Log in

Relevant bibliographies by topics / First year teachers / Dissertations / Theses

To see the other types of publications on this topic, follow the link: First year teachers.

Dissertations / Theses on the topic 'First year teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'First year teachers.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

Tuholski, Catherine. "Parent-teacher communication best practices for first-year teachers /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/CTuholski2006.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Wutke, Michael A. "Missouri new-teacher attrition : why are they leaving the profession? /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164553.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Suell, Jo Lynn. "Traditional and alternative teacher training programs a comparison of perceptions of training and retention of first-year teachers /." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000051.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Zhang, Jizhi. "Teacher Education and Beginning Teachers' Teaching Practices:An Observational Study of First-year Teachers." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195283.

Full text

Abstract:

The purpose of this study was to examine whether first-year teachers' teaching practices improve across time and to identify whether school level (elementary, middle, and high) influences new teachers' teaching practices as measured by the observation instrument. Also, the study examined the relationships between first-year teachers' teaching practices, teacher education, school level, and school SES.The current research included two studies. Study One was carried out in the academic year 2003-2004, and Study Two in year 2004-2005. Both studies involved collecting teaching practices data through observations by trained researchers. Study One data were based upon observations of 113 first-year teachers and Study Two involved 139 first-year teachers. A correlational analysis was conducted to examine the relationship between first-year teachers' teaching practices and school SES. A mixed (2x3x2) Analysis of Variance model was employed to analyze how first-year teachers' teaching practices are influenced by types of teacher education, school level, and school SES.The study found that the majority of beginning teachers not only showed a desirable normative level of teaching practices, but also continued to teach at that level and made improvements as measured by the end of year teaching performance measure.Three main themes were found in this study: (1) Changes in first-year teaching practices across time were not correlated with school SES. (2) Elementary school teachers were observed to be more effective in Classroom Management practices. (3) There were significant interaction (time by teacher education and school level) effects on new teachers' teaching practices in Study Two. The results indicated that the study of teacher education requires a complex design. Different types of teacher preparation paths might suit in different contexts.

APA, Harvard, Vancouver, ISO, and other styles

14

Bolander, Jennifer A. Fisher Robert L. "First-time teachers' understanding and support for teaching first-time readers." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064509.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed March 7, 2006. Dissertation Committee: Robert Fisher (chair), Penni Koloff, Susan Lenski. Includes bibliographical references (leaves 169-183) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

15

Moore, Donald E. "The relationship among selected appraisals in predicting effective beginning teaching." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774741.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

16

McGuire, Joan Feld Klass Patricia Harrington. "Illinois elementary teachers' perceptions of 1988-89 induction year activities." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101120.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 9, 2005. Dissertation Committee: Patricia H. Klass (chair), Joseph A. Braun, Ronald L. Laymon, Mary Ann Lynn, Patricia O'Connell, Sally B. Pancrazio. Includes bibliographical references (leaves 129-137) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

17

Hicks, Janet Kristine Watt. "A study of the shaping of the identity and pedagogy of future teachers of grammar and writing." Diss., Online access via UMI:, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

18

Kelceoglu, Ilknur. "An exploratory study of first year elementary teachers' utilization of technology." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164813945.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Hooten, Dorleen Billman. "Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84221/.

Full text

Abstract:

New teachers begin the school year with optimism and enthusiasm, but their excitement quickly wanes as they encounter the realities of the everyday life of a teacher. When they do not experience the successes they predicted, many begin to doubt their capabilities, which results in a lowered sense of teaching efficacy. This descriptive study was designed to identify the contextual factors novice teachers perceive as influences on personal teaching efficacy and to examine the relationships between the factors. Two groups of novice teachers who were concurrently enrolled in a post-baccalaureate accelerated educator preparation program and working as first-year teachers were the participants in the study. Data were gathered for the study through focus group activities, twice weekly journal entries completed during the teaching year, and a culminating “lessons learned” paper written during the last month of the first year of teaching. Each of the two focus groups identified nine contextual factors they perceived to affect personal teaching efficacy. Six factors were identified by both groups: parental involvement, support from administrators and colleagues, classroom discipline, testing results, teaching strategies and outcomes, and relationships with administrators and colleagues. The groups, however, perceived the relationships between the contextual factors differently. The generalists perceived recursive relationships between the factors, while the content group perceived a linear relationship.

APA, Harvard, Vancouver, ISO, and other styles

20

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Greiman, Bradley C. "Providing professional and psychosocial assistance for beginning agriculture teachers : the perceptions of formal mentors and novice teachers /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060100.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Law, Kin-man. "An analysis of the ways that beginning teachers attempt to solve classroom management problems in their first year of teaching." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17605076.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Geddis-Capel, Mandy. "Who is the EYT? a narrative inquiry into a first year teacher's experiences of integrating a sophisticated thinking skills model in a standards based, kindergarten classroom /." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1225202140.

Full text

Abstract:

Thesis (Ph.D.)--Kent State University, 2008.
Title from PDF t.p. (viewed Dec. 14, 2009) Advisor: Dr. James Henderson. Keywords: mentoring, curriculum, first year teachers, reflective inquiry, narrative inquiry. Includes bibliographical references (p. 183-195)

APA, Harvard, Vancouver, ISO, and other styles

24

Wong, Wing-wood. "A study to reflect the induction practices in some secondary schools in Hong Kong : from the principals' and the teachers' perspective /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17598187.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Boyarko, Maria A. "ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1242052734.

Full text

Abstract:

Thesis (Ph.D.)--Kent State University, 2009.
Title from PDF t.p. (viewed Jan. 22, 2010). Advisor: Steven L. Turner. Keywords: Online professional development. Includes bibliographical references (p. 191-197).

APA, Harvard, Vancouver, ISO, and other styles

26

Groves, Katherine A. (Katherine Alice). "A Comparison of Teachers' Sense of Efficacy of Traditionally and Alternatively Certified First Year Teachers." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278702/.

Full text

Abstract:

The purpose of this study was to compare the self-efficacy of two groups of first year teachers working in a large urban school district in North Texas. Twenty-eight of the participants were certified teachers. Ten participants held college degrees unrelated to teaching and were undergoing an alternative certification process. The Teacher Efficacy Scale was administered at the beginning and the end of the school year. Data from this scale was analyzed to determine if there were differences between the regular certification teachers and the alternative certification teachers at the beginning and the end of the school year, and to determine if their sense of efficacy changed over the course of the school year.

APA, Harvard, Vancouver, ISO, and other styles

27

Sclan, Eileen Mary. "The effect of perceived workplace conditions on beginning teachers' work commitment, career choice commitment, and planned retention /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396349.

Full text

Abstract:

Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Includes tables. Typescript; issued also on microfilm. Sponsor: Linda Darling-Hammond. Dissertation Committee: H Jane Rogers. Includes bibliographical references (leaves 170-184).

APA, Harvard, Vancouver, ISO, and other styles

28

Stonner, Nancy C. "Middle level teacher preparation and support : first-year teachers' perceived competence and influencing factors /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924931.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Buth, Kevin Ross. "Factors Associated with Teacher Preparedness and Career Satisfaction in First Year Teachers." Thesis, North Dakota State University, 2020. https://hdl.handle.net/10365/31820.

Full text

Abstract:

The objective of this study is to determine the potential association between teaching state, subject taught, perceived preparation given by teacher preparedness programs, and perceived support from administration and colleagues, and overall happiness of teachers and their satisfaction with the university education program they attended. We use generalized Fisher’s exact tests, two-sample t-tests, linear regression, logistic regression to accomplish this objective. State and subject have very little effect on teacher satisfaction. Teacher support systems are associated with both the way a teacher perceives they were prepared, as well as the satisfaction they experience in their career. How well a teacher feels they were is also associated with teacher satisfaction.

APA, Harvard, Vancouver, ISO, and other styles

30

Ford, Barbara Ann. "Teaching and learning novice teachers' descriptions of their confidence to teach science content /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-03292007-105545/.

Full text

Abstract:

Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Lisa Martin-Hansen, committee chair; John Wilson, Christine Thomas, Daphne Greenberg, committee members. Electronic text (177 p.) : digital, PDF file. Description based on contents viewed May 2, 2008. Includes bibliographical references (p. 152-171).

APA, Harvard, Vancouver, ISO, and other styles

31

Cadez, Lisa Anne, and University of Lethbridge Faculty of Education. "Evaluating first-year teachers : perceptions of high school principals." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2009, 2009. http://hdl.handle.net/10133/2470.

Full text

Abstract:

Principals are the main evaluators of beginning teachers. This study examines principals' perceptions of the policies, procedures, processes and instruments they employ in evaluating the competencies of first-year teachers. The study is based on data collected from interviews with 11 high school principals in two Canadian prairie urban school divisions. Results indicate that the principals in the sample are satisfied with the overall efficacy of the evaluation process, as well as the detailed evaluation instruments and timelines for evaluation used in their school divisions. One of the two divisions provides a mentoring program for new teachers, and the principals in that division view the program very favorably. On the other hand, the principals in this study also expressed concerns about several aspects of evaluation. Principals' concerns focused primarily on having too little time to spend observing and subsequently meeting with new teachers as part of the evaluation process.
x, 103 leaves ; 29 cm

APA, Harvard, Vancouver, ISO, and other styles

32

Sahin, Figen. "First-year early childhood teachers' sense of efficacy across multiple contexts." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187365067.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

LeQuier, Patricia L. "The induction of first year and transferring elementary school teachers a multiple case study /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008p/lequier.pdf.

Full text

Abstract:

Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.
Additional advisors: Nataliya Ivankova, Rosemary Newton, Linda Searby, Yu-Mei Wang. Description based on contents viewed Oct. 9, 2008; title from PDF t.p. Includes bibliographical references (p. 174-185).

APA, Harvard, Vancouver, ISO, and other styles

34

Peterson, Rebecca. "Realities of the First-Year of Teaching Research on the Inspiration Behind, Reality of, and Effects of a First-Year Teacher." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/119.

Full text

Abstract:

The purpose of this research was to identify the factors which lend to and negatively impact student success, taking a specific look at the Pomona area and tracking the experiences of one first-year teacher and three of their students throughout an entire academic year in the charter school setting. Beginning with research on the experiences and beliefs which motivated an individual teacher to join the field of education, it then assesses how the academic and cultural backgrounds of three different students lend to their overall identity and school success. The latter research identifies factors within the city itself which affect school wide culture, testing performance, student and staff retention rates, and the overall student classroom experience. A final review of the individual teacher experience concludes that student growth directly relates to an increase in teacher understanding of lesson planning and classroom structuring, but factors such as administration, school culture, and low teacher retention will negatively impact student academic and emotional growth.

APA, Harvard, Vancouver, ISO, and other styles

35

Shanks, Rachel. "How do induction year teachers in Scotland learn in the workplace?" Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=185850.

Full text

Abstract:

This mixed methods study sought to investigate the professional learning of induction year teachers in Scotland and the factors which influence this learning. New teachers' professional learning does not simply consist of continuing professional development days but also includes the informal learning from colleagues, peers and pupils that takes place every day at work. The factors which may affect induction year teachers' learning include the situation or context of a particular school workplace, the teacher's individual learning disposition, their level of micro-political literacy and their relationship with pupils. The school context may be regarded as a workplace learning environment which has expansive and/or restrictive practices. Through interviews and questionnaires, new teacher learning was examined in relation to the learner, their learning and their context, all three being inextricably linked. Induction year teachers in Scotland are learners with individual needs. There is no longer a one-size-fits-al/ mentality in relation to pupil learning and so it is anachronistic that new teachers are treated identically. In order to examine new teachers at an individual level it is necessary to examine their attitudes towards learning, their learning biography and their engagement with learning opportunities. These personal aspects can be encapsulated in the term individual learning disposition. In a similar way to learning environments having expansive and restrictive elements, people may exhibit expansive and/or restrictive characteristics in relation to their individual learning disposition.

APA, Harvard, Vancouver, ISO, and other styles

36

Larabee, Michelle Ann. "Factors of teacher induction which impact job satisfaction and attrition in teachers." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-06162009-215440.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Hartin, Courtney. "Do first and second year teachers feel prepared? an evaluation of a standards based teacher preparation program /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5649.

Full text

Abstract:

Thesis (M.A.)--University of Missouri-Columbia, 2008.
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 (viewed on August 12, 2009) Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

38

Easter, Joy. "Classroom management strategies for first year middle school teachers /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/JEaster2008.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Al, Shabibi Amira Sulaiman Hamed. "Omani English language teachers' first year in the classroom." Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.598015.

Full text

Abstract:

The principal aim of this study is to investigate the experience of novice English language teachers in the Sultanate of Oman. Within this broad perspective, the study focuses on the critical period of transition of these novice teachers from teacher education into the actual world of teaching. It also highlights the challenges of this transition and emphasizes issues related to it such as the socialisation process and the support required in this regard. The ultimate aim of the study is to develop insights into the experience of novice ELT teachers in Oman from their own perspectives in order to make this transition easier and their experience a more positive one. The study followed the experience of four novice ELT teachers over the course of a full academic year, their first year of teaching. The study adopted a qualitative approach using semi-structured interviews as the principal method of data collection. A total of six interviews were conducted with each novice teacher during their first year of teaching. The study highlights the interaction of a range of inter-related factors which collectively shape the experience of ELT novice teachers. It provides evidence of the complexity of this experience and focuses on the importance of considering the novice teachers' own perspectives on this experience. The study also emphasizes the impact of the work-place context on their experience especially on their socialisation process. The study shows that the four novice teachers of this study went through a number of stages in their development during their first year of teaching. They moved from their initial enthusiasm and unrealistic expectations to reality shock, therefore they faced some major challenges. In order to deal with these complications, these novice teachers started by acknowledging these difficulties and then they began their quest for survival. Some of the major challenges that the participants of this study encOW1tered were: reality shock, classroom management, assessment of students' performance, the impact of workplace context, and pressure of workload and time management. The study findings also emphasize these novice ELT teachers' vital need for both the practical and emotional support to facilitate their adjustment into the teaching profession. The type of support required could be internal, received from people around them at school; or external, such as the support provided by the supervisors or the training programmes.

APA, Harvard, Vancouver, ISO, and other styles

40

Fragomeni, Samuel V. "Supporting First-Year Teachers in an Urban Charter Context." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256683.

Full text

Abstract:

Teaching in an urban school that serves communities with a high concentration of poverty seems to involve the development of specific, contextually relevant teaching skills. For years, the particular challenges of teaching in under-served schools in the United States have contributed to the attrition of talented, experienced teachers, leaving many urban schools scrambling to find qualified teachers. For this and other reasons, urban charter school leaders frequently hire young, inexperienced teachers. Urban charter school leaders often seek to provide intense support to these teachers in an effort to increase the likelihood of retaining them and providing the students in their classrooms with a high-quality education. This study is grounded in a conceptual framework including three major strands of work: teacher professional development opportunities, professional development for first-year teachers, and teaching in urban environments. This practitioner research study involved collecting contextualized data about professional development opportunities from eighteen first-year teachers at two different points during their first year of teaching. The data from these interviews was used to ascertain how participants reported their experiences of professional development opportunities as influencing their teaching practice. This study’s findings demonstrate that participants focused largely on how strategies that were immediately implementable influenced their teaching practice, especially those related to classroom management. Teachers also reported that their experiences of professional development were supported by the growth stance that exists regarding professional development at Explore Schools. In conclusion, this study offers rich data regarding how first-year teachers report professional development opportunities as influencing their practice and offers evidence to support the idea that first-year teachers in urban charter schools may benefit from opportunities that focus on information that can be immediately implemented.

APA, Harvard, Vancouver, ISO, and other styles

41

Bliss, Kathyleen. "First-Year Teachers' Perceptions of Effective Induction Program Components." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1046.

Full text

Abstract:

Educational literature has established that over half of all teachers leave the profession within 3 years. Exploring the 1st-year teacher transition and its inherent challenges has been necessary to educational stakeholders seeking to achieve national standards and improve the educational environment, student achievement, and teacher retention. This study's purpose was to investigate 1st-year teacher induction programs; determine the type of support components included, whether from administrators, mentors, or colleagues; and identify which components 1st-year teachers perceived as most effective. The professional development models of Wong, of Johnson and Kardos, and of Curran and Goldrick provided the conceptual framework. The guiding research question focused on discovering new teacher perceptions of induction program components. Participants anonymously responded to a 68-item survey of nominal and Likert-scale items about induction program components and their effectiveness. Descriptive statistics indicated the most commonly included and effective components were assignment in certification area and providing a mentor, formal administrator evaluations, and campus/district orientation sessions. The most effective mentor support components were treating mentees with respect and being accessible. Administrators were most effective when providing clear expectations, constructive performance feedback, and help with discipline matters and parents. Colleagues were effective at integrating novices into the teaching community. Recommendations include enhancing relationship development, providing cooperative planning, and integrating teacher expertise locally. This study promotes social change by empowering administrators to improve 1st-year teacher induction programs, mentorship, and administrative support.

APA, Harvard, Vancouver, ISO, and other styles

42

Wong, Lai-king Hester, and 黃麗琼. "Beginning teachers in a prevocational school: their teaching problems and coping strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B3195831X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Piercy, Garth Eugene Klass Patricia Harrington. "Illinois secondary school teachers' perceptions of 1988-89 induction year activities." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9105740.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 21, 2005. Dissertation Committee: Patricia H. Klass (chair), Joseph H. Braun, Ronald L. Laymon, Mary Ann Lynn, Patricia O'Connell, Sally B. Pancrazio. Includes bibliographical references (leaves 122-128) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

44

French, Phyllis Preston. "Novice teacher mentor model impact on teacher efficacy and retention." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000109.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Campbell, Deborah M. "Case Study: Entry-year elementary teachers' perceptions of their professional development." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227047465.

Full text

Abstract:

Thesis (Ph.D.)--Kent State University, 2008.
Title from PDF t.p. (viewed Jan. 4, 2010). Advisor: Richard Ambrose. Keywords: entry-year teachers, professional development, teacher perception. Includes bibliographical references (p. 226-242).

APA, Harvard, Vancouver, ISO, and other styles

46

Shelton, Charles Verner Kennedy Larry DeWitt. "The perceptions and attitudes of first-year elementary teachers toward their teacher preparation programs." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803738.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 8, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 67-73) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

47

Robbins, Sheri, and Sheri Robbins. "Translating Theoretical Principles to Classroom Practice." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625843.

Full text

Abstract:

This study followed two teacher candidates from the Communities as Resources in Early Childhood Teacher Education (CREATE) project into their first year classrooms to determine whether they were able to translate the theoretical principles from their teacher preparation program into practice during their first year of teaching. It also examined the supporting and limiting contextual factors that affected translation both during their teacher preparation and in their first year of teaching. Multiple case study methodology was used to look closely at each case independently providing consistency through replication, while also allowing the ability to look across both cases to develop more powerful findings (Stake, 2006; Baxter & Jack, 2008; Yin, 2014). A conceptual frame was developed around translation, revisiting how it has been used in other fields of research in the past (Catford, 1974; Bassnett, 2013; Major & Cordey-Hayes, 2000; Holden & Von Kortzfleisch, 2004; Jacobson, Butterill & Goering, 2003; Davison, 2009; Straus, Tetroe, & Graham, 2009) and how it is currently being used as a metaphor in the field of education (Cook-Sather, 2001, 2006) to provide a lens into the intricacies and flexibility of the process of translation. Literature was reviewed to provide background into research that has looked closely at the impact teacher preparation programs have on the first year of teaching, and to provide background information into the conceptualization of the work undergirding the principles of CREATE. It is crucial for teacher preparation programs to follow their own graduates into their classrooms to gain a deeper understanding of what concepts, theories, and principles translated from university classrooms and field experiences to practice in first year teacher's classrooms, in order to make changes to their teacher education curriculum to prevent a breakdown of translation. This study offers insight into what supports and limits translation and offers suggestions for future research in the area of translation.

APA, Harvard, Vancouver, ISO, and other styles

48

Talbert, B. Allen. "The first year of an agriculture teacher : a case study of three beginning teachers /." Thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-05092009-040439/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Sell, Phillip Rhodes Dent. "The application of engineering design methodology to the development of a beginning vocational teacher inservice program." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203048.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 1991.
Title from title page screen, viewed December 21, 2005. Dissertation Committee: Dent M. Rhodes (chair), Larry D. Kennedy, Raymond A. Davidson, Robin G. Buchan. Includes bibliographical references (leaves 134-143) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

50

Corum, Patricia Lynn. "Exploring the experiences of successful novice teachers : implications for personnel hiring and development /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036816.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!