Littérature scientifique sur le sujet « Beginning Teacher Evaluation Study (Calif.) »
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Articles de revues sur le sujet "Beginning Teacher Evaluation Study (Calif.)"
Uhlenbeck, Anne M., Nico Verloop et Douwe Beijaard. « Requirements for an Assessment Procedure for Beginning Teachers : Implications from Recent Theories on Teaching and Assessment ». Teachers College Record : The Voice of Scholarship in Education 104, no 2 (mars 2002) : 242–72. http://dx.doi.org/10.1177/016146810210400204.
Texte intégralAnugerah, Wahyuni, Ason Ason et Novika Lestari. « ANALISIS STRATEGI GURU DALAM MEMBELAJARKAN SISWA MEMBACA PERMULAAN DI SDN 18 TUBUNG ». JURNAL PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR 1, no 2 (14 juin 2023) : 20–29. http://dx.doi.org/10.46368/jppsd.v1i2.1140.
Texte intégralKwangsawad, Thooptong. « Beginning teacher induction program for technology integration in CLIL ». Asian Journal of Interdisciplinary Research 3, no 4 (10 octobre 2020) : 22–33. http://dx.doi.org/10.34256/ajir2043.
Texte intégralFlores-Mediavilla, María Soledad, Hugo Wilfrido Chaglla-Chaglla et Noemí Suárez Monzón. « Evaluación del desempeño del docente en educación inicial en la Institución Educativa Pablo Montesino Cáceres ». Revista Metropolitana de Ciencias Aplicadas 6, no 2 (1 mai 2023) : 274–86. http://dx.doi.org/10.62452/zyc05z13.
Texte intégralPérez Blanco, Rodrigo. « El sistema de evaluación de la práctica profesional docente : un estudio de caso de una carrera de pedagogía en educación musical en una universidad confesional ». Foro Educacional, no 26 (9 novembre 2016) : 75. http://dx.doi.org/10.29344/07180772.26.599.
Texte intégralBrown, Byron W., et Daniel H. Saks. « Measuring the Effects of Instructional Time on Student Learning : Evidence from the Beginning Teacher Evaluation Study ». American Journal of Education 94, no 4 (août 1986) : 480–500. http://dx.doi.org/10.1086/443863.
Texte intégralAlabaş, Ramazan, et İhsan Yılmaz. « Evaluation of Candidate Teacher Training Process from the Viewpoint of Mentor Teachers ». Journal of Education and Training Studies 6, no 11 (29 août 2018) : 12. http://dx.doi.org/10.11114/jets.v6i11.3462.
Texte intégralSebald, Ann M., et Harvey A. Rude. « Results of an evaluation study of induction and mentoring for beginning special education teachers : what do they need ? » Social welfare : interdisciplinary approach 5, no 1 (22 mai 2015) : 58–72. http://dx.doi.org/10.15388/sw.2015.28253.
Texte intégralConway, Colleen. « Perceptions of Beginning Teachers, Their Mentors, and Administrators Regarding Preservice Music Teacher Preparation ». Journal of Research in Music Education 50, no 1 (avril 2002) : 20–36. http://dx.doi.org/10.2307/3345690.
Texte intégralAisyah, Nur, et Husnul Khotimah. « Implementation of ethnosains in science learning in madrasah ibtidaiyah ». JURNAL PENDIDIKAN DASAR NUSANTARA 8, no 2 (31 janvier 2023) : 321–34. http://dx.doi.org/10.29407/jpdn.v8i2.19135.
Texte intégralThèses sur le sujet "Beginning Teacher Evaluation Study (Calif.)"
Moran, Sarah A. « Case Study of Online Mentoring's Effectiveness for Beginning Teachers ». Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666902.
Texte intégralBecause of the increase of online education options and the continuously increasing demands on teacher time, this case study analyzed online mentoring's effectiveness for beginning teachers in one Midwestern school. Specifically, the case study analyzed what, if any, the effects were of including an online learning forum to modify the traditional teacher mentoring program as well as the experiences of the mentees. A further analysis was conducted considering the administrator's role in the creation and facilitation of an online learning forum for teacher mentoring. To guide the creation and maintenance of the online learning forum, the participating teachers completed the survey 'Beginning Teacher's Views on Practice' three times throughout the year of research. Both quantitative survey data as well as qualitative data including in-depth interviews and discussion board posts were later analyzed. From the survey analysis it was concluded that of the 12 areas of needed development indicated by the participating teachers, nine indicated minimal to strong positive growth. This level of growth indicated the online learning forum was able to provide beginning teachers with necessary career development. In regard to the experience of the mentees, through indepth surveys it was indicated that the online mentoring program often reflected aspects of previously conducted research; however, most importantly, the online learning forum experience provided a structured but personalized approach to learning. Considering the administrator's role in the facilitation of the online learning forum, it was concluded that the role is complex in that no matter the amount of trust and community built between the administrator and the beginning teachers, there is still a supervisor-subordinate relationship that is difficult to overcome. Although this case study offers a general context of an online learning forum for beginning teachers, further studies should investigate a larger number of participants who span several schools or several districts to increase participation and variety of perceptions and experiences. Further, it would be advantageous to investigate how multiple, non-administrative mentors who maintain the online learning forum affect the participants' experiences.
Schlauch, Diane L. « A cross-sectional study of preservice and beginning teachers' attitudes and feelings of preparedness to work with students with disabilities ». [Johnson City, Tenn. : East Tennessee State University], 2003. https://dc.etsu.edu/etd/753.
Texte intégralTitle from electronic submission form. ETSU ETD database URN: etd-0326103-213146. Includes bibliographical references. Also available via Internet at the UMI web site.
方朝郁. « A case study of beginning teacher evaluation at a elementary school ». Thesis, 2009. http://ndltd.ncl.edu.tw/handle/66k552.
Texte intégralActes de conférences sur le sujet "Beginning Teacher Evaluation Study (Calif.)"
Hrouzková, Tereza, et Lukáš Richterek. « LAWSON CLASSROOM TEST OF SCIENTIFIC REASONING AT ENTRANCE UNIVERSITY LEVEL ». Dans SCIENCE AND TECHNOLOGY EDUCATION : DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.74.
Texte intégralGolubović, Dejan. « Da li obuke nastavnika za rad u digitalnom okruženju utiču na promenu odnosa prema digitalizaciji nastave ? » Dans Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.331g.
Texte intégralUnianu, Ecaterina maria, et Monica ana paraschiva Purcaru. « THE IMPACT OF DIGITAL EDUCATIONAL RESOURCES ON LEARNING MATHEMATICS ». Dans eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-207.
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