Tesi: "First year teaching"

1

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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2

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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3

McKenzie, Meagan Louise. "Stories of buoyancy and despondency: Five beginning teachers' experiences in their first year in the teaching profession". Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/3b7e817a218a180647f9cd9fcf889b7350ef9e2bdf36ac909ae9ae413bc848de/1551024/64994_downloaded_stream_219.pdf.

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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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

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

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12

Brizee, Allen. "Teaching Visual Literacy and Document Design in First-Year Composition". Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/32978.

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Given our ability to communicate quickly and effectively through visuals such as signs and pictures, it is not surprising that graphical messages now permeate our technology-oriented culture. Magazines, television, and computers integrate text and graphics to convey information. As teachers of writing, we need to study and understand these visually enhanced texts, because they have become the standard for communication in our society. Beyond this, we should learn how to teach students about visual literacy and document design so that they can effectively interpret these visually enhanced texts and create documents that use visuals and words together; this will also prepare students for college writing and workplace writing. Naturally, there exists some uncertainty surrounding the inclusion of these ideas in first-year composition. First-year writing is already difficult to teach because colleges expect us to foster critical reading, critical thinking, and critical writing skills in students from a wide variety of disciplines. Compounding these challenges are large class sizes and shrinking budgets. However, many scholars assert that visual thinking is an essential part of the learning process and must be included in writing courses. Specifically, some scholars suggest that we should integrate visual literacy and document design into first-year composition courses to help students create effective documents for college and the workplace. This thesis explores the scholarship surrounding visual literacy, document design, and professional writing in first-year composition. The project underscores the importance of using students' visual thinking processes to help them organize and present information in college writing and beyond.
Master of Arts

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13

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

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14

Volmer, Abby. "Co-teaching as a Clinical Model of Student Teaching| Perceptions of Preparedness for First Year Teaching". Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877174.

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College of Education faculty members at the University of Central Missouri found that public school teachers and administrators from surrounding schools were reluctant to hand over classrooms of students to novice teachers for student teaching. With high stakes accountability for test scores, teachers voiced their need to be present in the classroom, particularly during spring semester of statewide testing (Diana, 2014). The university adopted a co-teaching model of student teaching to prepare its teaching candidates for the first year of teaching while allowing the cooperating teacher to stay in the classroom throughout the student teaching term. The problem-of-practice addressed in this study focuses on the need to determine if a co-teaching student teacher model provides university students an adequate amount of clinical experience and preparation to support a successful first year of teaching.

The purpose of this study is two-fold: (1) analyze the perceptions of former and current student teachers, cooperating teachers, and university supervisors on the coteaching model of student teaching and (2) assess the model’s effectiveness in preparing student teachers for their first year of teaching. To this end, the research questions are as follows:

Research Question 1. What are the perceptions of University of Central Missouri current and former student teachers on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?

Research Question 2. What are the perceptions of University of Central Missouri university supervisors on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?

Research Question 3. What are the perceptions of cooperating teachers on the co-teaching student- teaching model’s ability to prepare student teachers for their first year of teaching?

The research questions were answered through an analysis of the data collected via a quantitative survey followed by a qualitative interview. The quantitative survey asked respondents to rate items on a Likert-type scale (Fink, 2013) as to how well they perceived the co-teaching model of student teaching prepares student teachers to meet Missouri Teaching Standards. The qualitative survey asked respondents to discuss their perceptions of how well the co-teaching model of student teaching prepares student teachers for their first year of teaching based on their personal experience.

The responses indicated that the co-teaching model scored higher in first year teacher preparation by elementary teachers and elementary supervisors than by secondary teachers and supervisors. Responses also indicated that student teachers and cooperating teachers perceived the co-teaching model as more positively preparing student teachers for their first year of teaching than do university supervisors. Additionally, responses indicated that the co-teaching model of student teaching closely aligns to the Gradual Release of Responsibility theory of learning (Pearson & Gallagher, 1983) with the co-teaching model of student teaching strengths as follows: extensive modeling by a More Knowledgeable Other (Vygotsky, 1978), extensive professional reflection and immediate feedback, a narrowing of focus, professional collaboration, and building of confidence in the student teacher. Due to the student teacher never solely taking over the classroom responsibilities in a co-teaching model of student teaching, the model’s barrier for preparing student teachers for their first year of teaching centers on the student teacher not receiving a fully realistic teaching experience in a classroom without a co-teacher.

On this basis, it is recommended that universities and school districts adopt the co-teaching model of student teaching to provide a strong base of teaching background for the student teacher through the Gradual Release of Responsibility. The student teacher should also receive two to three weeks of sole classroom responsibility and all the duties in that role as to provide a realistic experience of teaching without a co-teacher present. Further research could synthesize the perceptions of the same group of participants in this study regarding a model similar to the one recommended.

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15

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

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16

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

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

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17

King, Caitlin. "Thoughts of a first year teacher: Know Your Students". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/139.

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This Ethnographic Narrative is a research based look into the lives of socially disadvantaged students in a low-income area. It breaks down the assets and needs of each student individually and discusses how to better help them academically and socially based on their individual personalities and needs. The narrative also discusses the community in which these individual students live and attend school, it looks at research on the community to determine how each student is affected by the city that they live in. Finally the narrative concludes by looking at the teacher over the course of this past year and how this teacher developed in their profession and developed with each individual student. After extensive research and hands on experiences, my findings have pointed me in one direction: the more that a teacher gets to know their students outside of their academic skills, the more a teacher is going to be able to work with and mold their students. If students feel appreciated and respected, then they are willing to complete their work with ease. Teachers will have wonderful years in this profession when they truly know the students that they are working with.

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van, der Meer Jacques, e n/a. "Mapping first semester challenges : first-year students making sense of their teaching and learning environments". University of Otago. Department of Education, 2008. http://adt.otago.ac.nz./public/adt-NZDU20081029.154312.

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This thesis investigates first-year students� challenges in making sense of the learning and teaching environment during their first semester at university. The aims for the research are threefold. Firstly, mapping the range of challenges students at one university faced in their learning and teaching environments in the first semester. Secondly, developing a greater understanding of those challenges. Thirdly, identifying what educational initiatives the university could consider that might assist students to meet those challenges. The challenges were examined in the context of changes in higher education. My interest and motivation for this research project concerns improved practices in the first-year teaching and learning environment, rather than improved students. This means that I did not look for deficits within students, but for indications of what helps or does not help students� introduction to the new environment of academia. By mapping students� challenges in the first semester, I hope to contribute to the understanding of academic staff of the range of challenges students have to deal with. The interpretation of the results and my line of argument are partly influenced and shaped by the theoretical framework of academic literacies, and the notion of de-familiarisation. For this project, two data sources were used. The first source was data from a survey carried out in May 2004 amongst students enrolled in 100-level courses. The second source was data from interviews conducted with first-year students in the same year. In considering the analysis as a whole, a number of key issues could be discerned. These related to communication, academic skills, access to resources and help, and engagement and connection. The results showed that some of these issues had less to do with educational practices, and more to do with contested understandings of the nature of university education, and the nature of students now entering university. I argue that underlying these issues there are contentious questions of who should adjust or adapt to whom: students to the university, or the university to students? Students� reported experiences further suggest that some teachers seemed more aware than others that first-year students face particular challenges. Students did not consider their experiences as reflective of the university as a whole. The university was experienced as an institution with divergent ways of organising courses, of valuing aspects of university learning, and of interpreting seemingly similar things. This suggests that where students experienced challenges, these were not necessarily a function of students� characteristics, or students� attitudes to studying, but of particular course environments. The overall picture that presents itself, then, is that there are challenges that could be considered unnecessary. Whereas few students would experience all of the challenges identified in the results chapters, I argue that there are some aspects that warrant improvement. Improvement initiatives in first-year education, however, are not necessarily considered important by all academic staff. This is another contested issue in universities. A more explicit introduction of first-year students to academia as a range of heterogeneous communities would respond to first-year students� needs for familiarisation and clarity, as well as reflect some of the values that universities could be said to espouse. Successful interventions in first-year education, however, will also depend on ongoing dialogue with staff about various contested issues, the changed and changing context of higher education, and related challenges and opportunities.

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Erlich, Ilana. "The first year of teaching : novice physical education teachers in Israel". Thesis, Anglia Ruskin University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247458.

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20

Wolf, Amie Caroline. "Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities". Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1229701908.

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21

Smith, Michael D. "Striving and Surviving: The Phenomenology of the First-Year Teaching Experience". [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003216.

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22

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

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

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23

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

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24

Short, Barbara J. Fisher Robert L. "How do beliefs and other factors such as prior experience influence the decision-making of new teachers during their first year teaching experience?" Normal, Ill. : Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3115180.

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Thesis (Ed. D.)--Illinois State University, 2003.
Title from title page screen, viewed Dec. 16, 2004. Dissertation Committee: Dissertation Committee: Robert L. Fisher (chair), Deborah J. Curtis, William J.F. Hunter, Darryl A. Pifer. Includes bibliographical references (leaves 258-266) and abstract. Also available in print.

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25

Riley, Jeni. "The development of literacy in the first year of school". Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10019226/.

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Research evidence (Donaldson, 1978; Wells, 1985a; Hughes, 1986; Tizard and Hughes, 1984) over the last decade and a half has confirmed the competence of the pre-school child. At school entry Donaldson (1989) writes "... that children are highly active and efficient learners, competent enquirers, eager to understand" (p.36). There is less evidence concerning the extent to which educators harness this astounding pre-disposition to learn. The aims of the research project studied the development of reading in the reception year of school in Part 1 by: 1. assessing the range of literacy development exhibited by 191 children on entry to school; 2. identifying the entry skills that most reliably predict success in reading by the end of the first year of school; and in Part 2 of the study by: 1. considering the extent to which reception teachers facilitate a mastery of literacy by both capitalising on, and teaching to, each pupil's prior knowledge Part 1 of the study In September 1987 and 1988, 191 children were assessed soon after school entry. The different aspects of functioning that were measured were: 1. General maturity and intellectual functioning 2. Literacy related skills 3. Adjustment to school. II At the end of the year in July 1988 and 1989 two aspects of the child's functioning were assessed. 1. General maturity and cognitive functioning 2. Assessment of both written and spoken language. These data were collected over two years. In 1987/88 and 1988/89 thirty-two classes were studied in sixteen primary schools in the Local Education authorities of Oxfordshire, Berkshire, the former Inner London Education Authority and the London Boroughs of Harrow and Haringey. The data were pooled and extensively analysed using both descriptive and parametric statistical techniques. The main findings are: 1. Children arrive at school with a possible range of five years in their functioning regarding literacy related skills and intellectual ability. 2. Pearsons correlations, multiple regression and discriminant analyses confirm that the ability to identify letters of the alphabet and write one's name at school entry are the most powerful predictors of successful reading by the end of the year. This confirms the findings of earlier studies of the importance of these abilities (Tizard et al, 1988; Wells & Raban, 1978). 3. Understanding of the conventions of print, although weaker, has a positive relationship with reading. 4. An explanation of these data is that there is a developmental pathway to fluent reading. The child develops through the emergent literacy phase, with the accretion of an understanding of print and text through to the phase of beginning conventional reading. Progression takes place through the transition phase of whole word processing, Fnth's (1985) logographic stage to the alphabetic stage into conventional reading. Arriving at school able to identify the letters of the alphabet and able to write one's name indicates a more refined processing of print needed for this transition phase. 5. Children who do not adjust to school are four times less likely to be able to read by the end of the year. In Part 2 of the study A sample of reception class teachers was investigated through a postal questionnaire survey. The questionnaire examined: 1. The extent to which reception class teachers are aware of the most predictive entry skills; 2. The ability of reception class teachers to identify the skills in their new school entrants; 3. The use that reception class teachers made in their teaching of reading of the most valuable entry skills with which children arrive at school. Teachers involved with Part 1 of the study were recruited, and an additional group were circulated by the postal questionnaire, in the geographical areas of Oxfordshire, Berkshire, Haringey, Harrow, Lewisham, Westminster, Camden, Hillingdon, Southwark and Greenwich. Sixty-two teachers completed the questionnaire. The main findings from these data showed that: 1. The majority of the reception class teachers surveyed ranked the importance of the entry skills in the reverse order to those found to be most valuable in Part 1 of the study. 2. Reception class teachers use approaches to reading that develop understandings of print and its usefulness. They foster the enjoyment of books. However, they do not appear to value the importance of orthographic awareness in the child's repertoire of strengths at school entry. The teachers are therefore ill-placed to closely match their teaching to the child's existing knowledge. The main recommendations are that this study indicates the necessity for dissemination of these research findings The new school entrant is very competent and due apparently to insufficient awareness of the most crucial entry skills reception class teachers are unable to fully capitalise on the child's prior knowledge. It is vital that initial and in-service teacher education address this gap.

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Paz, Enrique E. III. "Teaching Plagiarism: Discourse on Plagiarism and Academic Integrity in First-year Writing". Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1407157979.

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27

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

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28

Kopel, Jaclyn. "Personal Connections of First-Year College Students". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4865.

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A private, not-for-profit, 4-year urban university had been struggling to improve its 1st-year retention rate despite conducting previous studies and implementing various initiatives. This study explored the influence that students' personal connections to the study site had on their experience in their 1st year in college. Tinto's student integration models of attrition, Astin's theory on student involvement, and Berger and Milem's model of persistence served as the conceptual framework. A case study design was employed to examine faculty and staff members' beliefs on how the university established and maintained connections with its students and how faculty, staff, and students viewed 1st-year initiatives and retention in relation to personal connection. Individual interviews were conducted with 3 faculty members, 3 staff members, and 15 2nd-year students. The resulting data were coded both manually and using Microsoft OneNote and were analyzed for emerging themes. Some of the results that emerged from the study included that the study site had a difficult time establishing a connection with its students, 1st-year initiatives had mixed results, students stayed at the study site because of a personal connection, and urban institutions have a difficult time establishing a connection with students. These results shed light on a new area on which the university can focus its retention and 1st-year experience efforts. A white paper was written to offer possible solutions to administrators, including changes to the dormitories and a redesign of the 1st-year seminar course. Improvements to 1st-year retention will help promote positive social change by enabling more students to stay in college and graduate on time, which in turn enhances job opportunities and the potential for higher wages.

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29

Belgarde, Penny D. "Teaching First-Year College Students| Case Study of Faculty Perceptions and Intentions". Thesis, Minot State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10274606.

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The purpose of this research is to better understand curricular and pedagogical strategies that can play a role in college retention rates and the first-year academic experience for new students. This research aims to contribute to a larger effort to create a learning environment in which first-year students would be engaged, learn, adapt, and accomplish learning outcomes needed to be successful in university level course work. The two research questions are; how do college faculty prepare to help first-year students’ transition in to university level coursework and how do college faculty view their role in teaching first-year college students? The method of this qualitative case study included one survey taken by Cadence State University (CSU) faculty who teach first-year college students and two interviews with one staff member and one administrative staff whom both work closely with faculty teaching first-year students. The results showed professional development/training and university support for faculty from CSU is needed to educate and keep faculty informed on first-year students. It was also found that transformed pedagogy with utilization of active learning and various teaching strategies plays a significant role in helping first-year students adjust to university coursework, as well as, faculty understanding the impact they have on first-year students. The conclusion to this study reveals there needs to be a teaching culture shift where faculty take action, learn what is needed, and implement transitional pedagogy to help first-year students’ transition into university coursework. Faculty must understand their impact on new students and that they set the foundation of university coursework in their first couple of days of class. Additionally, faculty using communication and being approachable, yet not compromising their higher education standards will help faculty view their role with first-year students as important and necessary.

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Thacker, Kylee Mae. "Encourage, Engage, and Educate: A Thesis Portfolio on Teaching First-Year Composition". OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1726.

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This thesis portfolio discusses my journey as a Master of English graduate student at Southern Illinois University, Carbondale. I began as a graduate student in nineteenth-century American literature and switched concentrations halfway through my degree to Rhetoric and Composition. The decision to change programs was the result of my love for teaching beginning composition courses at SIUC. My passion for teaching drives each installment of this portfolio, focusing on my journey as a Graduate Teaching Assistant, my examination with a prominent theorist in the discipline of Rhetoric and Composition, and my interest in student engagement in the First-Year Composition classroom. My goal for this thesis portfolio is to offer a fresh perspective on Rhetoric and Composition, which allows me to explore my voice within the field.

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Walton, Marguerite. "Mathematical requirements for first-year BCOM students at NMMU". Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/886.

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These studies have focused on identifying the mathematical requirements of first-year BCom students at Nelson Mandela Metropolitan University. The research methodology used in this quantitative study was to make use of interviewing, questionnaire investigation, and document analysis in the form of textbook, test and examination analysis. These methods provided data that fitted into a grounded theory approach. The study concluded by identifying the list of mathematical topics required for the first year of the core subjects in the BCom degree programme. In addition, the study found that learners who study Mathematics in the National Senior Certificate should be able to cope with the mathematical content included in their BCom degree programme, while learners studying Mathematical Literacy would probably need support in some of the areas of mathematics, especially algebra, in order to cope with the mathematical content included in their BCom degree programme. It makes a valuable contribution towards elucidating the mathematical requirements needed to improve the chances of successful BCom degree programme studies at South African universities. It also draws the contours for starting to design an efficient support course for future “at-risk” students who enter higher education studies.

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Sebastian, Dipu, e dipu_sebastian@hotmail com. "Enhancing student learning in a first year business program". Deakin University. Education, 2009. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20100401.122742.

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The central purpose of this study was to investigate whether specific teaching and learning activities, such as concept mapping and reconceptualising the assessment criteria, could improve student learning outcomes in a first year Business program. The rationale for designing such strategies was based on a preliminary study, which examined the specific characteristics of the student cohort, and relevant literature. Overall, findings of this research suggest that these measures can improve student learning outcomes on a written task and further lighlighted the importance of engaging the student within the learning process.

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Ferguson, Christie Hill. "The transition from student teaching through the first year of teaching : reflective perspectives of novice teachers /". Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1196411291&sid=5&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph.D.)--Southern Illinois University Carbondale, 2006.
"Department of Educational Administration and Higher Education." Includes bibliographical references (leaves 152-159). Also available online.

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Sargent, Brenda Lee. "Variables that correlate with success in first year algebra". Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/71254.

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First-year algebra is a course that has a high failure rate and because of this it has been a source of concern for educators, parents, and students. The regular algebra course and the decelerated algebra course have been the focus of attention regarding the placement of high school students. The purpose of this research study was to examine several available predictors in concert with early indicators of algebra performance to see if ensuing achievement in algebra could be predicted accurately. Four different criteria measuring layered achievement in algebra were used. Nine predictor variables were examined in various combinations. The predictors were: Algebra Prognosis Test, Study Habits, Previous Course, Previous ii Course Grade, SRA Math Concepts, SRA Math Computation, SRA Reading, SRA Composite, and First Nine Weeks' Algebra Grade. The study found that adequate and promising predictions can be made using combinations of the predictor variables. From these predictors, discriminant function equations were derived and placement into algebra from the use of these discriminant function equations was recommended.
Ed. D.

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Jones, Marva Kay. "The Impact of Mentoring on First Year Principals". Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1421010561.

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

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

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Hall, Anne-Marie Fish. "Cultures, canons, and conflicts: First-year college students' attitudes about literature". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186132.

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Responding to the political and educational crises over cultural literacy, multiculturalism, and expanding the canon of literature, I present case studies of eight first-year college students and their attitudes about literature. These are students who have scored 4s or 5s on the Advanced Placement English Examination and who represent a discourse community well versed in a traditional canon of literature. In first-year composition, I offer them a multicultural curriculum, presenting contemporary Native American and Mexican American literatures in dialogue with more traditional literatures. Specifically, I examine their responses to the politics of aesthetics, setting up a contrast between canons of texts and canons of methods in Advanced Placement English and a first-year college composition course stressing multicultural literatures. I pay special attention to their "cultural literacy" and to their awareness and acceptance of cultural differences. Chapter 1 gives a background and overview of the study. Chapter 2 examines the literature on cultures and its effect on canons of literary texts and methods of teaching and responding to them. Chapter 3 describes the ethnographic methods of this study, traces the history of Advanced Placement English, and lays out the multicultural curriculum of this study. Chapter 4 is a case study of one student before, during, and after the multicultural curriculum. Chapter 5 examines the past histories--families, high schools, and Advanced Placement English--of seven other students. Chapters 6 and 7 describe the responses of these seven students to a multicultural literature curriculum. Chapter 8 reviews the findings, offering interpretations and commentary on Advanced Placement English, the Advanced Placement English Examination, cultural literacy, and multiculturalism, concluding with recommendations for curricula of the future.

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Joubert, Lydia-Marie. "Enhancing the quality of first-year Biology teaching at the University of Stellenbosch". Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52824.

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Thesis (MPhil) (Higher Education)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: Transformation in biology teaching is inevitable. There is a global concern about the quality of undergraduate biology teaching, especially when considering the growth in the fields of biotechnology and the molecular sciences. Programmes of learning have to be market orientated, and the contents of curricula have to equip students for entrance into a specific career. At the University of Stellenbosch the School for Biological Sciences has developed an interdisciplinary approach to first-year biology teaching. The new programmes in Biological Sciences, implemented in 2000, contain first-year curricula that introduce students to the disciplines of genetics, botany, zoology, microbiology, biochemistry and statistics. This involves participation by six departments, and lecture facilitation in two languages for up to 600 students. As contact sessions between lecturers and students are limited, self-study is becoming increasingly important, and lectures should be fully exploited to obtain deep learning. This study investigated various ways to enhance the teaching and learning process for first-year biology students in a module fraught with growing pains and problems. The influence of software support on student learning was evaluated, while the introduction of an innovative approach to teaching statistics to first-year students was analyzed. Supplementing the statistics section with video-recordings of the lectures was further considered as a possible way of overcoming various obstacles in especially this section of the module. The application of a practical laboratory course to enhance the quality of the theoretical lectures was also investigated and evaluated. It can be concluded that no simple solution could be found to solve the variety of problems that arose with implementation of the new programmes of learning. Technology proved to be invaluable, but should be applied after thorough needs assessment and impact studies have been performed. Provision of IT tools and facilities do not necessarily imply their application and effect, and innovation and inspiration still proved to be most effective in enhancing biology teaching.
AFRIKAANSE OPSOMMING: Transformasie in biologie-onderrig is onvermydelik. Daar is wêreldwye kommer oor die kwaliteit van voorgraadse biologie-onderrig, veral in die lig van die vooruitgang in biotegnologie en die molekulêre wetenskappe. Programme van onderrig moet markgerig wees, en die inhoud van leerplanne loopbaangerig. Die Skool vir Biologiese Wetenskappe van die Universiteit van Stellenbosch het sedert sy stigting 'n interdissiplinêre benadering tot eerstejaarsbiologie-onderrig ontwikkel. Die nuwe programme in die Biologiese Wetenskappe wat in 2000 geïmplementeer is, bevat eerstejaarskurrikula wat studente bekendstel aan die dissiplines van genetika, botanie, sooloqie, mikrobiologie, biochemie en statistiek. Ses departemente is hierby betrokke, en lesings word in twee tale vir tot 600 studente aangebied. Aangesien kontaksessies tussen dosente en studente beperk is, word selfstudie toenemend belangrik, en lesure moet ten volle benut word om 'n diepgaande leerproses te verkry. Hierdie studie ondersoek derhalwe verskeie potensiële maniere waarop die onderrigen leerproses by eerstejaarbiologie-studente versterk kan word. Die invloed van sagteware-ondersteuning by die leerproses is geëvalueer, terwyl 'n nuwe innoverende benadering tot statistiek-onderrig vir eerstejaarstudente geanaliseer is. Uitbreiding en ondersteuning van die statistiek-seksie, d.m.v. videoopnames van die lesings, is verder oorweeg om verskeie van die hindernisse in veral hierdie deel van die module te oorkom. Die toepassing van 'n laboratoriumkursus om die kwaliteit van die teoretiese lesings uit te brei is ook geëvalueer. Daar kan saamgevat word dat geen enkelvoudige oplossing bestaan om die verskeidenheid van probleme op te los wat met implementering van die programme ontstaan het nie. Tegnologie is onontbeerlik, maar moet toegepas word nadat behoorlike behoeftebepaling en impakstudies uitgevoer is. Verskaffing van informasietegnologie impliseer nie noodwendig die nodige toepassing en effek nie, en innovasie en inspirasie blyk steeds onontbeerlik te wees om biologie-onderrig uit te brei en te versterk.

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Martin, Caitlin A. "Teaching for Transfer: Reflective Self-Assessment Strategies in the First-Year Composition Classroom". Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1375294535.

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40

Mthembu, Mpho Princess. "The mentoring needs of final year student teachers during their first teaching practicum". Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/76733.

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Student-teachers at the University of Pretoria are in desperate need of mentoring during their teaching practicum period. This is an essential need as they only get the opportunity to start their teaching practicum when they are in their final year of study. This study forms a part of a larger study that comes from a research project called the Peer Enhanced Scholarship of Teaching and Learning (SOTL). The aim of this project is to develop a mentoring intervention programme which will be used to develop student teachers into teachers. Therefore, the purpose of this study is to identify, explore and understand what the mentoring needs of final year student-teachers in the year 2016 and 2017 at the University of Pretoria were during their first teaching practicum. This study aims to do such, because the participants of this study had a late exposure to teaching practice, and as such when they started their teaching practicum, they experienced feelings of being uncertain, scared, and anxious. The research methodology that this study will utilize is the qualitative research approach using single case study design. Inductive thematic analysis will then be used to analyse the data gathered for this study. The student-teachers in this study were 2016 and 2017 fourth year B. Ed students (n=433) that were studying at the University of Pretoria (Groenkloof campus), in the year 2016 (170), and 2017 (263). The theoretical framework that guided this study is Hudson’s five-factor model of mentoring. The findings of the study revealed that student-teachers at the University of Pretoria need to be mentored, specifically by their mentor lecturers as they embark on their teaching practicum.
Dissertation (MEd)--University of Pretoria, 2019.
Educational Psychology
MEd
Unrestricted

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41

Merz, Stephanie. "In Pursuit of Literacy: Institutional Literacy and the Teaching of First-Year Writing". Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194055.

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This dissertation is an auto-ethnographic account of my curriculum in first-year writing that promotes institutional literacy and examines student responses to it. I frame my research with New Literacy Studies (NLS) in order to highlight the connections between the literate practices of students and larger social, cultural, economic, and ideological contexts. Not only is this helpful for my own understanding of how, when, and why literacy learning occurs, but NLS encourages a critical approach to literacy learning, one that I want my students to adopt as well. Because I was interested in student responses to my curriculum, I conducted interviews with students about their reasons for coming to college, their attitudes towards college, their life goals, as well as their backgrounds. My analysis of student interviews reveals student perceptions of self-efficacy and agency are largely situated along socioeconomic lines. The method of ethnography enabled me to see the exceptions and more nuanced groups of students, which allowed me to complicate the intersections of class and literacy learning.

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42

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

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

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

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

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Law, Kin-man, e 羅健文. "An analysis of the ways that beginning teachers attempt to solve classroom management problems in their first year of teaching". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958746.

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Dees, Ashley Baltuch. "The Relationship between First Year Student Expectations and Persistence into the Second Year of College". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7495.

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Incoming first year students have varying expectations for their college experience. As Florida public education budgets are more closely aligned with student persistence and graduation rates, it is vital institutions retain more first time in college students. The purpose of this study was to better understand how first year student college expectations on academic preparation, co-curricular involvement, socializing, and institutional commitment relate to persistence into the second year of college at one of Florida’s large, preeminent public research universities. This quantitative study utilized the Beginning College Survey of Student Engagement (BCSSE) in order to better understand incoming student expectations. The study sample consisted of 3,723 first time in college students and was collected during orientation for the summer and fall 2015 cohort. Tinto’s Model of Student Departure (1975b), which served as the theoretical framework, states a student’s individual characteristics he/she possess when starting college influence his/her persistence as well as initial commitment to the institution and ultimately a degree. Logistic regression was used to determine the strength of the relationship between students’ expectations and persistence into the second year of college. The overall findings of this study contribute to the increased understanding of first year student expectations and help administrators understand how to best support students. The findings illustrate a statistically significant relationship between high school GPA and persistence into the second year. Expected involvement in organized campus co-curricular activities, self-perception of academic preparation, and a first year student’s commitment to the institution were not found to be statistically significant to first year student persistence into the second year. Additional key findings and their implications for practice in higher education are presented along with recommendations for future research.

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Reynolds-Srot, Carol. "Using Twitter as a Pedagogical Resource to Teach First-Year Composition". Thesis, NSUWorks, 2018. https://nsuworks.nova.edu/writing_etd/36.

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This study examines the incorporation of Twitter in a first-year composition classroom, and addresses the following question: “How can using Twitter as a pedagogical resource to teach writing benefit both students and professors?” The study employs mixed-methods, including surveys, textual analysis of student tweets, and an interview with the professor to assess the application and outcomes of using Twitter. The research finds that although students use social media for a significant amount of time daily, bringing it into the classroom does not automatically lead to better engagement or improved writing. However, students in this study did demonstrate a differentiated used of rhetorical conventions, based on their audience. And, Twitter was instrumental in furnishing real-world writing topics that students chose for themselves, appealing to their interests. This thesis concludes with suggestions for incorporating social media, in general, and Twitter, in particular, into the writing classroom.

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Halsey, Sandra Patricia. "Genre in first year composition: The missing link to transferability?" CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2530.

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This thesis suggests the incorporation of "Genre Theory" into First Year Composition (FYC) at California State University (CSUSB) as a means of alleviating the lack of transfer of what is learned in FYC to other university writing. In examing the feasibility of that incorporation, it takes into consideration the demands made on the FYC course across universities and specifically at CSUSB.

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McKeehen, Shannon R. "Engaging Peer Response in First-year Composition: Writers, Readers, and Rapport". Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1618484899241983.

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Ruff, Kenneth Lamont. "Caseload Advising as Teaching: An Advising-Teaching Model to Improve the Retention and Persistence of First Year Students". Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/492299.

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Educational Administration
Ed.D.
At the collegial level, academic advising has long been advocated as a scholarly activity based on its parallel to teaching. In fact, the National Academic Advising Association (NACADA) has promoted the parallel between Developmental Advising and Teaching as its primary contribution to the education community and to its claim as a scholarly profession. While there are similarities between the two, this study seeks to contribute to the body of research by probing this theory via the restructuring of the CST 1001 Freshman Seminar Course offered within the College of Science & Technology at a large, urban public research institution. By implementing a caseload-teaching model of the course for first year freshman STEM students, the study sets out to illustrate whether caseload advising within a classroom/teaching setting can improve students’ first year retention and persistence to graduation. This evaluation study is two-fold: Not only does it set out to “treat’ students within a section of the course via the application of constructive and intrusive advising/teaching practices, and track student persistence to graduation in four, five and six years, it also examines the increasing demand on the academic advising role and its place within the higher education landscape. In search for its place in the higher education community and its claim as a profession, the study examines the advisor role to determine whether the advising practice offers more than its student service function, which is designed to carry out the mission of the institution.
Temple University--Theses

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Barnes, Rebecca Lynn. "Identifying Desirable Agricultural Education Cooperating Center Characteristics: Cooperating and First-Year Teacher Perceptions". Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/31816.

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Student teaching is arguably the most beneficial aspect of teacher preparation programs. The student teaching experience is shaped by several key components. One of the most important, yet least well defined component is the cooperating center at which a student teacher will gain his or her experiences. Very little research has been published regarding the characteristics of good cooperating centers for agricultural education. This study was designed to create a list of the key elements of cooperating centers for agricultural education student teachers.

Qualitative research was conducted within the population of cooperating teachers and first-year teachers of agricultural education employed in the Commonwealth of Virginia. Two nominal groups were conducted on October 15, 1998, each having ten participants. One group was comprised of ten cooperating teachers and the other of ten first-year agricultural education teachers. The responses from these participants were used to create a prioritized list of the characteristics of cooperating centers that they felt were most important for a successful student teaching experience.
Master of Science

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