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You searched for subject:(Beginning Teachers). Showing records 1 – 30 of 142 total matches.

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University of Georgia

1. Bolen, Susan Hare. Peer observation and learning community as instructional supports: beginning teachers' perspectives.

Degree: PhD, Elementary Education, 2009, University of Georgia

 The purpose of this study was to develop deeper understandings about what happened when peer observation and a learning community were offered as an instructional… (more)

Subjects/Keywords: Beginning Teachers

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APA (6th Edition):

Bolen, S. H. (2009). Peer observation and learning community as instructional supports: beginning teachers' perspectives. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bolen_susan_h_200908_phd

Chicago Manual of Style (16th Edition):

Bolen, Susan Hare. “Peer observation and learning community as instructional supports: beginning teachers' perspectives.” 2009. Doctoral Dissertation, University of Georgia. Accessed September 16, 2019. http://purl.galileo.usg.edu/uga_etd/bolen_susan_h_200908_phd.

MLA Handbook (7th Edition):

Bolen, Susan Hare. “Peer observation and learning community as instructional supports: beginning teachers' perspectives.” 2009. Web. 16 Sep 2019.

Vancouver:

Bolen SH. Peer observation and learning community as instructional supports: beginning teachers' perspectives. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Sep 16]. Available from: http://purl.galileo.usg.edu/uga_etd/bolen_susan_h_200908_phd.

Council of Science Editors:

Bolen SH. Peer observation and learning community as instructional supports: beginning teachers' perspectives. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/bolen_susan_h_200908_phd


University of Georgia

2. Dubois, Shannon Lynne. A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction.

Degree: PhD, Science Education, 2014, University of Georgia

 The dissertation includes three studies that all contribute to understanding the experiences of beginning science teachers. The first chapter provides an overview of the context… (more)

Subjects/Keywords: beginning teachers

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APA (6th Edition):

Dubois, S. L. (2014). A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/dubois_shannon_l_201405_phd

Chicago Manual of Style (16th Edition):

Dubois, Shannon Lynne. “A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction.” 2014. Doctoral Dissertation, University of Georgia. Accessed September 16, 2019. http://purl.galileo.usg.edu/uga_etd/dubois_shannon_l_201405_phd.

MLA Handbook (7th Edition):

Dubois, Shannon Lynne. “A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction.” 2014. Web. 16 Sep 2019.

Vancouver:

Dubois SL. A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 Sep 16]. Available from: http://purl.galileo.usg.edu/uga_etd/dubois_shannon_l_201405_phd.

Council of Science Editors:

Dubois SL. A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/dubois_shannon_l_201405_phd


Victoria University of Wellington

3. Yates, Anne. Something Old, Something New: Initial Teacher Education in the Online Mode.

Degree: 2011, Victoria University of Wellington

 Access to the internet has allowed online learning to become widespread. However, online learning can be met with scepticism and is often seen as second… (more)

Subjects/Keywords: E-learning; Beginning teachers

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APA (6th Edition):

Yates, A. (2011). Something Old, Something New: Initial Teacher Education in the Online Mode. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1567

Chicago Manual of Style (16th Edition):

Yates, Anne. “Something Old, Something New: Initial Teacher Education in the Online Mode.” 2011. Masters Thesis, Victoria University of Wellington. Accessed September 16, 2019. http://hdl.handle.net/10063/1567.

MLA Handbook (7th Edition):

Yates, Anne. “Something Old, Something New: Initial Teacher Education in the Online Mode.” 2011. Web. 16 Sep 2019.

Vancouver:

Yates A. Something Old, Something New: Initial Teacher Education in the Online Mode. [Internet] [Masters thesis]. Victoria University of Wellington; 2011. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10063/1567.

Council of Science Editors:

Yates A. Something Old, Something New: Initial Teacher Education in the Online Mode. [Masters Thesis]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/1567


Victoria University of Wellington

4. Stannard, D. Kaye. Investigating educative mentoring for provisionally certificated teachers in the New Zealand primary school.

Degree: 2016, Victoria University of Wellington

 The Guidelines for Induction and Mentoring and Mentor Teachers were published in 2011 by the New Zealand Teachers Council. The Guidelines signalled a shift from… (more)

Subjects/Keywords: Educative mentoring; Beginning teachers; Primary

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APA (6th Edition):

Stannard, D. K. (2016). Investigating educative mentoring for provisionally certificated teachers in the New Zealand primary school. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/5155

Chicago Manual of Style (16th Edition):

Stannard, D Kaye. “Investigating educative mentoring for provisionally certificated teachers in the New Zealand primary school.” 2016. Masters Thesis, Victoria University of Wellington. Accessed September 16, 2019. http://hdl.handle.net/10063/5155.

MLA Handbook (7th Edition):

Stannard, D Kaye. “Investigating educative mentoring for provisionally certificated teachers in the New Zealand primary school.” 2016. Web. 16 Sep 2019.

Vancouver:

Stannard DK. Investigating educative mentoring for provisionally certificated teachers in the New Zealand primary school. [Internet] [Masters thesis]. Victoria University of Wellington; 2016. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10063/5155.

Council of Science Editors:

Stannard DK. Investigating educative mentoring for provisionally certificated teachers in the New Zealand primary school. [Masters Thesis]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/5155


Baylor University

5. [No author]. Influences on beginning teachers’ differentiated instructional practices with diverse students .

Degree: 2015, Baylor University

Teachers need to consider diversity when making decisions about differentiating their instructional practices since children come to school with varied experiences, abilities, learning preferences, interests,… (more)

Subjects/Keywords: Differentiation; beginning teachers; influences

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APA (6th Edition):

author], [. (2015). Influences on beginning teachers’ differentiated instructional practices with diverse students . (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/9594

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “Influences on beginning teachers’ differentiated instructional practices with diverse students .” 2015. Thesis, Baylor University. Accessed September 16, 2019. http://hdl.handle.net/2104/9594.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “Influences on beginning teachers’ differentiated instructional practices with diverse students .” 2015. Web. 16 Sep 2019.

Vancouver:

author] [. Influences on beginning teachers’ differentiated instructional practices with diverse students . [Internet] [Thesis]. Baylor University; 2015. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2104/9594.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Influences on beginning teachers’ differentiated instructional practices with diverse students . [Thesis]. Baylor University; 2015. Available from: http://hdl.handle.net/2104/9594

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Iowa State University

6. Anderson, Katelyn Marie. Beginning teachers perceptions of curriculum for agricultural science education training and classroom implementation.

Degree: 2018, Iowa State University

 The purpose of this thesis was to explore perceptions beginning teachers held when becoming Curriculum for Agriculture and Science Education (CASE) certified within the Agriculture,… (more)

Subjects/Keywords: Beginning teachers; CASE; Agricultural Education

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APA (6th Edition):

Anderson, K. M. (2018). Beginning teachers perceptions of curriculum for agricultural science education training and classroom implementation. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/16784

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Anderson, Katelyn Marie. “Beginning teachers perceptions of curriculum for agricultural science education training and classroom implementation.” 2018. Thesis, Iowa State University. Accessed September 16, 2019. https://lib.dr.iastate.edu/etd/16784.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Anderson, Katelyn Marie. “Beginning teachers perceptions of curriculum for agricultural science education training and classroom implementation.” 2018. Web. 16 Sep 2019.

Vancouver:

Anderson KM. Beginning teachers perceptions of curriculum for agricultural science education training and classroom implementation. [Internet] [Thesis]. Iowa State University; 2018. [cited 2019 Sep 16]. Available from: https://lib.dr.iastate.edu/etd/16784.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Anderson KM. Beginning teachers perceptions of curriculum for agricultural science education training and classroom implementation. [Thesis]. Iowa State University; 2018. Available from: https://lib.dr.iastate.edu/etd/16784

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

7. Pech, Elda. Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school.

Degree: EdD, Education, 2009, University of Southern California

 The educational problem that schools face is the loss of new teachers that leave the field of education with in the first five years of… (more)

Subjects/Keywords: beginning teachers; collaborative support; novice teachers

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APA (6th Edition):

Pech, E. (2009). Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/271790/rec/1436

Chicago Manual of Style (16th Edition):

Pech, Elda. “Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school.” 2009. Doctoral Dissertation, University of Southern California. Accessed September 16, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/271790/rec/1436.

MLA Handbook (7th Edition):

Pech, Elda. “Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school.” 2009. Web. 16 Sep 2019.

Vancouver:

Pech E. Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Sep 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/271790/rec/1436.

Council of Science Editors:

Pech E. Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/271790/rec/1436


University of Arizona

8. Lavigne, Alyson Leah. Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching .

Degree: 2010, University of Arizona

 Teacher attrition, particularly of beginning teachers, is concerning. Extensive research has been conducted on teacher attrition and teacher characteristics; however, less research exists on teacher… (more)

Subjects/Keywords: Beginning Teachers; Teacher Retention; Teachers' Beliefs

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APA (6th Edition):

Lavigne, A. L. (2010). Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/193771

Chicago Manual of Style (16th Edition):

Lavigne, Alyson Leah. “Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching .” 2010. Doctoral Dissertation, University of Arizona. Accessed September 16, 2019. http://hdl.handle.net/10150/193771.

MLA Handbook (7th Edition):

Lavigne, Alyson Leah. “Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching .” 2010. Web. 16 Sep 2019.

Vancouver:

Lavigne AL. Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10150/193771.

Council of Science Editors:

Lavigne AL. Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/193771


University of Tasmania

9. Parks, MC. Pre-service teachers’ evolving perceptions and responses to teaching : changing career to find meaning and purpose.

Degree: 2018, University of Tasmania

 Commencing pre-service teachers enter initial teacher education programs with diverse preconceptions, understandings, beliefs and values about the teaching profession. A complex mix of personal, professional… (more)

Subjects/Keywords: Beginning teachers; pre-service teachers; career-change teachers; graduate teachers

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APA (6th Edition):

Parks, M. (2018). Pre-service teachers’ evolving perceptions and responses to teaching : changing career to find meaning and purpose. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/29710/1/Parks_whole_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Parks, MC. “Pre-service teachers’ evolving perceptions and responses to teaching : changing career to find meaning and purpose.” 2018. Thesis, University of Tasmania. Accessed September 16, 2019. https://eprints.utas.edu.au/29710/1/Parks_whole_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Parks, MC. “Pre-service teachers’ evolving perceptions and responses to teaching : changing career to find meaning and purpose.” 2018. Web. 16 Sep 2019.

Vancouver:

Parks M. Pre-service teachers’ evolving perceptions and responses to teaching : changing career to find meaning and purpose. [Internet] [Thesis]. University of Tasmania; 2018. [cited 2019 Sep 16]. Available from: https://eprints.utas.edu.au/29710/1/Parks_whole_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Parks M. Pre-service teachers’ evolving perceptions and responses to teaching : changing career to find meaning and purpose. [Thesis]. University of Tasmania; 2018. Available from: https://eprints.utas.edu.au/29710/1/Parks_whole_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

10. Longshore, Deborah. Beginning teachers' perspectives on memtoring programs in rural elementary schools.

Degree: EdD, Educational Leadership, 2004, University of Georgia

 The purpose of this study was to explore beginning teachers’ perspectives on mentoring programs in rural elementary schools. Symbolic interactionism was the theoretical framework of… (more)

Subjects/Keywords: Rural Beginning Teachers

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APA (6th Edition):

Longshore, D. (2004). Beginning teachers' perspectives on memtoring programs in rural elementary schools. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/longshore_deborah_d_200412_edd

Chicago Manual of Style (16th Edition):

Longshore, Deborah. “Beginning teachers' perspectives on memtoring programs in rural elementary schools.” 2004. Doctoral Dissertation, University of Georgia. Accessed September 16, 2019. http://purl.galileo.usg.edu/uga_etd/longshore_deborah_d_200412_edd.

MLA Handbook (7th Edition):

Longshore, Deborah. “Beginning teachers' perspectives on memtoring programs in rural elementary schools.” 2004. Web. 16 Sep 2019.

Vancouver:

Longshore D. Beginning teachers' perspectives on memtoring programs in rural elementary schools. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Sep 16]. Available from: http://purl.galileo.usg.edu/uga_etd/longshore_deborah_d_200412_edd.

Council of Science Editors:

Longshore D. Beginning teachers' perspectives on memtoring programs in rural elementary schools. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/longshore_deborah_d_200412_edd

11. Connolly, Graeme John. The impact of teacher education on beginning physical education teachers' practices.

Degree: PhD, Kinesiology, 2012, University of Georgia

 The purpose of this study was to determine the perceptions beginning teachers’ hold regarding the impact of their undergraduate physical education teacher education (PETE) experience,… (more)

Subjects/Keywords: Beginning teachers

…x28;NCATE), developed the common core standards for beginning teachers (Darling… …articulate what all beginning teachers should know, be able to do, and value in three unique but… …nine National Standards for Beginning Physical Education Teachers (NASPE, 1995)… …Beginning Physical Education Teachers (NASPE, 1995). The creation, implementation, and… …of this study was to determine the perceptions beginning teachers’ hold regarding the… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Connolly, G. J. (2012). The impact of teacher education on beginning physical education teachers' practices. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/connolly_graeme_j_201208_phd

Chicago Manual of Style (16th Edition):

Connolly, Graeme John. “The impact of teacher education on beginning physical education teachers' practices.” 2012. Doctoral Dissertation, University of Georgia. Accessed September 16, 2019. http://purl.galileo.usg.edu/uga_etd/connolly_graeme_j_201208_phd.

MLA Handbook (7th Edition):

Connolly, Graeme John. “The impact of teacher education on beginning physical education teachers' practices.” 2012. Web. 16 Sep 2019.

Vancouver:

Connolly GJ. The impact of teacher education on beginning physical education teachers' practices. [Internet] [Doctoral dissertation]. University of Georgia; 2012. [cited 2019 Sep 16]. Available from: http://purl.galileo.usg.edu/uga_etd/connolly_graeme_j_201208_phd.

Council of Science Editors:

Connolly GJ. The impact of teacher education on beginning physical education teachers' practices. [Doctoral Dissertation]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/connolly_graeme_j_201208_phd


NSYSU

12. Hsiao, I-ling. A Study on the Beginning Teachersâ Problems and Induction Needs at Junior High School in Kaohsiung County.

Degree: Master, Education, 2009, NSYSU

 The purposes of this study were to explore the actual condition of beginning teachersâ job-related problems and induction needs, as well as to analyze the… (more)

Subjects/Keywords: induction needs; job problems; beginning teachers

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APA (6th Edition):

Hsiao, I. (2009). A Study on the Beginning Teachersâ Problems and Induction Needs at Junior High School in Kaohsiung County. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0721109-155115

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hsiao, I-ling. “A Study on the Beginning Teachersâ Problems and Induction Needs at Junior High School in Kaohsiung County.” 2009. Thesis, NSYSU. Accessed September 16, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0721109-155115.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hsiao, I-ling. “A Study on the Beginning Teachersâ Problems and Induction Needs at Junior High School in Kaohsiung County.” 2009. Web. 16 Sep 2019.

Vancouver:

Hsiao I. A Study on the Beginning Teachersâ Problems and Induction Needs at Junior High School in Kaohsiung County. [Internet] [Thesis]. NSYSU; 2009. [cited 2019 Sep 16]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0721109-155115.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hsiao I. A Study on the Beginning Teachersâ Problems and Induction Needs at Junior High School in Kaohsiung County. [Thesis]. NSYSU; 2009. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0721109-155115

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Victoria University of Wellington

13. Starkey, Louise. Digital Saviours: Digitally Able Secondary School Teachers in Their First Year of Teaching.

Degree: 2010, Victoria University of Wellington

 The digital era is a time when available technology enables access to information, ideas and people from a range of locations, at anytime. Young graduating… (more)

Subjects/Keywords: Digital technologies; Beginning teachers; High schools

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APA (6th Edition):

Starkey, L. (2010). Digital Saviours: Digitally Able Secondary School Teachers in Their First Year of Teaching. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1176

Chicago Manual of Style (16th Edition):

Starkey, Louise. “Digital Saviours: Digitally Able Secondary School Teachers in Their First Year of Teaching.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed September 16, 2019. http://hdl.handle.net/10063/1176.

MLA Handbook (7th Edition):

Starkey, Louise. “Digital Saviours: Digitally Able Secondary School Teachers in Their First Year of Teaching.” 2010. Web. 16 Sep 2019.

Vancouver:

Starkey L. Digital Saviours: Digitally Able Secondary School Teachers in Their First Year of Teaching. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10063/1176.

Council of Science Editors:

Starkey L. Digital Saviours: Digitally Able Secondary School Teachers in Their First Year of Teaching. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1176


University of Waikato

14. Carss, Wendy Diane. Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools .

Degree: 2019, University of Waikato

 The teaching of literacy presents ongoing and complex challenges for first-year teachers at the primary level as they strive to address the diverse social and… (more)

Subjects/Keywords: literacy education; beginning teachers; initial teacher education

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APA (6th Edition):

Carss, W. D. (2019). Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/12421

Chicago Manual of Style (16th Edition):

Carss, Wendy Diane. “Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools .” 2019. Doctoral Dissertation, University of Waikato. Accessed September 16, 2019. http://hdl.handle.net/10289/12421.

MLA Handbook (7th Edition):

Carss, Wendy Diane. “Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools .” 2019. Web. 16 Sep 2019.

Vancouver:

Carss WD. Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools . [Internet] [Doctoral dissertation]. University of Waikato; 2019. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10289/12421.

Council of Science Editors:

Carss WD. Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools . [Doctoral Dissertation]. University of Waikato; 2019. Available from: http://hdl.handle.net/10289/12421


University of Manitoba

15. Lepp, Barbara. Teacher mentoring programs in Manitoba public school divisions: a status study.

Degree: Curriculum, Teaching and Learning, 2017, University of Manitoba

 This research study examines the status of mentoring programs for beginning teachers in Manitoba’s public school divisions. Based on reviewed literature, a distinction is made… (more)

Subjects/Keywords: Mentoring; Beginning teachers; New teachers; Mentors; Early career teachers

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APA (6th Edition):

Lepp, B. (2017). Teacher mentoring programs in Manitoba public school divisions: a status study. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32228

Chicago Manual of Style (16th Edition):

Lepp, Barbara. “Teacher mentoring programs in Manitoba public school divisions: a status study.” 2017. Masters Thesis, University of Manitoba. Accessed September 16, 2019. http://hdl.handle.net/1993/32228.

MLA Handbook (7th Edition):

Lepp, Barbara. “Teacher mentoring programs in Manitoba public school divisions: a status study.” 2017. Web. 16 Sep 2019.

Vancouver:

Lepp B. Teacher mentoring programs in Manitoba public school divisions: a status study. [Internet] [Masters thesis]. University of Manitoba; 2017. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1993/32228.

Council of Science Editors:

Lepp B. Teacher mentoring programs in Manitoba public school divisions: a status study. [Masters Thesis]. University of Manitoba; 2017. Available from: http://hdl.handle.net/1993/32228


University of Alberta

16. Kastelan-Sikora, Kristina. Mentoring Beginning Second Language Teachers: Perceptions of Challenges and Expectations of Support.

Degree: PhD, Department of Secondary Education, 2013, University of Alberta

 Today’s beginning teachers are confronted with a variety of challenges and issues as they develop their professional identities. Their needs and challenges in specific subject(more)

Subjects/Keywords: administrators; beginning teachers; mentorship; mentor teachers; second languages

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APA (6th Edition):

Kastelan-Sikora, K. (2013). Mentoring Beginning Second Language Teachers: Perceptions of Challenges and Expectations of Support. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/0g354g23v

Chicago Manual of Style (16th Edition):

Kastelan-Sikora, Kristina. “Mentoring Beginning Second Language Teachers: Perceptions of Challenges and Expectations of Support.” 2013. Doctoral Dissertation, University of Alberta. Accessed September 16, 2019. https://era.library.ualberta.ca/files/0g354g23v.

MLA Handbook (7th Edition):

Kastelan-Sikora, Kristina. “Mentoring Beginning Second Language Teachers: Perceptions of Challenges and Expectations of Support.” 2013. Web. 16 Sep 2019.

Vancouver:

Kastelan-Sikora K. Mentoring Beginning Second Language Teachers: Perceptions of Challenges and Expectations of Support. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2019 Sep 16]. Available from: https://era.library.ualberta.ca/files/0g354g23v.

Council of Science Editors:

Kastelan-Sikora K. Mentoring Beginning Second Language Teachers: Perceptions of Challenges and Expectations of Support. [Doctoral Dissertation]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/0g354g23v


Rhode Island College

17. Clark, Jodi L. Teachers' Experiences of Induction: A Narrative Retrospective Inquiry.

Degree: PhD, 2017, Rhode Island College

  It is well established that beginning teachers need support to bridge the gap from college teacher preparation to the classroom setting (Fletcher & Strong,… (more)

Subjects/Keywords:

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APA (6th Edition):

Clark, J. L. (2017). Teachers' Experiences of Induction: A Narrative Retrospective Inquiry. (Doctoral Dissertation). Rhode Island College. Retrieved from https://digitalcommons.ric.edu/etd/177

Chicago Manual of Style (16th Edition):

Clark, Jodi L. “Teachers' Experiences of Induction: A Narrative Retrospective Inquiry.” 2017. Doctoral Dissertation, Rhode Island College. Accessed September 16, 2019. https://digitalcommons.ric.edu/etd/177.

MLA Handbook (7th Edition):

Clark, Jodi L. “Teachers' Experiences of Induction: A Narrative Retrospective Inquiry.” 2017. Web. 16 Sep 2019.

Vancouver:

Clark JL. Teachers' Experiences of Induction: A Narrative Retrospective Inquiry. [Internet] [Doctoral dissertation]. Rhode Island College; 2017. [cited 2019 Sep 16]. Available from: https://digitalcommons.ric.edu/etd/177.

Council of Science Editors:

Clark JL. Teachers' Experiences of Induction: A Narrative Retrospective Inquiry. [Doctoral Dissertation]. Rhode Island College; 2017. Available from: https://digitalcommons.ric.edu/etd/177


University of South Carolina

18. Tennyson, Ruth Anne. A Mixed Methods Examination of Mentoring Practices in Six School Districts in South Carolina: Perspectives from Novice Teachers, Mentors, and School Leaders.

Degree: PhD, Educational Leadership and Policies, 2010, University of South Carolina

  This mixed methods study investigated the impact mentoring has on beginning teachers' perceptions of success. Surveys were used to determine whether or not principals… (more)

Subjects/Keywords: Education; Educational Administration and Supervision; beginning teachers; mentoring; novice teachers

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APA (6th Edition):

Tennyson, R. A. (2010). A Mixed Methods Examination of Mentoring Practices in Six School Districts in South Carolina: Perspectives from Novice Teachers, Mentors, and School Leaders. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/413

Chicago Manual of Style (16th Edition):

Tennyson, Ruth Anne. “A Mixed Methods Examination of Mentoring Practices in Six School Districts in South Carolina: Perspectives from Novice Teachers, Mentors, and School Leaders.” 2010. Doctoral Dissertation, University of South Carolina. Accessed September 16, 2019. https://scholarcommons.sc.edu/etd/413.

MLA Handbook (7th Edition):

Tennyson, Ruth Anne. “A Mixed Methods Examination of Mentoring Practices in Six School Districts in South Carolina: Perspectives from Novice Teachers, Mentors, and School Leaders.” 2010. Web. 16 Sep 2019.

Vancouver:

Tennyson RA. A Mixed Methods Examination of Mentoring Practices in Six School Districts in South Carolina: Perspectives from Novice Teachers, Mentors, and School Leaders. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2019 Sep 16]. Available from: https://scholarcommons.sc.edu/etd/413.

Council of Science Editors:

Tennyson RA. A Mixed Methods Examination of Mentoring Practices in Six School Districts in South Carolina: Perspectives from Novice Teachers, Mentors, and School Leaders. [Doctoral Dissertation]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/413


Massey University

19. Elliot, Anne-Grete Nøhr. From preservice teacher education to the primary classroom : an investigation into beginning teachers' experiences with information and communication technology.

Degree: EdD, 2011, Massey University

 This thesis investigates the conditions that may help or hinder beginning primary teachers in using information and communications technology (ICT) in the classroom. A dearth… (more)

Subjects/Keywords: First year teachers; Beginning teachers; Primary school teachers; Educational technology; Computer-assisted instruction; New Zealand

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APA (6th Edition):

Elliot, A. N. (2011). From preservice teacher education to the primary classroom : an investigation into beginning teachers' experiences with information and communication technology. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/2638

Chicago Manual of Style (16th Edition):

Elliot, Anne-Grete Nøhr. “From preservice teacher education to the primary classroom : an investigation into beginning teachers' experiences with information and communication technology.” 2011. Doctoral Dissertation, Massey University. Accessed September 16, 2019. http://hdl.handle.net/10179/2638.

MLA Handbook (7th Edition):

Elliot, Anne-Grete Nøhr. “From preservice teacher education to the primary classroom : an investigation into beginning teachers' experiences with information and communication technology.” 2011. Web. 16 Sep 2019.

Vancouver:

Elliot AN. From preservice teacher education to the primary classroom : an investigation into beginning teachers' experiences with information and communication technology. [Internet] [Doctoral dissertation]. Massey University; 2011. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10179/2638.

Council of Science Editors:

Elliot AN. From preservice teacher education to the primary classroom : an investigation into beginning teachers' experiences with information and communication technology. [Doctoral Dissertation]. Massey University; 2011. Available from: http://hdl.handle.net/10179/2638


Victoria University of Wellington

20. Patterson, Sarah Catherine Mary. Educative Mentoring: Challenges and Enablers of Implementation in an Intermediate School Context.

Degree: 2013, Victoria University of Wellington

 An effective mentoring programme has a positive effect on the quality of teaching, student achievement, the retention of trained teachers and the teaching profession as… (more)

Subjects/Keywords: Mentoring; Beginning teachers; Effective teaching; In-service training

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APA (6th Edition):

Patterson, S. C. M. (2013). Educative Mentoring: Challenges and Enablers of Implementation in an Intermediate School Context. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2744

Chicago Manual of Style (16th Edition):

Patterson, Sarah Catherine Mary. “Educative Mentoring: Challenges and Enablers of Implementation in an Intermediate School Context.” 2013. Masters Thesis, Victoria University of Wellington. Accessed September 16, 2019. http://hdl.handle.net/10063/2744.

MLA Handbook (7th Edition):

Patterson, Sarah Catherine Mary. “Educative Mentoring: Challenges and Enablers of Implementation in an Intermediate School Context.” 2013. Web. 16 Sep 2019.

Vancouver:

Patterson SCM. Educative Mentoring: Challenges and Enablers of Implementation in an Intermediate School Context. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10063/2744.

Council of Science Editors:

Patterson SCM. Educative Mentoring: Challenges and Enablers of Implementation in an Intermediate School Context. [Masters Thesis]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/2744


University of Canterbury

21. Hunt, Anne-Marie. Non-Māori beginning teacher perspectives on meeting the needs of Māori children within the mainstream classroom : a case study : research project report.

Degree: School of Educational Studies and Human Development, 2006, University of Canterbury

 The purpose of this case study is to gain the perspectives of four non-Maori beginning teacher on meeting the needs of Maori children in the… (more)

Subjects/Keywords: Beginning teachers; Māori children; Mainstream

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APA (6th Edition):

Hunt, A. (2006). Non-Māori beginning teacher perspectives on meeting the needs of Māori children within the mainstream classroom : a case study : research project report. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/2930

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hunt, Anne-Marie. “Non-Māori beginning teacher perspectives on meeting the needs of Māori children within the mainstream classroom : a case study : research project report.” 2006. Thesis, University of Canterbury. Accessed September 16, 2019. http://hdl.handle.net/10092/2930.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hunt, Anne-Marie. “Non-Māori beginning teacher perspectives on meeting the needs of Māori children within the mainstream classroom : a case study : research project report.” 2006. Web. 16 Sep 2019.

Vancouver:

Hunt A. Non-Māori beginning teacher perspectives on meeting the needs of Māori children within the mainstream classroom : a case study : research project report. [Internet] [Thesis]. University of Canterbury; 2006. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10092/2930.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hunt A. Non-Māori beginning teacher perspectives on meeting the needs of Māori children within the mainstream classroom : a case study : research project report. [Thesis]. University of Canterbury; 2006. Available from: http://hdl.handle.net/10092/2930

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

22. Curtis, Gayle. Harmonic Convergence: Parallel Stories of Novice Teacher and Novice Researcher.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 In the United States, the issue of teacher attrition and retention is particularly critical among early-career teachers. While the overall teacher attrition rate is at… (more)

Subjects/Keywords: beginning teachers; narrative inquiry; accountability; reflection; emotions in teaching; Education

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APA (6th Edition):

Curtis, G. (2013). Harmonic Convergence: Parallel Stories of Novice Teacher and Novice Researcher. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/960

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Curtis, Gayle. “Harmonic Convergence: Parallel Stories of Novice Teacher and Novice Researcher.” 2013. Thesis, University of Houston. Accessed September 16, 2019. http://hdl.handle.net/10657/960.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Curtis, Gayle. “Harmonic Convergence: Parallel Stories of Novice Teacher and Novice Researcher.” 2013. Web. 16 Sep 2019.

Vancouver:

Curtis G. Harmonic Convergence: Parallel Stories of Novice Teacher and Novice Researcher. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10657/960.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Curtis G. Harmonic Convergence: Parallel Stories of Novice Teacher and Novice Researcher. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/960

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Virginia Tech

23. Jones, Troy. Working Through Problems: An Investigation of the Problems and Problem-Solving Approaches of Beginning Teachers.

Degree: PhD, Curriculum and Instruction, 2008, Virginia Tech

 The purpose of the present investigation was to determine what professional and personal problems elementary-school teachers face during their initial years of teaching and how… (more)

Subjects/Keywords: problems; problem-solving; beginning teachers

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APA (6th Edition):

Jones, T. (2008). Working Through Problems: An Investigation of the Problems and Problem-Solving Approaches of Beginning Teachers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28736

Chicago Manual of Style (16th Edition):

Jones, Troy. “Working Through Problems: An Investigation of the Problems and Problem-Solving Approaches of Beginning Teachers.” 2008. Doctoral Dissertation, Virginia Tech. Accessed September 16, 2019. http://hdl.handle.net/10919/28736.

MLA Handbook (7th Edition):

Jones, Troy. “Working Through Problems: An Investigation of the Problems and Problem-Solving Approaches of Beginning Teachers.” 2008. Web. 16 Sep 2019.

Vancouver:

Jones T. Working Through Problems: An Investigation of the Problems and Problem-Solving Approaches of Beginning Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10919/28736.

Council of Science Editors:

Jones T. Working Through Problems: An Investigation of the Problems and Problem-Solving Approaches of Beginning Teachers. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/28736


Virginia Tech

24. Smith, Judith. Forces Affecting Beginning Teacher/Mentor Relationships in a Large Suburban School System.

Degree: PhD, Educational Leadership and Policy Studies, 2003, Virginia Tech

 According to the U. S. Department of Education (National Commission on Teaching and Americaâ s Future, 1996), U.S. public schools will hire an estimated two… (more)

Subjects/Keywords: beginning teachers; induction; mentoring

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APA (6th Edition):

Smith, J. (2003). Forces Affecting Beginning Teacher/Mentor Relationships in a Large Suburban School System. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26460

Chicago Manual of Style (16th Edition):

Smith, Judith. “Forces Affecting Beginning Teacher/Mentor Relationships in a Large Suburban School System.” 2003. Doctoral Dissertation, Virginia Tech. Accessed September 16, 2019. http://hdl.handle.net/10919/26460.

MLA Handbook (7th Edition):

Smith, Judith. “Forces Affecting Beginning Teacher/Mentor Relationships in a Large Suburban School System.” 2003. Web. 16 Sep 2019.

Vancouver:

Smith J. Forces Affecting Beginning Teacher/Mentor Relationships in a Large Suburban School System. [Internet] [Doctoral dissertation]. Virginia Tech; 2003. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10919/26460.

Council of Science Editors:

Smith J. Forces Affecting Beginning Teacher/Mentor Relationships in a Large Suburban School System. [Doctoral Dissertation]. Virginia Tech; 2003. Available from: http://hdl.handle.net/10919/26460


University of Waikato

25. Croft, Anita Janet. Pre-service Early Childhood Teachers' Preparedness to Teach Education for Sustainability .

Degree: 2016, University of Waikato

 Children in their early childhood years have proven to be capable of becoming active citizens in their communities through engagement in sustainability practices, with the… (more)

Subjects/Keywords: Education for Sustainability; Early Childhood; Pre-service Teacher Education; Beginning Teachers

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APA (6th Edition):

Croft, A. J. (2016). Pre-service Early Childhood Teachers' Preparedness to Teach Education for Sustainability . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/10293

Chicago Manual of Style (16th Edition):

Croft, Anita Janet. “Pre-service Early Childhood Teachers' Preparedness to Teach Education for Sustainability .” 2016. Masters Thesis, University of Waikato. Accessed September 16, 2019. http://hdl.handle.net/10289/10293.

MLA Handbook (7th Edition):

Croft, Anita Janet. “Pre-service Early Childhood Teachers' Preparedness to Teach Education for Sustainability .” 2016. Web. 16 Sep 2019.

Vancouver:

Croft AJ. Pre-service Early Childhood Teachers' Preparedness to Teach Education for Sustainability . [Internet] [Masters thesis]. University of Waikato; 2016. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10289/10293.

Council of Science Editors:

Croft AJ. Pre-service Early Childhood Teachers' Preparedness to Teach Education for Sustainability . [Masters Thesis]. University of Waikato; 2016. Available from: http://hdl.handle.net/10289/10293


Oklahoma State University

26. Shatrova, Zhanna Volodymyr. Manifestation of Boundary Spanning Roles in the Resident Teacher Program Committee.

Degree: School of Teaching and Curriculum Leadership, 2011, Oklahoma State University

 This study utilized a case study approach. The purposive sample was comprised of 12 resident teacher committee members from a Midwestern university and school district.… (more)

Subjects/Keywords: beginning teachers' support; boundary spanning; induction; mentoring; partnership; residency

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APA (6th Edition):

Shatrova, Z. V. (2011). Manifestation of Boundary Spanning Roles in the Resident Teacher Program Committee. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7567

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shatrova, Zhanna Volodymyr. “Manifestation of Boundary Spanning Roles in the Resident Teacher Program Committee.” 2011. Thesis, Oklahoma State University. Accessed September 16, 2019. http://hdl.handle.net/11244/7567.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shatrova, Zhanna Volodymyr. “Manifestation of Boundary Spanning Roles in the Resident Teacher Program Committee.” 2011. Web. 16 Sep 2019.

Vancouver:

Shatrova ZV. Manifestation of Boundary Spanning Roles in the Resident Teacher Program Committee. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/11244/7567.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shatrova ZV. Manifestation of Boundary Spanning Roles in the Resident Teacher Program Committee. [Thesis]. Oklahoma State University; 2011. Available from: http://hdl.handle.net/11244/7567

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


George Mason University

27. Mehrenberg, Richard L. An Investigation of the Effects of Paperwork Demands on the Morale of First Year Special Education Teachers: Does “Red Tape” Overwhelm Green Teachers? .

Degree: 2009, George Mason University

 A mixed-methods study was conducted to determine if professional paperwork affected the morale of beginning special education teachers. A nationwide sample of 177 special education… (more)

Subjects/Keywords: Paperwork; IEP; Job Stress; Morale; Beginning Special Education Teachers; Job Satisfaction

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APA (6th Edition):

Mehrenberg, R. L. (2009). An Investigation of the Effects of Paperwork Demands on the Morale of First Year Special Education Teachers: Does “Red Tape” Overwhelm Green Teachers? . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/4523

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mehrenberg, Richard L. “An Investigation of the Effects of Paperwork Demands on the Morale of First Year Special Education Teachers: Does “Red Tape” Overwhelm Green Teachers? .” 2009. Thesis, George Mason University. Accessed September 16, 2019. http://hdl.handle.net/1920/4523.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mehrenberg, Richard L. “An Investigation of the Effects of Paperwork Demands on the Morale of First Year Special Education Teachers: Does “Red Tape” Overwhelm Green Teachers? .” 2009. Web. 16 Sep 2019.

Vancouver:

Mehrenberg RL. An Investigation of the Effects of Paperwork Demands on the Morale of First Year Special Education Teachers: Does “Red Tape” Overwhelm Green Teachers? . [Internet] [Thesis]. George Mason University; 2009. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1920/4523.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mehrenberg RL. An Investigation of the Effects of Paperwork Demands on the Morale of First Year Special Education Teachers: Does “Red Tape” Overwhelm Green Teachers? . [Thesis]. George Mason University; 2009. Available from: http://hdl.handle.net/1920/4523

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Arizona

28. Liang, Chenye. The Influence of School Organizational Health and Teacher Efficacy on Chinese Middle School Beginning Teachers' Professional Identity .

Degree: 2017, University of Arizona

 The purpose of this study is to investigate how beginning teachers' personal teacher efficacy (the abbreviation PTE for personal teacher efficacy) and the organizational health… (more)

Subjects/Keywords: beginning teachers; personal teacher efficacy; professional identity; school organizational health

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APA (6th Edition):

Liang, C. (2017). The Influence of School Organizational Health and Teacher Efficacy on Chinese Middle School Beginning Teachers' Professional Identity . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/624092

Chicago Manual of Style (16th Edition):

Liang, Chenye. “The Influence of School Organizational Health and Teacher Efficacy on Chinese Middle School Beginning Teachers' Professional Identity .” 2017. Masters Thesis, University of Arizona. Accessed September 16, 2019. http://hdl.handle.net/10150/624092.

MLA Handbook (7th Edition):

Liang, Chenye. “The Influence of School Organizational Health and Teacher Efficacy on Chinese Middle School Beginning Teachers' Professional Identity .” 2017. Web. 16 Sep 2019.

Vancouver:

Liang C. The Influence of School Organizational Health and Teacher Efficacy on Chinese Middle School Beginning Teachers' Professional Identity . [Internet] [Masters thesis]. University of Arizona; 2017. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10150/624092.

Council of Science Editors:

Liang C. The Influence of School Organizational Health and Teacher Efficacy on Chinese Middle School Beginning Teachers' Professional Identity . [Masters Thesis]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624092


University of Illinois – Urbana-Champaign

29. Ensign, Julene M. Navigating the first year of teaching: the development of induction physical educators.

Degree: PhD, Kinesiology, 2015, University of Illinois – Urbana-Champaign

 Because teacher attrition has a negative influence on the educational system, providing resources to move teachers in positive career progressions is critical to their professional… (more)

Subjects/Keywords: Physical Education; occupational socialization; teaching; effectiveness; assimilation; induction; beginning teachers

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APA (6th Edition):

Ensign, J. M. (2015). Navigating the first year of teaching: the development of induction physical educators. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88939

Chicago Manual of Style (16th Edition):

Ensign, Julene M. “Navigating the first year of teaching: the development of induction physical educators.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 16, 2019. http://hdl.handle.net/2142/88939.

MLA Handbook (7th Edition):

Ensign, Julene M. “Navigating the first year of teaching: the development of induction physical educators.” 2015. Web. 16 Sep 2019.

Vancouver:

Ensign JM. Navigating the first year of teaching: the development of induction physical educators. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2142/88939.

Council of Science Editors:

Ensign JM. Navigating the first year of teaching: the development of induction physical educators. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88939

30. Grondin, Valerie. A Study of Mentors and Beginning Teachers in Catholic Elementary Schools.

Degree: PhD, Education, 2012, The Catholic University of America

Degree awarded: Ph.D. Education. The Catholic University of America

The purpose of this study was to examine whether the training mentors of beginning teachers in… (more)

Subjects/Keywords: Education; beginning teachers; Catholic schools; education; mentors; training of mentors

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APA (6th Edition):

Grondin, V. (2012). A Study of Mentors and Beginning Teachers in Catholic Elementary Schools. (Doctoral Dissertation). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/13183

Chicago Manual of Style (16th Edition):

Grondin, Valerie. “A Study of Mentors and Beginning Teachers in Catholic Elementary Schools.” 2012. Doctoral Dissertation, The Catholic University of America. Accessed September 16, 2019. http://hdl.handle.net/1961/13183.

MLA Handbook (7th Edition):

Grondin, Valerie. “A Study of Mentors and Beginning Teachers in Catholic Elementary Schools.” 2012. Web. 16 Sep 2019.

Vancouver:

Grondin V. A Study of Mentors and Beginning Teachers in Catholic Elementary Schools. [Internet] [Doctoral dissertation]. The Catholic University of America; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1961/13183.

Council of Science Editors:

Grondin V. A Study of Mentors and Beginning Teachers in Catholic Elementary Schools. [Doctoral Dissertation]. The Catholic University of America; 2012. Available from: http://hdl.handle.net/1961/13183

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