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Books on the topic 'First year teachers Work load'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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1

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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3

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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4

United States. Office of Educational Research and Improvement., ed. 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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5

Keller, Robert. Teacher preparation and school-to-work: A 25-state survey of higher education. Portland, Or: Northwest Regional Educational Laboratory, 1998.

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6

Blank, Mary Ann. Mentoring as collaboration: Lessons from the field for classroom, school, and district leaders. Thousand Oaks, CA: Corwin Press, 2009.

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7

Cheryl, Kershaw, ed. Mentoring as collaboration: Lessons from the field for classroom, school, and district leaders. Thousand Oaks, CA: Corwin Press, 2009.

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8

Davis, Emily. Making Mentoring Work. Rowman & Littlefield Publishers, Incorporated, 2014.

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9

Davis, Emily. Making Mentoring Work. Rowman & Littlefield Publishers, Incorporated, 2014.

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10

Davis, Emily. Making Mentoring Work. Rowman & Littlefield Publishers, Incorporated, 2014.

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11

Davis, Emily. Making Mentoring Work. Rowman & Littlefield Publishers, Incorporated, 2014.

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12

Spendiff, Anne. The first year of work in schools and hospitals: A feminist study of newly qualified teachers andnurses. 1996.

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13

Sinclair, Sb. First Year at School, or Blending of Kindergarten with Public School Work. a Manual for Primary Teachers / by S. B. Sinclair. Creative Media Partners, LLC, 2018.

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14

Brister, Wanda, and Jay Rosenblatt. Madeleine Dring. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781949979312.001.0001.

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This book is the first scholarly biography of Madeleine Dring (1923–1977). Using diaries, letters, and extensive archival research, the narrative examines her career and explores her music. The story of Dring’s life begins with her formal training at the Royal College of Music, first in the Junior Department and then as a full-time student, a period that also covers her personal experience of events both leading up to and during the early years of World War II. Her career is traced in detail through radio and television shows and West End revues, all productions for which she wrote music, as well as her work as an actor. Dring’s most important contemporaries are briefly discussed in relation to her life, including her teachers at the Royal College of Music, professional connections such as Felicity Gray and Laurier Lister, and her husband Roger Lord. Her musical compositions are surveyed, from the earliest works she wrote as a student to the art songs she wrote in her last years, along with various popular numbers for revues and numerous piano pieces for beginning piano students as well as those suitable for the concert hall. Each chapter singles out one or more of these works for detailed description and analysis, with attention to the qualities that characterize her distinctive musical style.
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15

Kershaw, Cheryl A., and Mary Ann Blank. Mentoring As Collaboration: Lessons from the Field for Classroom, School, and District Leaders. Corwin Press, 2013.

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16

Um olhar sobre a prática pedagógica frente ao uso dos recursos tecnológicos na educação. Editora Acadêmica Periodicojs, 2021. http://dx.doi.org/10.51249/hp02.2021.20.

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New technologies in education have brought challenges to the educational environment for the school and, above all, for the teacher's practice outside and within the classroom, as it now requires a new profile of educator who is no longer one who only exposes content and after demanding the results in the assessments, the teacher must have the role of mediator between the student and knowledge. Starting from this initial position, this paper seeks to analyze the challenges faced by the school and the teachers to insert and work with the student in the world of new technologies, while trying to identify the problems faced by teachers in the context of the classroom and the challenges to insert the student in the use of new technologies. The methodology used was a bibliographical research combined with a field research, starting from a quantitative and qualitative approach with students and teachers on the use of these resources in the classroom. The research had the participation of thirty-two first-year high school students and ten teachers from different areas of knowledge, from the Monsenhor Vicente Freitas State High School, located in the city of Pombal in the State of Paraíba. The main authors who contributed with important reflections for the construction of this work were: FREIRE, GADOTI and KENSKI.
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