Relevant bibliographies by topics / First year teaching

Academic literature on the topic 'First year teaching'

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Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "First year teaching"

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Uğraş, Sinan, Mehmet Güllü, and Mehmet Akif Yücekaya. "My First Year of Physical Education and Sport Teaching." Journal of Qualitative Research in Education 7, no. 1 (January 31, 2019): 1–18. http://dx.doi.org/10.14689/issn.2148-2624.1.7c1s.11m.

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B.M, Lakshmi kantha, and Javeed Hussain Sharieff. "EFFECTIVENESS OF ANIMATED TEACHING OVER MODEL TEACHING IN EMBRYOLOGY FOR FIRST YEAR MBBS STUDENTS." International Journal of Anatomy and Research 6, no. 4.1 (October 10, 2018): 5815–19. http://dx.doi.org/10.16965/ijar.2018.349.

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Duffy, Jennifer O. "Teaching First-Year College Students." Journal of College Student Development 48, no. 4 (2007): 481–82. http://dx.doi.org/10.1353/csd.2007.0035.

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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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Wenzel. "Teaching First-Year Writing Through Classics." Classical Journal 115, no. 2 (2019): 228. http://dx.doi.org/10.5184/classicalj.115.2.0228.

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Wenzel, Aaron. "Teaching First-Year Writing Through Classics." Classical Journal 115, no. 2 (2019): 228–49. http://dx.doi.org/10.1353/tcj.2019.0027.

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Bullough, Robert V. "First-Year Teaching: A Case Study." Teachers College Record: The Voice of Scholarship in Education 89, no. 2 (December 1987): 219–37. http://dx.doi.org/10.1177/016146818708900206.

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Karpovich, I. A. "Teaching First-Year Students: Literature Review." Uchenye zapiski St. Petersburg University of Management Technologies and Economics, no. 3 (October 12, 2021): 5–10. http://dx.doi.org/10.35854/2541-8106-2021-3-5-10.

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The effectiveness of university academic process depends on how quickly and effectively a first-year student overcomes the challenges of the induction process. Creating conditions for the successful induction of students in the educational process is one of the priorities of higher education. This paper focuses on the literature review devoted to the main directions of current scientific research on the problem of adaptation of first-year students.
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Cahill, Danielle, and Diane Catanzaro. "Teaching First-Year Spanish On-Line." CALICO Journal 14, no. 2-4 (January 14, 2013): 97–113. http://dx.doi.org/10.1558/cj.v14i2-4.97-113.

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Simmons, Betty Jo. "Navigating the First Year of Teaching." Kappa Delta Pi Record 38, no. 4 (July 2002): 160–64. http://dx.doi.org/10.1080/00228958.2002.10516366.

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Dissertations / Theses on the topic "First year teaching"

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Cardoso, Alexandre Miranda. "Mathematics Teaching Assistants' Reflections on Their First Year Teaching." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403525638.

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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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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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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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Hinojosa, Manuel Matthew. "Teaching Outre Literature Rhetorically in First-Year Composition." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1189%5F1%5Fm.pdf&type=application/pdf.

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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.

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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.
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Rice, Richard Aaron. "Teaching and learning first-year composition with digital portfolios." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1239209.

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The purpose of this study was to begin to define and describe some of the complex intersections between teaching and learning first-year composition with digital portfolios, focusing on the construction, presentation, and assessment processes in one first-year composition course at Ball State University. The study employed a qualitative ethnographic methodology with case study, and used grounded theory to develop a resultant guide to code the data collected through several methods: observation, interview, survey, and artifact assessment.The resultant coding guide included the core categories "reflective immediacy," "reflexive hypermediacy," and "active remediation." With the guide findings indicate several effective "common tool" digital portfolio strategies for both teachers and learners. For teachers: introduce the digital portfolio as early in the course as possible; make connections between digital portfolios and personal pedagogical strategies; highlight rhetorical hyperlinking and constructing navigational schemes; emphasize scalability; create a sustainable support system. For learners: consider the instructor's objectives within the framework of the portfolio; synthesize writing process with course content and portfolio construction; include each component of the writing process in the portfolio.
Department of English
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Davaloz, Davon A. "First Year Teaching, and it Began in Los Santos." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/121.

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The ethnographic narrative is a mixture of my journey to education as well as my experience as a first-year teacher. Working in an underserved area in Southern California provided me the opportunity to reach students with similar backgrounds as my own. Being Mexican-American, I pride myself in giving back to my community, and this ethnography provided me that avenue to reach countless students with similar stories to mine. The three focus students you will see were my primary focus; however, data is collected from over 120 7th-grade students-- the majority of which are Latino. All of my classroom assignments and exit tickets are posted on Google Classroom which allows me to collect data on my students progress on a daily basis. For their unit assessments and other major assessments, students use illuminate.com which allows me to track which Common Core State Standards they are mastering and what standards they need more assistance on. The one significant challenge I encountered was the culture and beliefs of the charter school I was at. First, the charter school has adopted a pre-designed curriculum that does not allow for much creativity for the teacher. They have also lowered the standards for traditional grades which will be discussed later in the prompt. The school itself does not encourage teachers to freely teach; instead, it programs teachers to teach their way without accounting for the needs of individual students.
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Moore, Donald E. "The relationship among selected appraisals in predicting effective beginning teaching." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774741.

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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
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Eldredge-Sandbo, Mary Leonora. "Teaching on the Prairie: First-Year Teachers in Rural Schools." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5699.

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The North Dakota Teacher Support System (NDTSS) mentoring program is available to 1st-year teachers employed in the state public schools. Because there has been limited research on the topic, the purpose of this study was to increase the understanding of how participation in the mentoring program affects the experiences and developing effectiveness of 1st-year teachers in rural schools, which is important because teacher retention and recruitment are a concern in rural schools. This study was set within a conceptual framework of andragogy and constructivism and guided by 2 research questions that inquired about the experiences of teaching in a rural school and working with an NDTSS mentor through the 1st year of teaching. This descriptive, embedded, single case study focused on 11 new teachers in rural schools who participated in the NDTSS program. Through constant comparison, 11 interviews, 6 sets of conference logs, and 5 performance rubrics were analyzed for the sample as well as NDTSS survey data completed by 154 new teachers. The results led to 11 themes that revealed each participant had unique experiences working with a mentor. Additionally, working with a mentor provided support to deal with challenges and develop teaching effectiveness, especially when there was a positive relationship between the mentor and new teacher. These findings guided the development of a professional development project for rural NDTSS participants, aimed at providing additional support to new teachers as they work with their mentors to develop their teaching identity and effectiveness. The results of this study contribute to positive social change by increasing the understanding, appreciation, and support of the experiences of 1st-year teachers, especially in rural schools, which holds the potential to strengthen teaching and learning in the state's rural schools.
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Books on the topic "First year teaching"

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Preparing for teaching. South Melbourne: Macmillan Australia, 1989.

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Starting teaching: How to succeed and survive. London: Continuum, 2001.

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H, Roen Duane, ed. Strategies for teaching first-year composition. Urbana, Ill: National Council of Teachers of English, 2002.

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Sue, Cowley, ed. How to survive your first year in teaching. London: Continuum, 2003.

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How to survive your first year in teaching. 2nd ed. New York, NY: Continuum International Pub. Group, 2009.

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K-12 classroom teaching: A primer for new professionals. 4th ed. Boston: Pearson, 2012.

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Your first year of teaching and beyond. 4th ed. Boston, MA: Pearson/A and B, 2004.

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Your first year of teaching and beyond. 3rd ed. New York: Longman, 1999.

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Kronowitz, Ellen L. Your first year of teaching and beyond. 2nd ed. White Plains, N.Y: Longman Publishers USA, 1996.

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Nottingham), Undergraduate Mathematics Teaching Conference (1988 University of. The first year syllabus, teaching and assessing projects, and first year textbooks: Proceedings. Nottingham: Shell Centre for Mathematical Education, 1988.

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Book chapters on the topic "First year teaching"

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Gurney, C. "Teaching Thermodynamics to First Year Engineers." In Teaching Thermodynamics, 31–44. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2163-7_3.

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Harris, Jillene, Uncle Mallyan Brian Grant, Aunty Wirribee Leanna Carr-Smith, Simone Gray, and Leonie Miller. "Authentically Modifying a First-Year Psychology Subject." In Teaching Aboriginal Cultural Competence, 23–35. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7201-2_3.

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Haywood, R. W. "Teaching Thermodynamics to First-Year Students by the Single-Axiom Approach." In Teaching Thermodynamics, 205–16. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2163-7_24.

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Chapelle, Carol A. "Strengthening Cultural Content in First-Year Textbooks." In Teaching Culture in Introductory Foreign Language Textbooks, 213–47. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49599-0_6.

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Jacobs, Richard. "Narrative and Narratives: Designing and Delivering a First-Year Undergraduate Narrative Module." In Teaching Narrative, 191–209. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71829-3_12.

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Conana, Honjiswa, Delia Marshall, and Jennifer Case. "A Semantics analysis of first-year Physics teaching." In Building Knowledge In Higher Education, 162–79. Abingdon, Oxon ; New York : Routledge, 2020. | Series: Legitmation code theory: knowledge-building in research and practice: Routledge, 2020. http://dx.doi.org/10.4324/9781003028215-10.

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Aceto, Luca, and Anna Ingólfsdóttir. "Introducing Formal Methods to First-Year Students in Three Intensive Weeks." In Formal Methods Teaching, 1–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-91550-6_1.

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Donitsa-Schmidt, Smadar, Ruth Zuzovsky, and Rinat Arviv Elyashiv. "First-Year Out-of-Field Teachers: Support Mechanisms, Satisfaction and Retention." In Out-of-Field Teaching Across Teaching Disciplines and Contexts, 175–90. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9328-1_9.

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Cokely, Carrie L., and Melissa Anyiwo. "Teaching Millennials About Difference Through First-Year Learning Communities." In Teaching Race and Anti-Racism in Contemporary America, 99–106. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7101-7_11.

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Odeleye, Oluwatobi O. "The Adventures of a First-Year Teaching-Emphasis Instructor." In Chemistry Student Success: A Field-Tested, Evidence-Based Guide, 51–68. Washington, DC: American Chemical Society, 2020. http://dx.doi.org/10.1021/bk-2020-1343.ch004.

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Conference papers on the topic "First year teaching"

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Burridge, Joshua, and Alan Fekete. "Teaching Programming for First-Year Data Science." In ITiCSE 2022: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3502718.3524740.

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Burgos-Vera, Oscar, Carlos Sotomayor-Beltran, David Llulluy-Nunez, and Hipolito Reyes del Carmen. "Teaching management skills to first year engineering students." In 2021 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2021. http://dx.doi.org/10.1109/edunine51952.2021.9429141.

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Pieterse, F. F., and A. L. Nel. "Teaching Graphical Communication to first year engineering students." In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530137.

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Allsopp, Louise. "Testing Different Teaching Techniques in First Year Finance Seminars." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2421.

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The author compares the relative successes of two different teaching techniques in seminars for a first year university course in Finance. This paper tests to see if there is one overriding approach that enables all students to learn effectively in seminars or whether different students benefit from different teaching techniques. An experiment will be carried out on a subset of a first year Finance group in Semester 1, 2001 for five separate fifty-minute sessions. Four groups (i.e. sixty students) will be taught using one teaching technique. The remaining four groups will face an alternative approach. The author will consider the performance of the students in these groups in the light of a personality questionnaire designed to ascertain preferred learning styles. The ultimate goal is to deliver seminars that offer the students the best possible learning environment.
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Svedin, M., O. Balter, M. Scheja, and K. Pettersson. "A Surface Approach to Learning Rewards First-Year Engineering Students." In 2013 Learning and Teaching in Computing and Enginering (LaTiCE). IEEE, 2013. http://dx.doi.org/10.1109/latice.2013.40.

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McLoughlin, Henry, and Kevin Hely. "Teaching formal programming to first year computer science students." In the twenty-seventh SIGCSE technical symposium. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/236452.236530.

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Kölling, Michael, Bett Koch, and John Rosenberg. "Requirements for a first year object-oriented teaching language." In the twenty-sixth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/199688.199770.

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Mironova, Olga, Irina Amitan, Jelena Vendelin, Juri Vilipold, and Merike Saar. "Teaching programming basics for first year non-IT students." In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474524.

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Hofstetter, Christine, and James R. White. "Micro-ESR As A Laboratory Teaching Tool." In 2015 Conference on Laboratory Instruction Beyond the First Year. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/bfy.2015.pr.010.

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Gadzhanov, Stamen, Andrew Nafalski, and Zorica Nedic. "Sensor data acquisition, processing and presentation in first year engineering programmes." In 2014 International Conference of Teaching, Assessment and Learning (TALE). IEEE, 2014. http://dx.doi.org/10.1109/tale.2014.7062568.

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Reports on the topic "First year teaching"

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Simpson, Les. Using Resource-based Learning in Teaching First Year Economics. Bristol, UK: The Economics Network, April 2001. http://dx.doi.org/10.53593/n586a.

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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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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
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Varina, Hanna B., Viacheslav V. Osadchyi, Kateryna P. Osadcha, Svetlana V. Shevchenko, and Svitlana H. Lytvynova. Peculiarities of cloud computing use in the process of the first-year students' adaptive potential development. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4453.

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Technologies based on cloud computing is one of the demanded and actively developing areas of the modern information world. Cloud computing refers to an innovative technology that allows you to combine IT resources of various hardware platforms into a single whole and provide the user with access to them via a local network or the global Internet. Cloud services from various providers offer users access to their resources via the Internet via free or shareware cloud applications, the hardware and software requirements of which do not imply that the user has high-performance and resource-consuming computers. Cloud technologies represent a new way of organizing the educational process and offers an alternative to traditional methods of organizing the educational process, creates an opportunity for personal learning, collective teaching, interactive classes, and the organization of psychological support. The scientific article is devoted to the problem of integrating cloud technologies not only in the process of training highly qualified specialists, but also in the formation of professionally important personality traits. The article describes the experience of introducing cloud technologies into the process of forming the adaptive potential of students in conditions of social constraints caused by the COVID-19 pandemic.
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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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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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Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, February 2016. http://dx.doi.org/10.34074/ocds.027.

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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.
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8

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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9

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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10

Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Suryadarma and Jones, 2013; Nihayah et al., 2020). In the early 2000s, Indonesia began a process of decentralising service delivery, including education, to the district level. Many responsibilities were transferred from the central government to districts, but some key authorities, such as hiring of civil service teachers, remained with the central government. The Indonesian system is complex and challenging to manage, with more than 300 ethnic groups and networks of authority spread over more than 500 administrative districts (Suryadarma and Jones, 2013). Niken Rarasati and Daniel Suryadarma researchers at SMERU, an Indonesian think tank and NGO, understood this context well. Their prior experience working in the education sector had shown them that improving the quality of education within the classroom required addressing issues at the systems level (Kleden, 2020). Rarasati noted the difference in knowledge between in-classroom teaching and the systems of education: “There are known-technologies, pedagogical theories, practices, etc. for teaching in the classroom. The context [for systems of education] is different for teacher development, recruitment, and student enrollment. Here, there is less known in the public and education sector.” Looking for ways to bring changes to policy implementation and develop capabilities at the district level, SMERU researchers began to apply a new approach they had learned in a free online course offered by the Building State Capability programme at the Center for International Development at Harvard University titled, “The Practice of PDIA: Building Capability by Delivering Results”. The course offered insights on how to implement public policy in complex settings, focused on using Problem Driven Iterative Adaptation (PDIA). The researchers were interested in putting PDIA into practice and seeing if it could be an effective approach for their colleagues in government. This case study reviews Rarasati and Suryadarma’s journey and showcases how they used PDIA to foster relationships between local government and stakeholders, and bring positive changes to the education sector.
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