Relevant bibliographies by topics / Support teachers / Dissertations / Theses
To see the other types of publications on this topic, follow the link: Support teachers.

Dissertations / Theses on the topic 'Support teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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 'Support 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

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
2

Lee, Pak-lan. "Stress and social support : a case study of a Christian school /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595721.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hale, Kimberly D. "Beginning Teachers Need Your Support: A “How to” Guide." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/7036.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bennet-Costi, Betsy. "Perceived Administrative Support for Teachers of Urban At-risk Students." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1259.

Full text
Abstract:
The purpose of this study was to investigate effective administrative support for successful teachers of urban at-risk students. The main difficulty in studying administrative support is that it comes in so many ways. Johnson’s (1990) theory of workplace variables and Butterworth's (1981) social exchange theory were the basis for this study. Failures of at-risk students threaten the well being of public schools and have become a generally recognized social problem of national priority. This study explores how principals act to influence the success of teachers as they work with at-risk students. It is grounded in the following four assumptions: 1. Administrators significantly influence workplace satisfaction (Butterworth, 1981; Sergiovani, 1991). 2. Workplace satisfaction directly affects quality of performance (Johnson, 1990; Lortie, 1975). 3. Teachers have a moral right to a satisfying workplace (Goodlad, 1984). 4. At-risk students are, in important ways, unique in their educational needs (Capuzzi & Gross, 1989; Chenoweth, 1993). Collection, analysis, and evaluation of data were guided by three research questions focusing on how uncommonly successful teachers of urban at-risk students perceive their administrative support, what these teachers recommend regarding administrative support and what these teachers recommend regarding preparation for teachers to teach at-risk students. The teachers were deemed successful by a combination of parental, student, teacher, and administrator evaluations (Peterson, Bennet, & Sherman, 1991). Thirty-nine teachers who had been recommended by their peers, parents, students, and building and central office administrators were sent letters inviting them to participate in this study. The first 18 who responded were interviewed using a 15 item protocol. Three were elementary teachers, 10 were middle school teachers, and 5 were high school teachers. Four of the 10 middle school teachers were from one middle school but the others were from a variety of schools. The elite interview technique proposed by Marshall and Rossman (1989) was used because it was felt that surveys do not elicit the depth of information desired and a single case study would not give enough breadth. The interview responses were analyzed both as individual documents and also an analysis by item was conducted. Twenty-two recommendations for aspiring and practicing administrators are listed and the eight main themes are listed. The results show specific kinds of support that can help teachers of at-risk students succeed: personal support, peer support, and training for both teachers and administrators. In general, the successful teachers felt that they did not receive adequate administrative support even though when asked the question “do you feel supported by your administrators?" some said "yes." The results also indicate that administrators need further training in both interpersonal skills and communication skills.
APA, Harvard, Vancouver, ISO, and other styles
5

Hannah, Julia Elizabeth. "Secondary school teachers’ experiences of learning support." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96970.

Full text
Abstract:
Thesis (MEd)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Secondary school teachers are faced daily with many challenges when supporting learners with diverse needs. These challenges can influence their ability to perform their role of supporting such learners in the classroom. Even though learning support in the secondary school is a complex multi-level phenomenon, teachers are expected to ensure that all the learners reach their full potential. The aim of this study was to explore and describe secondary school teachers’ experiences of supporting learners with diverse needs in challenging circumstances. Bronfenbrenner’s bio-ecological model framed the research enquiry. Proximal processes and their related concepts were used as tools to explore and describe the teachers’ approach to learning support in a secondary school. Since this study was an exploration of a phenomenon qualitative research methods were applied. The research methods added rich information using various techniques. These included an activity in which the teachers reflected on their experiences, individual semi-structured interviews, a focus group interview, research questions and narrative discussions with participants. The data collected was analysed using the method of constant comparison. Findings from the analysed data revealed the teachers’ concerns and the challenges they faced in their classrooms while supporting their learners. Although they described these challenges and adverse circumstances as barriers, they nevertheless appeared as caring, confident professionals who had both the potential and the desire to advance their own development and to carry out effective learning support. Against this background, the teachers’ own needs, whether emotional, social, cognitive or developmental, were vital to their ability to support effective learning in the classroom.
AFRIKAANSE OPSOMMING: Hoërskool onderwysers is daagliks betrokke by leerders met diverse behoeftes en die uitdagings wat daarmee gepaard gaan. Hierdie uitdagings het ʼn daadwerklike uitwerking op ʼn onderwyser se talle rolle tydens ondersteuning van leer by leerders. Alhoewel leerondersteuning in die hoërskool as kompleks, ongewoon en met verskeie fasette ervaar word, word daar van onderwysers verwag om alle leerders te ondersteun. Die doel met hierdie studie was om onderwysers se ervarings van leerondersteuning van die diverse leerbehoefte in uitdagende kontekse te ondersoek. Hierdie ervaring sluit in hoe ervare onderwysers in uitdagende omstandighede kinders ondersteun in die klaskamer. Bronfenbrenner se bio-ekologiese teorie verleen die raamwerk vir die studie. Gevolglik is verwante proksimale prosesse en konsepte gebruik sodat onderwysers se ervarings van leerondersteuning verstaan kan word. Aangesien hierdie studie ʼn verkennende ondersoek was, is kwalitatiewe navorsingsmetodes gebruik. Die navorsingsmetodes het verseker dat waardevolle inligting ingewin word deur die gebruik van tegnieke soos: ʼn refleksie-aktiwiteit, individuele onderhoude, ʼn fokusgroeponderhoud, ʼn oopvraelys en narratiewe bespreking van deelnemers. Die konstante vergelykende metode is gebruik om die data te ontleed. Bevindinge van die geanaliseerde data het die onderwysers se bekommernisse en uitdagings, rakende hul ervarings tydens ondersteuning, aan die lig gebring. Alhoewel die onderwysers hul uitdagings en moeilike omstandighede as hindernisse tydens ondersteuning van leer ervaar, gee hulle om, voel selfversekerd en tree professioneel op. Hulle toon die potensiaal en hunkering na eie ontwikkeling, ten einde effektiewe leerondersteuning te kan bied. Dit is teen hierdie agtergrond duidelik dat onderwysers die belangrikste ondersteuners in die klaskamer is. Daarom is die onderwysers se emosionele, sosiale, kognitiewe en self-ontwikkeling van die uiterste belang vir leerders se effektiewe leerervarings.
APA, Harvard, Vancouver, ISO, and other styles
6

Sorapuru, Reina Bianca Heron. "Alternatively Certified Teachers' Perceptions of Principal Support." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/276.

Full text
Abstract:
The purpose of this study was to examine the perceptions of alternatively certified teachers about the support they receive from their principal, assigned mentor, and other teachers to address the challenges of teaching. The importance of those supports as they correlate to teacher satisfaction was determined. The primary research questions were, 1) Do first and second year alternatively certified teachers perceive that they are supported by their principals, assigned mentors, and other teachers? 2) What are the factors of that support they deem most important? There were two ancillary questions, 1) Is teacher perception of support related to satisfaction with teaching? 2) Is teacher perception of support related to teacher-reported intent to remain at the current school and in the profession? Support received from principals, assigned mentors, and other teachers were important to early year success and were strong indicators in determining teacher satisfaction. Implications for alternative certification program development, principal, and mentor development, as well as future research suggestions are included.
APA, Harvard, Vancouver, ISO, and other styles
7

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
8

Peled, Anat. "Support for beginning science teachers : developing a support programme for elementary school science teachers during their first years of teaching." Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323524.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Law, Lai-ming Teresa. "Guidance training needs and support : class teachers' perception /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22266756.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lee, Wingyan Maggie. "How to support elementary teachers in implementing ICT." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963432.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

Lee, Wingyan Maggie, and 李詠恩. "How to support elementary teachers in implementing ICT." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963432.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Law, Lai-ming Teresa, and 羅麗明. "Guidance training needs and support: class teachers' perception." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961757.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Sawyerr, Lola B. "Perceptions of New Teachers on the Professional and Instructional Support for New Teachers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6276.

Full text
Abstract:
The local problem addressed in the study was the lack of knowledge regarding the perceptions of new teachers as to whether the support they receive in the areas of curriculum, instruction, and other school-related duties was consistent and effective in helping them remain in classrooms. The purpose of this study was to investigate perceptions of new teachers regarding the effectiveness of professional and instructional support they receive from the district. The study was framed by the social cognitive theory of Lent, Brown and Hackett, which emphasized the perception of job satisfaction as well as outcome expectations and personal goals. The research questions were focused on the specific curricular and instructional supports the district offers to new teachers, whether new teachers perceived the current supports helped them develop instructional and other classroom competencies, and the type of teacher support they needed to remain in their instructional positions. A case study design with purposeful sampling was used to select 10 teachers who fit the new teacher criteria to participate in individual interviews. An analysis of documents was used for review of new teacher professional development and instructional support resources. Data were transcribed, verified using member checking, analyzed, and open-coded to identify themes. The findings indicated that teachers did not find the professional development and instructional support provided to new teachers to be consistent, relevant, or effective. The project, a white paper report, provides recommendations on support and training to enhance or improve new teacher pedagogical knowledge and skills. Social change may occur if the findings assist the district to support new teachers to increase their skills, which may lead to teacher retention and ultimately have a positive influence on student learning.
APA, Harvard, Vancouver, ISO, and other styles
14

Day, Therese. "What does it mean to be a learning support teacher? : a life-history investigation of ten learning support teachers in the east-coast of Ireland." Thesis, n.p, 2002. http://dart.open.ac.uk/abstracts/page.php?thesisid=104.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Mize, Karen. "A report on the effectiveness of supporting new teachers through the BTSA project /." San Rafael, Calif. : Dominican University of California, 2002. http://www.btsa.ca.gov/.

Full text
Abstract:
Thesis (M.S. Education)--Dominican University of California, 2002.
At head of title: Teacher Induction, A California Induction Program. BTSA is a teacher induction program that is administered jointly by the California Department of Education (CDE)and the California Commission on Teacher Credentialing (CCTC). Includes bibliographical references (leaves 32-34).
APA, Harvard, Vancouver, ISO, and other styles
16

Pasto, James. "Funds of Knowledge that Support Teacher-Student Relationships| A Narrative Study of Effective Teachers." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642825.

Full text
Abstract:

Latino/a students currently have lower graduation and higher dropout rates than their white peers. This population of students also performs lower on state exams. This qualitative study explored teacher-student relationships and their impact on Latino/a student populations. Using Funds of Knowledge and a social justice perspective, the study characterized positive teacher-student relationships and ways that schools can support their formation. This dissertation study consisted of two rounds of interviews; participants were interviewed individually and then as part of two focus groups. The first phase consisted of one-on-one interviews, where the participants were asked questions on effectiveness, teacher-student relationships, and administrative support. The results from these interviews were analyzed for themes. The themes were then brought to the participants in forms of two focus groups for further exploration and clarity. Findings indicate that teachers characterize six themes in positive teacher-student relationships; student voice, humanization, trust, openness, respect, and personal connections. Three areas of school support were also uncovered; this included community circle, time to connect, and opportunities outside the classroom. The findings support the need for educators to be aware of the elements of positive relationships and to include these areas of school support in teacher and leader preparation programs.

APA, Harvard, Vancouver, ISO, and other styles
17

Cook, Laura. "Beginning teachers' experiences of preparation & additional well-being support throughout initial teacher education." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/104925/.

Full text
Abstract:
Beginning Teacher (BT) attrition in the UK has been described as problematically high (Hughes, 2012). Whilst many contributing factors towards teacher attrition have been identified (Schaefer (2013), Foreman-Peck (2015)) suggests that the role of well-being, and the contextual-level issues that influence it, are frequently overlooked. Given that many of the same reasons are cited by BTs for both negative well-being and premature attrition (Harfitt, 2015), Hamilton and Clandinin (2011) identify research into BT well-being as a worthwhile area of study. This study adopted a pragmatist, mixed-methods approach in exploring BTs’ experiences of preparation and additional well-being support throughout Initial Teacher Education (ITE) in Wales at two time-points: end of ITE (Time 1) and approximately eight weeks into teaching (Time 2). At Time 1, online- questionnaires, containing both quantitative and qualitative questions, captured the experiences of 109 BTs. Six BTs also participated in semi-structured interviews. At Time 2, 34 BTs from the original questionnaire-cohort completed a follow-up questionnaire, whilst five of the original interviewees participated in a follow-up interview. Interpretative Phenomenological Analysis (IPA) was conducted (Smith, Flowers & Larkin, 2009). The IPA-process utilised by Snelgrove, Edwards and Liossi (2013) was also adopted as a guide for analysing interview data from two time-points. Findings outlined a need for more in-depth preparation during ITE; particularly in relation to some of the aspects of teaching that can have a detrimental impact on well- being. Also found was the need for more direct well-being support for BTs, focusing first on reducing the stigma associated with teacher well-being and increasing communication between ITE staff, placement-school staff and BTs. Recommendations for developments within ITE to support BTs’ well-being from the outset of their careers are made, with consideration as to how educational psychologists might contribute.
APA, Harvard, Vancouver, ISO, and other styles
18

Pasto, James Allan. "Funds of Knowledge that Support Teacher-Student Relationships: A Narrative Study of Effective Teachers." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/200.

Full text
Abstract:
Latino/a students currently have lower graduation and higher dropout rates than their white peers. This population of students also performs lower on state exams. This qualitative study explored teacher-student relationships and their impact on Latino/a student populations. Using Funds of Knowledge and a social justice perspective, the study characterized positive teacherstudent relationships and ways that schools can support their formation. This dissertation study consisted of two rounds of interviews; participants were interviewed individually and then as part of two focus groups. The first phase consisted of one-on-one interviews, where the participants were asked questions on effectiveness, teacher-student relationships, and administrative support. The results from these interviews were analyzed for themes. The themes were then brought to the participants in forms of two focus groups for further exploration and clarity. Findings indicate that teachers characterize six themes in positive teacher-student relationships; student voice, humanization, trust, openness, respect, and personal connections. Three areas of school support were also uncovered; this included community circle, time to connect, and opportunities outside the classroom. The findings support the need for educators to be aware of the elements of positive relationships and to include these areas of school support in teacher and leader preparation programs.
APA, Harvard, Vancouver, ISO, and other styles
19

Wygal, Matthew Taylor. "Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/74050.

Full text
Abstract:
Novice teachers need support as they enter their career in education. Supports can be given through various forms including mentoring and instructional coaching. The supports are put into place by school districts to assist with student achievement as well as teacher retention. This case study examines a school districts elementary schools and the supports put into place for novice teachers, with a particular focus on mentoring and instructional coaching. The case study drew from interviews, observations, and document reviews from four different elementary schools and eight individuals, including novice teachers, mentors, and instructional coaches. Coding took place and a thematic analysis took place. Triangulation of all three data points kept this qualitative study reliable and accurate. The three findings include: 1) Perceptions of mentoring and instructional coaching program components, 2) Novice teachers perceptions of mentoring and instructional coaching support, and 3) Mentors and instructional coaches perceptions of their roles in supporting novice teachers. The findings focus on recognizing the perceptions of those involved in induction programs for novice teachers and how those supports provide the necessary needs for new teachers to stay in the field of education. Specifically, perceptions were identified to indicate if one program served a better purpose for what novice teachers want and need to be successful. The purpose of the research was to understand how novice teachers perceive types of support and how the supports effect their retention and performance. The results of the study would assist a school system in terms of where to invest funds to provide the most needed support for novice teachers.
Ed. D.
APA, Harvard, Vancouver, ISO, and other styles
20

Theodorakakis, Maria D. "Teachers’ Perceptions of Support in a Comprehensive Student Support Intervention: A Mixed-Methods Analysis." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107713.

Full text
Abstract:
Thesis advisor: Mary E. Walsh
The out-of-school factors that low-income children face can impact their wellbeing and ability to learn (Rothstein, 2010), leading to low academic performance, and, in turn, high levels of stress among their teachers. One of the numerous potential strategies that exist to address this problem is the implementation of systemic student support interventions, which are hypothesized to support teachers in addition to students (Ball & Anderson-Butcher, 2014). Using the City Connects intervention as an example of a comprehensive, systemic student support intervention that has demonstrated positive effects for students, this dissertation study examines the impact of this same intervention on teachers. The study used data obtained from annual surveys administered to all teachers in public schools (across several districts) where the City Connects intervention was implemented. The sample consisted of 656 responses from teachers in Boston Public Schools that were participating in the City Connects intervention during three designated school years (2012-13, 2013-14, and 2015-16). The study implemented a mixed-methods approach that allowed for an in-depth analysis of teachers’ perceptions of support from the City Connects intervention through both quantitative and qualitative data sources. Following exploratory and confirmatory factor analyses of the survey instrument itself, survey data was analyzed using the Validating Quantitative Data Model (Creswell & Plano Clark, 2007), in which quantitative findings were confirmed and expanded upon through analysis of data from a small number of open-ended survey questions. The results of this dissertation study support the continued use of systemic student support interventions in schools, as data confirm that teachers in schools with City Connects report being supported by the intervention. These results hold for veteran teachers who have been teaching for over sixteen years and have participated in the City Connects intervention for over ten years. Ultimately, the findings of this dissertation study suggest that, in addition to leading to positive changes in students’ developmental trajectories, student support interventions can improve the experiences of other members of the school community
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
APA, Harvard, Vancouver, ISO, and other styles
21

Wilson, Diana. "Teacher support : an exploration of the concept of teacher support, investigating how secondary comprehensive school teachers perceive their classroom needs and define the support required to fulfil their professional role." Thesis, Leeds Beckett University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340555.

Full text
Abstract:
TEACHER SUPPORT An exploration of the concept of teacher support, investigating how secondary comprehensive school teachers perceive their classroom needs and define the support required to fulfil their professional role. DIANA WILSON Through a combination of narrative and ethnographic research methods, this research explores how secondary comprehensive school teachers perceive their professional role and define the support which they need to fulfil their role in the context of their classroom work. Building on research into the professional lives of primary school teachers carried out by Nias (1989) and Woods et al. (1997) and on the work of Poppleton and Riseborough (1988, 1990, 1991), I argue from the data that secondary school teachers have a dual commitment to the communication of subject and to the individual needs of pupils. A perceived inability to fulfil successfully this dual role within the constraints under which they are working causes teachers profound stress and distress, and may lead to distorted behaviour and confrontational situations. I explore the disjuncture which occurs when the gap between the self which the teacher strives to project (the conative self) and the professional persona which pupils and colleagues perceive (the apparent self) becomes too great. Support is defined as provisions which facilitate the expression of the conative professional self. The literature on teacher support and the perceptions of fieldwork participants suggest that collaborative initiatives based on shared values and purposes offer potential for fruitful development. This is also explored in the context of a whole school discipline system and a small self-help group. Ambivalent attitudes towards both collaboration and support are uncovered.
APA, Harvard, Vancouver, ISO, and other styles
22

Loeb, Hilary. "National Board Certification as a support for work with historically underserved students : a case study of Washington State teachers /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7580.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Littrell, Peggy Creasey. "The effects of principal support on general and special educators' stress, job satisfaction, health, school commitment, and intent to stay in teaching." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10032007-171537/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

STEWART, STEPHANIE M. "IDENTIFYING QUALITY MENTORING: FIVE AREAS OF SUPPORT ESSENTIAL TO CANDIDATES AND NOVICES IN FIELD EXPERIENCES." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085414751.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

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
26

Lee, Pak-lan, and 李白蘭. "Stress and social support: a case study of a Christian school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958771.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Johnson, Catherine. "Examining classroom teachers perceptions of student support services, psychologists, resource teachers and speech pathologists." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1994. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23750.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
28

O'Shea, Michael D. "STUDENT PERCEPTIONS OF TEACHER SUPPORT: EFFECT ON STUDENT ACHIEVEMENT." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143054461.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

Berry, Carol, and Peter Kusterer. "Using Teachers’ TryScience to support educators and improve teaching." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6466/.

Full text
Abstract:
The challenge is providing teachers with the resources they need to strengthen their instructions and better prepare students for the jobs of the 21st Century. Technology can help meet the challenge. Teachers’ Tryscience is a noncommercial offer, developed by the New York Hall of Science, TeachEngineering, the National Board for Professional Teaching Standards and IBM Citizenship to provide teachers with such resources. The workshop provides deeper insight into this tool and discussion of how to support teaching of informatics in schools.
APA, Harvard, Vancouver, ISO, and other styles
30

Gorgueiro, Veronica Maria. "Teachers' Perspectives on Positive Behavior Support in Secondary Schools." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2512.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

Afolabi, Deborah. "Elementary Teachers' Perspectives of the Support Facilitation Instructional Model." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5818.

Full text
Abstract:
The problem in an elementary school in Southern Texas was poor reading performance on grade level and progress monitoring tests for students with disabilities (SWDs). SWDs may learn to read proficiently when reading instruction is provided using the support facilitation model (SFM) that features a special educator who helps SWDs in literacy or mathematics in inclusion settings. The purpose of this bounded qualitative case study was to explore the perspectives of special and general education teachers about SFM. The universal design for learning framework, used to plan lessons based on how students learn, guided this study. The research questions focused on teachers' perspectives of SFM and its application. A purposeful sample of 2 special and 4 general education teachers, who taught SWDs using SFM in reading, volunteered and participated in semistructured interviews and classroom observations. The data were analyzed thematically using open, axial, and descriptive coding strategies. Participants supported inclusive education and voiced the need to understand their roles and responsibilities, and for a collaborative planning time to implement SFM. Findings indicated that SWDs learn to read best when they receive support through comprehension strategies and inclusion practices using SFM. Based on the findings, a 3-day training was designed to enhance teachers' knowledge of SFM, inclusion practices, comprehension strategies, and collaborative planning to support SWDs in reading. These endeavors may contribute to positive social change when administrators provide training for general and special educators to increase teachers' SFM knowledge and to apply collaborative planning, comprehension strategies, and inclusion practices, that may result in SWDs' improved reading performance.
APA, Harvard, Vancouver, ISO, and other styles
32

Lujan, Shari E. "The importance of administrative support for special education teachers." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3669.

Full text
Abstract:
Since the inception of special education laws in the 1970’s, special education teachers have been given the responsibility of educating children with exceptional needs. Those needs range from children with mild to moderate disabilities to children with moderate to severe disabilities. There are 13 categories that a child can qualify for special education services through an Individual Education Program (IEP). The majority of children with exceptional needs are educated on general education campuses. With high stakes testing and the push for academic excellence, one may wonder how a child with exceptional needs fits into a general education campus. The Education of Handicapped Act (EHA) was passed in 1970 and guaranteed that every child was entitled to a Free Appropriate Public Education (FAPE) at any public-school facility. Since that time, more laws have been updated and renamed giving a child with a disability more access and rights to a FAPE. Special education can be very complex, and teachers must work with students who have a varying degree of disabilities. Special education teachers are responsible for creating lessons to address the academic and behavioral needs of each of their students on their caseloads. They must also collaborate with the general education teachers to make sure they are aware of the needs and goals of the students in their classes. They are responsible for writing the IEP for each student on their caseload. They must evaluate their students throughout the school year on their goals and update their progress. Another role that the special education teacher has is to train the instructional assistance to work with the students and their unique needs (Capper & Frattura, 2009; Prather-Jones, 2011). Research shows that the main reasons special education teachers gave for leaving was lack of administrative support, huge caseloads, the demands of the IEP (Individual Education Program) paperwork, followed by isolation, too much diversity of student needs and the lack of appreciation by co-workers and administrators for all their hard work (Billingsley & Cross, 1991, 2007; Crocket, 2007; Prather-Jones, 2011). This study looked at the role of the site administrator and why it is important to support their special education teachers. Seven site elementary principals were interviewed to see what their perception was in helping their special education teachers with the special needs’ students on their respective school campuses. After conducting two interviews with each participant for a total of 14 interviews these are the themes that emerged: communication, mental health issues, lack of support/or delay in receiving help, culture between special education and general education teachers, support for special education programs and teachers, curriculum, funding and on the job training. This study used the lens of transformational leadership to see how principals perceived their role in helping their special education teachers.
APA, Harvard, Vancouver, ISO, and other styles
33

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
34

Coleman, Niketia L. "Perceptions of Out-of-field Teachers of the Sustainabilty of Urban Teacher Quality Support Systems." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877138.

Full text
Abstract:

Educational reform movements set ambitious goals for student learning. Numerous factors contribute to students achieving these goals. It has been widely understood that “the increasing emphasis on quality of teaching and learning has placed new demands on staff development, and the search for models and methodologies which are promising for professional development of academic staff has become an important agenda in itself” (Ho, A.,2001 P.35). Effective changes in practice require a great deal of learning on the part of teachers and an even greater amount of support and guidance from administrators (Borko, 2004, Putnam & Borko, 2000).

Problematic practices in hiring and staffing make it difficult, albeit impossible, to provide an equal distribution of qualified teachers in high poverty districts and schools serving minorities. Contributing to the problem of teacher inequality and underqualified teachers is the phenomenon of out-of-field teaching- a term in reference to certified or qualified teachers who were teaching a subject in which they had no formal qualification or training (Hobbs, 2013). These teachers often receive little training and support and therefore find it difficult to experience success.

Through qualitative interviewing this study seeks to explore the perceptions of out-of-field teachers and mentors and understand how they make meaning of their experiences. Five themes emerged from the study: ineffective training and professional development, desire for success, buy in, time, and support.

Teachers and mentors want professional development that is meaningful to the work they do in the classroom. Educators, especially those teaching out-of-field, need training that is intense, focused and content oriented. Buy in is vital to any professional training. Out-of-field teachers want to be included in the decision-making as to what professional development they receive.

From this study, it was learned that it is a teacher’s priority to make sure they are teaching content standards from day-to-day. The participants identified a lack of support as an inhibitor to that implementation. This concern for the lack of professional support among the participants bares out much of the research (Borko, 2014. Hobbs, 2015, Darling-Hammond, 2002, Ingersoll, 1999). Out-of-field teachers are highly committed to the students and communities they serve. With focused and intense training, close monitoring, time to observe skilled content area teachers, and strong support from building and district administrators, out-of-field teachers can become effective educators when teaching outside their area of expertise.

APA, Harvard, Vancouver, ISO, and other styles
35

Rock, Terryl. "Strategies to Support Secondary Ed and MAT Candidates." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3263.

Full text
APA, Harvard, Vancouver, ISO, and other styles
36

Flad, Betty Hutchinson. "Relationships Between Teacher Perceptions of Principal Support and Teacher Allocation of Time." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1340.

Full text
Abstract:
The purpose of this study was to investigate teacher allocation of time and to examine if that allocation of time was related to teacher perceptions of principal behaviors and school policies. The study emerged from a review of the time-on-task literature and the principal effectiveness literature which suggested that teacher allocation of time might be related to principal behaviors and school policies. Three research questions were posed: (1) How do teachers allocate time to teaching responsibilities? (2) What perceptions do teachers have of principal behaviors and school policies at their schools? (3) Is there a relationship between teacher perceptions of principal behaviors and school policies and teacher allocation of time? To address these questions, a random sample of full-time elementary, classroom teachers from a large suburban school district near Portland, Oregon, was used. These teachers represented fourteen moderate size schools with student populations ranging from 325 to 550. The "Tucson Teacher Job Description Survey" was used to measure teacher allocation of time in six areas of teaching responsibility: Instruction, Instructional Planning, Classroom Management, Diagnosis & Counseling, School System Responsibilities, Clerical & Administrative. Principal behaviors and school policies, derived from the Stallings & Mohlman (1981) study, "School Policy, Leadership Style, Teacher Change and Student Behavior in Eight Schools" were used to measure teacher perceptions of principal behaviors and school policies. Statistical comparisons using multiple regression analysis were used to predict teacher allocation of time based upon teacher perceptions of principal support. A three-way factor analysis did not confirm the principal behavior and school policy labels derived from Stallings & Mohlman (1981). Three new labels of principal support were established: Professional Support, Instructional Support, Resource Support. Five variables from the Professional Support category were found to be significantly related to the time allocation areas of Instruction and Diagnosis & Counseling. Findings from this study showed no significant relationships between Instructional Support or Resource Support to teacher allocation of time. Teachers reported to spend the most time in Classroom Management responsibilities. The least amount of time was devoted to School System Responsibilities. Teachers perceived principals in this sample to have a higher frequency of Professional Support behaviors than the other two categories. Principals were rated high in speaking preparation, setting an example by working hard, and looking out for the welfare of teachers. The availability of custodial services when needed was rated low by teachers. Information from this study will assist principals in knowing where teachers allocate time, how teacher perceptions relate to teacher allocation of time, and what principal support variables most significantly contribute to teacher time allocations. Teachers will be made aware of time allocation variables which may affect time allocated to student Instruction. Recommendations include additional research with other groups of teachers to substantiate these findings and further study into reliable scales which measure teacher perceptions of principal support.
APA, Harvard, Vancouver, ISO, and other styles
37

Richter, Mary M. "The relationship between principal leadership skills and school-wide positive behavior support an exploratory study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4443.

Full text
Abstract:
Thesis (Ph. D.) University of Missouri-Columbia, 2006.
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 6, 2007) Includes bibliographical references.
APA, Harvard, Vancouver, ISO, and other styles
38

Havelock, Bruce Geoffrey. "Using the internet to support teacher learning : technology, collaboration, and science in teacher practice /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7879.

Full text
APA, Harvard, Vancouver, ISO, and other styles
39

Peña, Luis Rene. "How elementary school teachers think about and support parent involvement in an urban Latino elementary school." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1481676701&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

Scarborough, Jenny Ogden. "Examination of administrative support, instructional preparation, and collegial support met and unmet needs of first year teachers participating in the Georgia teacher alternative preparation program in middle Georgia." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/jenny_o_scarborough/scarborough_jenny_o_200708_edd.pdf.

Full text
Abstract:
Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Linda M. Arthur. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 217-226) and appendices.
APA, Harvard, Vancouver, ISO, and other styles
41

Combee, Susan. "THE RELATIONSHIP BETWEEN ADMINISTRATIVE SUPPORT AND TEACHER EFFICACY N THE PROFESSIONAL LIFE OF SPECIAL EDUCATION TEACHERS." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3481.

Full text
Abstract:
Administrative support plays a vital role in the self-efficacy of special education teachers (Otto & Arnold, 2005). In order to meet the education needs of special education students and comply with Individuals with Disabilities Education Improvement Act (IDEA, 2004) and the No Child Left Behind Act of 2001 (NCLB, 2002), education leaders and policy makers need to be aware of the correlation between stronger administrative support and special education teacher self-efficacy (Thornton, Peltier, & Medina, 2007). Research shows that one of the most important administrative tasks is to demonstrate an understanding of the special education teachers’ role (Otto & Arnold). Given the consistent positive impact of teacher self-efficacy, it is imperative to identify constructs that increase perceived self-efficacy or that act in concert with self-efficacy to obtain positive results (Nir & Kranot, 2006). This paper examines the construct of administrative support as a factor in the self-efficacy of special education teachers by focusing on the relation between special education teachers and building-level administrators of special education. This type research is needed in order to provide building-level administrators in this central Virginia school system with definitive leadership strategies to use in their efforts to support special education teachers. Recommendations for future research are offered.
APA, Harvard, Vancouver, ISO, and other styles
42

Banda, Grace Mkandawire. "Teacher development centres as a support strategy for the professional development of primary school teachers in Malawi." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/52710/.

Full text
Abstract:
This thesis is about the influence of the teacher development centres (TDCs) as a support strategy for the professional development (PD) of primary school teachers in Malawi. PD of teachers is becoming an integral part of educational reforms in many countries. However, supporting and sustaining PD especially in poor countries is quite challenging. Many countries have adopted the use of teacher centres (TCs) as a support strategy for the PD of teachers and the TDCs in Malawi are an adaptation of the TCs from developed countries such as Britain where the concept of TCs was first hatched. The aim of this study was to investigate the influence of the TDCs as a support strategy for the PD of primary school teachers in Malawi. The issues investigated included: activities which take place at the TDCs; teacher involvement in the PD activities at the TDCs; teacher changes in their professional practices as a result of their involvement in the PD activities at the TDCs; and factors which affect the sustainability of the TDCs in providing support for the PD. I develop an adult learning approach to a study of the influence of the TDCs as a support strategy for the PD of teachers and I demonstrate how the theories of adult learning can be used to investigate how teachers learn with the support of the TDCs. The study was conducted in four TDCs in Zomba rural and Zomba urban in the South East Division in Malawi. I used both quantitative and qualitative approaches, which involved the use of questionnaire surveys and semistructured interviews to collect data. A total of 586 teachers were involved in the questionnaire surveys. A total of 16 teachers and 22 other key education personnel who were strategically linked to the establishment of the TDCs for TPD in Malawi were involved in the semi-structured interviews. To increase the validity of the data and the findings, I used both methodological and data source triangulation. The findings of this study indicated that there were a variety of activities taking place at the TDCs and that some of them were of little relevance to TPD. The majority of teachers were involved in the TDC activities and that some teachers noted in themselves some transformation. However, the findings also revealed that teacher involvement in the TDC activities was constrained by limited access to the TDCs due to the long distances which some teachers had to travel to the TDCs; teachers’ desire for workshops and monetary gains due to poverty; ineffective management of TDCs due to variations in the composition of the TDC committee members whereby some members had little formal education; limited coordination of the TDC activities due to lack of training of the TDC coordinators in TPD and the TDC coordinators had too many roles and responsibilities which were in conflict with those of the coordination of the TDCs; inadequate resources in the TDCs to support teachers in their PD; and lack of clear policy guidelines in the operations of the TDCs. In light of the findings of this study, it was concluded that the TDCs as a support strategy for the PD of teachers were implicit because they did not exert much influence on TPD. However, to have an explicit support strategy there was the need for a clear policy that would guide the operations of the TDCs in Malawi.
APA, Harvard, Vancouver, ISO, and other styles
43

Kelly, Heather. "Teacher preparation to support an inclusive environment an elementary teacher inservice /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/HKelly2008.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Sivhabu, Tendani Emmanuel. "Teachers' experience of professional support in a changing educational setting." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09272005-134954.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

Clouse, Nancy K. Gagen. "The Leadership Role in Online Support Programs for Beginning Teachers." The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-05272008-155603/.

Full text
Abstract:
As distance learning opportunities foster a wide array for online mentoring, program administrators are in need of research supporting the successful development and management of such efforts. This qualitative research examined the leadership perspectives, skills, and strategies involved in developing and administering an online support program (also referred to as electronic mentoring) designed to help beginning teachers transition into the profession and improve their retention (National Commission on Teaching and America's Future, 2003). The population was comprised of all known programs established to date in the United States. Interviews were conducted of 28 program administrators representing 20 online programs for new teachers. Data were collected via interviews and triangulated with multiple artifacts. Consistent with practices by Strauss and Corbin (2007), data were analyzed using open, axial, and selective coding to identify, organize, and relate categories and themes. Through this analysis process, the core category, "The Leadership Role in Online Support Programs for Beginning Teachers," emerged and was based upon the interrelationships among five subcategories: (a) needs and benefits of participants, (b) program development, (c) professional development, (d) technology considerations, and (e) leadership strategies. The grounded theory resulting from these findings concluded that, successful administrators need to develop a detailed plan for online programs, weighing necessary program components including (a) an educationally diverse program team; (b) early establishment of program goals; (c) reliable methods of assessment of outcomes using constant formative evaluation; (d) a secure, reliable, non-evaluative environment; (e) training in effective online communications and relationship building; and (f) a value-added experience for participants. The leadership role of online support programs for beginning teachers requires administrators to have an in-depth understanding of the developmental needs of new teachers in concert with principles of adult learning theory and means of maximizing professional development. Of greater import than technology skills were the ability to effectively communicate online and manage in a collaborative, facilitative, ever-changing environment. Future studies should examine requirements for participants' online engagement, comparative technology for online support systems, roles adopted by facilitators, and methods of assessment of program effectiveness.
APA, Harvard, Vancouver, ISO, and other styles
46

Jordan, Teresa M. "Using web resources to support novice teachers in literacy instruction /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3082.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Williamson, Rosanne. "Analysis of administrative support of new teachers in high schools." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3325832.

Full text
Abstract:
Thesis (Ed.D.)--Indiana University, Dept. of Education, 2008.
Title from PDF t.p. (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2980. Adviser: Khaula Murtadha.
APA, Harvard, Vancouver, ISO, and other styles
48

Durrant, Karl Kenneth. "Exploring learning in practice to support construction teachers' professional development." Thesis, London South Bank University, 2015. http://researchopen.lsbu.ac.uk/2000/.

Full text
Abstract:
I am a teacher trainer. I work for an FE institution that specialises in construction education. In this study I report on an action research project carried out with the coparticipation of the construction teachers (my students) with whom I work. I engage with my students as I set out to nurture a professional development community of practice, seeking to free them from conventional teacher development practices. My informal approach to professional development, based on the principles of theories of situated cognition, suggests learning through abstraction can occur in formal and informal contexts and traverse contexts. At the start, I asked my students to volunteer to work with me. On recruitment, I explained the purpose of my research and discussed what I saw as the key ideas of communities of practice explicitly. This provided the initial abstraction. Activity developed co-participants’ understanding of communities of practice, leading us to identify communities of practice that we saw as influencing their developing teacher identity. Co-participants then used this understanding in lesson-study activity. As we progressed, we agreed that we had become a professional development community of practice. Membership encouraged a proactive positive teacher identity, equipping coparticipants with new tools for teaching. Co-participation was empowering. It inspired the creation of innovative teaching resources (in-tune with their students’ identity) for proactive learning. Our powerful teaching community of practice formed out of the initial abstract concept I provided, in collaborative negotiated activity. Those co-participants who had recently completed formal teacher training became central to our professional development community of practice. The engagement of others was more peripheral. Co-participants who were more central had a greater understanding of learning and were better equipped to teach their own students. Legitimate peripheral participants learnt from these co-participants. At the same time as my approach develops individual mental processes, it enculturates teachers into our college. The project supported the development of critically reflective and reflexive practitioners, with what look to be sustainable effects. Data provides insight into the bridges and barriers to establishing a professional development community of practice and teacher identity formation.
APA, Harvard, Vancouver, ISO, and other styles
49

Harris, Sadie DeRamus. "Teachers' Effective Behavior Support Survey Scores and Student Behavior Referrals." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6901.

Full text
Abstract:
Urban middle school teachers have experienced the severe challenges of discipline problems, which have contributed to writing more principal's office discipline referrals. The effective behavior support (EBS) program has been found to promote positive behavior in the classroom and change students negative behavior into positive behavior. Guided by the Problem-Behavior Theory (PBT), the purpose of this quantitative nonexperimental study was to examine the relationship between the teachers' effective behavior support and office discipline referrals of urban middle school students. Years of teaching experience was the mediating variable. The researcher used archival data collected from teachers who used the effective behavior support program located at an urban middle school in the Southeast United States, the female and male teachers ranged between the ages of 23 to 66+. For the research question, a simple regression was employed as a means of analyzing the archival data. Results suggested that positive teachers' support was not associated with the frequency of office discipline referrals. However, years of teaching experience was associated with fewer discipline referrals. The results of this study can be used to promote educational professionals to utilize positive teacher support to decrease office referrals, leading to more student contributions in the classroom and more long term success for students.
APA, Harvard, Vancouver, ISO, and other styles
50

Miley, Tiffanie Joy. "Balancing Support and Challenge within the Mentoring Relationship." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3583.

Full text
Abstract:
Mentoring is a common element of new teacher induction aimed at easing beginning teachers' entry into the profession and assisting beginning teacher growth and development. Previous research has shown that mentors are comfortable supporting beginning teachers but are reluctant to provide challenge-activities that will help beginning teachers improve their practice. For optimal growth to occur, mentors should balance support and challenge in their work with beginning teachers. This descriptive study employed multiple cases to examine the relationship of two junior high school mentors with their mentees. The mentors in this study work in a school district with an established and highly supportive mentoring program. Each mentor has received extensive preparation and ongoing support for their mentoring efforts. The purpose of this study was to examine how mentors balanced support and challenge in order to assist their mentees' growth. The relationships of two mentors, working with two beginning teachers each, were examined for elements of support and challenge as well as the ways in which the mentors and mentees positioned each other and were positioned. The mentors in this study strongly favored challenge over support in their interactions with their mentees. Although there were many similarities among the mentoring activities and conversations with the beginning teachers, each mentor had her own mentoring style and adapted their mentoring to meet the needs of the individual beginning teachers with whom she worked. One might expect challenge to be critical or negative, but the challenge found in this study was more nuanced and complex. The nurturing challenge found in this study was paired with support in such a way that the beginning teachers were not overwhelmed by the feedback they received. While the institutional expectations of mentors influenced how they positioned themselves in relation to the mentees, mentors also attempted to position mentees in a position of power within their own classrooms and with respect to their own development as beginning teachers. While at times both mentors and mentees resisted being in the position of dominance, for a majority of the interactions both parties accepted the institutional positions prescribed by the district program.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Support teachers' for other source types:
Journal articles Books
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!

To the bibliography