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Pettway, Martha Lee Williams Spencer William Allen. "Novice teachers' assessment of their teacher education programs". Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/PETTWAY_MARTHA_27.pdf.
Pełny tekst źródłaSlye, Gail Lynn. "The relationship between teacher empowerment and teacher satisfaction for novice and veteran teachers /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946296.
Pełny tekst źródłaHooten, 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/.
Pełny tekst źródłaTaneri, Pervin Oya. "A Study On Novice Classroom Teachers'". Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605479/index.pdf.
Pełny tekst źródłaFranco, Yvonne. "Novice Teachers' Stories of Solving Problems of Practice". Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5948.
Pełny tekst źródłaBecht, Kori Alice. "School and District Leadership and the Job Satisfaction of Novice Teachers: How Central Office Leaders Support Novice Teachers". Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106712.
Pełny tekst źródłaThis qualitative case study examined the perceptions of novice teachers and central office leaders in one Massachusetts school district about the job satisfaction of novice teachers. Data was gathered from interviews with school and district leaders and novice teachers as well as through the analysis of district documents in order to identify central office practices that contributed to novice teachers’ job satisfaction. The findings indicated a strong connection to the district’s mentoring practices and novice teachers’ job satisfaction. However, while central office leaders also cited the positive role of the induction program, novice teachers did not perceive it provided a high level of support. Recommendations are made for central office leaders to establish greater organizational clarity and to differentiate the induction program to better meet the varying needs of novice teachers
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Moser, Morgan Elizabeth. "Understanding How Novice Teachers Utilize Online Collaboration". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/531.
Pełny tekst źródłaWarner, Wendy Jacklyn. "Career experiences of novice urban agriculture teachers". [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015607.
Pełny tekst źródłaFarnan, Shantel. "Professional Collaboration Experiences| Perceptions of Novice Teachers". Thesis, University of Missouri - Columbia, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10629009.
Pełny tekst źródłaThere is a gap in the research regarding structured collaborative processes and experiences that draws a parallel to the disconnections discovered between what is needed to be a successful teacher candidate in the field and what is taught through coursework and the lack of authentic experiences in teacher preparation programs such as collaboration. This qualitative case study seeks to expand the extant research by understanding and identifying perceptions and comfort with collaboration, as well as its impact. The study outlined one universities approach to strive to meet the competencies for accreditation and prepare highly effective professional educators with a focus on collaboration. This qualitative case study investigated the perceptions of novice teachers regarding ways in which collaboration impacted them and their teaching experiences and examined the perceptions of these novice teachers and their comfort with collaboration during their induction period.
McElroy, Gloria Freels. "Novice Teachers Perceptions of Prior Mentoring Experiences". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1491.
Pełny tekst źródłaMorris, Nathaniel. "Perceptions of Novice Elementary Teachers Regarding Retention". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3808.
Pełny tekst źródłaRees, Rebecca Bingham. "Beginning Teachers' Perceptions of Their Novice Year of Teaching". DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4229.
Pełny tekst źródłaTaylor, Donna Lester. "A Kaleidoscope of Decisions: Using Cognitive Flexibility Theory to Advance a Novice ESOL Teacher’s Scaffolding Expertise". Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/24.
Pełny tekst źródłaChan, Pui-wah. "A case study on the induction of novice expatriate English teachers in a caput secondary school". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602002.
Pełny tekst źródłaSarpy-Simpson, Claudine L. "The perceptions of novice and veteran teachers on the role of the principal in the retention of urban novice teachers". Texas A&M University, 2005. http://hdl.handle.net/1969.1/4677.
Pełny tekst źródłaLongfield, Judith. "Learning to teach teachers an ethnographic study of novice teacher education instructors /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3206871.
Pełny tekst źródłaSource: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0081. Advisers: Mary B. McMullen; Jesse Goodman. "Title from dissertation home page (viewed Feb. 8, 2007)."
Ozturk, Mustafa. "Induction Into Teaching: Adaptation Challenges Of Novice Teachers". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609585/index.pdf.
Pełny tekst źródłaadaptation challenges differed in relation to age, subject area, university, faculty, practice teaching, existence of a mentor teacher in pre-service years, school type, grade level, amount of in-service training, and love of teaching profession. More than half of the participants perceived their pre-service and in-service training insufficient.
Ginat, Carmela. "Novice teachers' coping with the school's 'emotional rules'". Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442162.
Pełny tekst źródłaKitching, Dornehl. "Experiences of novice art teachers in high schools". Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2515.
Pełny tekst źródłaThe teaching profession is unique in this sense that in no other employment industry, are beginner employees straight out of university expected to do the work and hold the responsibilities equal to that of a senior or more experienced colleague. This idea is held as one of the main reasons why teachers need support in their first few years of teaching (Darling-Hammond, 2010; Le Maistre & Paré, 2010). From my own experience as well as that of the novice art teacher participants in this research, it was clear that art teachers in their first three years of teaching experience positive encounters as well as several challenges. Challenges varied from the lack of support and orientation from school management to several other factors that contributed to a demanding workload and stress. The theoretical framework that informs this research is grounded in the combination of theoretical perspectives developed by Geert Kelchtermans (1993; 1994; 1999) namely the narrative-biographical perspective and the micro-political perspective. Participants were interviewed and requested to attend a focus group session where they were asked to create a River of Life representation of their experiences since starting their art education careers. The transcripts were analysed in conjunction with the drawings to forge connections between the participants’ feedback to establish themes. The themes of this particular research relate mainly to the common experiences that the participants face as novice art teachers and the support they receive from their school management and education authorities.
Aljehani, Khulod. "NOVICE ENGLISH LANGUAGE SAUDI TEACHERS BUILDING PROFESSIONAL IDENTITY". OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1777.
Pełny tekst źródłaDeardorff, Philip. "Novice Teachers' Stories Represented As a Graphic Narrative". Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271802/.
Pełny tekst źródłaLouden, Jennifer. "Novice Teachers' Perspectives of Learner-Centered Reading Instruction". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5219.
Pełny tekst źródłaKidd, Warren Edmund. "Troubled craft and novice teachers : an ethnographic account of emerging professional identities of novice teachers in the English lifelong learning sector". Thesis, University of East London, 2016. http://roar.uel.ac.uk/5892/.
Pełny tekst źródłaRoberson, Felicia R. "Novice Teachers' Experiences of Success in a Mentoring Relationship at the Secondary Level". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6368.
Pełny tekst źródłaAnderson, Katie. "Understanding the Differences Between Novice and Experienced Reading Teachers". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5968.
Pełny tekst źródłaBarrineau, Debra J. "Investigating novice White Teachers in African American Classrooms: A Phenomenological Investigation of Cultural Responsiveness". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/101.
Pełny tekst źródłaTan, Puay Inn Justina. "Traversing the border : a tale of seven novice teachers". Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020721/.
Pełny tekst źródłaWhitehouse, Dorean Marie. "Novice Teachers' Perceptions of Success in a Mentoring Relationship". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2276.
Pełny tekst źródłaRiley, Janet Adrienne. "Quantitative Comparison of Novice and Veteran Teachers' Cultural Beliefs". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7835.
Pełny tekst źródłaWygal, 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.
Pełny tekst źródłaEd. D.
Clarridge, Pamela Brown. "Alternative perspectives for analyzing expert, novice, and postulant teaching". Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184423.
Pełny tekst źródłaScholes, Paul A. "The Development of Two Units for BTR TESOL: "Basic Principles of Second Language Acquisition" and "Communicative Language Teacher and Information Gap Exercises"". BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2430.
Pełny tekst źródłaHand, Victoria Sanderlin. "Perceptions and Concerns of Novice Secondary Teachers in Louisiana: The Relationship of Novice Secondary Teacher Stress to Their Perception of Principal Leadership". ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1020.
Pełny tekst źródłaCorum, 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.
Pełny tekst źródłaSwineford, Dolores Ann. "HOW NOVICE TEACHERS DESCRIBE THEIR PREPARATION TO BE WRITING TEACHERS: A MIXED METHODS STUDY". University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595344483308093.
Pełny tekst źródłaMcCluskey, Kerryn Gail. "Working at the Edge: Accounts of Beginning and Novice NESB Teachers". Thesis, Griffith University, 2008. http://hdl.handle.net/10072/366722.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
French, Phyllis Preston. "Novice teacher mentor model impact on teacher efficacy and retention". [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000109.
Pełny tekst źródłaJones, Mary Neal Davies. "Building bridges first steps toward family involvement by child centered novice early childhood teachers /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 430 p, 2008. http://proquest.umi.com/pqdweb?did=1456290221&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Pełny tekst źródłaDlani, Siyongwana Archibald. "Teachers’ perceptions of the mentoring of novice teachers in the King William’s Town District". Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006244.
Pełny tekst źródłaBucci, Terri Teal. "Expert mathematics teachers' parallels to worldviews : investigating pedagogical responses to novice mathematics teachers' concerns /". The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488186329503314.
Pełny tekst źródłaFord, 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/.
Pełny tekst źródłaTitle 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).
Carter, John A. Martin Tami Susan Day Roger P. "Effects of lesson study on beliefs and practices of novice mathematics teachers". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196661.
Pełny tekst źródłaTitle from title page screen, viewed May 18, 2006. Dissertation Committee: Tami S. Martin, Roger Day (co-chairs), Johnny W. Lott, Beverly S. Rich. Includes bibliographical references (leaves 105-115) and abstract. Also available in print.
Erkmen, Besime. "Non-native novice EFL teachers' beliefs about teaching and learning". Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11458/.
Pełny tekst źródłaJones, Lisa Michelle. "Social class and the emerging professional identities of novice teachers". Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/social-class-and-the-emerging-professional-identities-of-novice-teachers(def63bae-247b-42a3-be7b-2467f396384f).html.
Pełny tekst źródłaJordan, 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.
Pełny tekst źródłaTsui, Chung-kwan Paul. "An evaluation of classroom management through expert-novice comparison : a case study /". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17947455.
Pełny tekst źródłaHarris, Shelley B. Laney James Duke. "A value-added approach to determine the relationships of mentoring to novice teacher classroom effectiveness". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9773.
Pełny tekst źródłaPeng, Suhao. "Novice Teachers’ Voices on Professional Agency and Professional Identity in Finland and China". Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157206.
Pełny tekst źródłaGiacometti, Karen S. "Factors Affecting Job Satisfaction and Retention of Beginning Teachers". Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29595.
Pełny tekst źródłaEd. D.
Mayo, Connie. "The Residual Effect of Novice Primary Teachers on Reading Achievement Scores". TopSCHOLAR®, 2005. http://digitalcommons.wku.edu/theses/346.
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