservice and inservice education : final report. Edmonton, Alta: Alberta Education, 1992.

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7

P, Lipka Richard, and Brinthaupt Thomas M. 1958-, eds. The role of self in teacher development. Albany: State University of New York Press, 1999.

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8

Kevin, Ryan, ed. The Roller coaster year: Essays by and for beginning teachers. New York, NY: HarperCollins, 1991.

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9

Staddon, Beverley Anne. Beginning teachers: Support systems during the first year. 1991.

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10

Mortine, Mark A. Foreign language teachers' perceptions of their first year students' performance. 1988.

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11

Rebecca, Van der Bogert, and Harvard University. Graduate School of Education. International Network of Principals' Centers, eds. Reflections of first-year teachers on school culture: Questions, hopes, and challenges. San Francisco: Jossey-Bass Inc., 1999.

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12

Beginning teachers' expectations of the teaching profession. 1989.

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13

Great Britain. Office for Standards in Education., ed. The New teacher in school: A survey by HM Inspectors in England and Wales, 1992. London: H.M.S.O., 1993.

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14

Tait, Melanie Elaine. The glass is half full: A strengths approach to challenges and growth in the first year of teaching. 2005.

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15

Shamatov, Duishonkul Alievich. Beginning teachers' professional socialization in post-Soviet Kyrgyzstan: Challenges and coping strategies. 2005.

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16

Harding, Valerie. National curriculum music: An investigation into the attitudes and perceptions of teachers in the first year of implementation. 1995.

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17

Reflections of First-Year Teachers on School Culture: Questions, Hopes, and Challenges: New Directions for School Leadership #11 (Single Issue: School Leadership). Jossey-Bass, 1999.

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18

Clarissa, Thompson, Valencia Sheila, and Educational Resources Information Center (U.S.), eds. District policy and beginning teachers: Where the Twain shall meet : a research report. [Seattle, WA]: Center for the Study of Teaching and Policy, University of Washington, 2001.

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19

The New Teacher in School. Stationery Office Books, 1993.

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20

Travellers from a distant land: Perceptions of Quebec educated beginning teachers in Ontario schools. 1993.

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21

Tsouluhas, Litsa. The cost of caring: Female beginning teachers, occupational stress, and coping. 2005.

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22

Ward-Steinman, Patricia Madura. Choral Pedagogy Responds to the Media. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.2.

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Abstract:

Pop choral music has changed during the 21st century due to the enormous popularity of contemporary a cappella and commercial network TV shows such as Glee, The Voice, The Choir, The Sing-Off, American Idol, and the Clash of the Choirs. Choir students watch these shows and are influenced by them in terms of vocal tone, repertoire, showmanship, and competitive spirit. What is the proper pedagogical response? Should the media shape/influence choral pedagogy, or should traditional pedagogy develop the pop-influenced singer? This chapter addresses these questions and includes viewpoints of choral teachers throughout the age and experience spectra—from first-year teachers who are very familiar with these shows to competition-winning show choir directors and leaders in the field of choral music who have witnessed the effects of these programs on choral interest, enrollment, attitudes, and achievement in school choral programs.

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