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You searched for subject:(Beginning teachers). Showing records 1 – 30 of 166 total matches.

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Victoria University of Wellington

1. 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 30, 2020. 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. 30 Sep 2020.

Vancouver:

Yates A. Something Old, Something New: Initial Teacher Education in the Online Mode. [Internet] [Masters thesis]. Victoria University of Wellington; 2011. [cited 2020 Sep 30]. 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

2. 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 30, 2020. 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. 30 Sep 2020.

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 2020 Sep 30]. 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


Kansas State University

3. Disberger, Brandie Sue. The lived experiences of traditionally certified agriculture teachers through their first three years of teaching: A phenomenological longitudinal study.

Degree: PhD, Curriculum and Instruction Programs, 2020, Kansas State University

 This longitudinal qualitative study sought to understand the experiences of traditionally certified agriculture teachers in rural Kansas communities through their first three years of teaching.… (more)

Subjects/Keywords: Beginning teachers; Novice teachers; Agriculture teachers; Traditionally certified teachers; Mentoring

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APA (6th Edition):

Disberger, B. S. (2020). The lived experiences of traditionally certified agriculture teachers through their first three years of teaching: A phenomenological longitudinal study. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/40830

Chicago Manual of Style (16th Edition):

Disberger, Brandie Sue. “The lived experiences of traditionally certified agriculture teachers through their first three years of teaching: A phenomenological longitudinal study.” 2020. Doctoral Dissertation, Kansas State University. Accessed September 30, 2020. http://hdl.handle.net/2097/40830.

MLA Handbook (7th Edition):

Disberger, Brandie Sue. “The lived experiences of traditionally certified agriculture teachers through their first three years of teaching: A phenomenological longitudinal study.” 2020. Web. 30 Sep 2020.

Vancouver:

Disberger BS. The lived experiences of traditionally certified agriculture teachers through their first three years of teaching: A phenomenological longitudinal study. [Internet] [Doctoral dissertation]. Kansas State University; 2020. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/2097/40830.

Council of Science Editors:

Disberger BS. The lived experiences of traditionally certified agriculture teachers through their first three years of teaching: A phenomenological longitudinal study. [Doctoral Dissertation]. Kansas State University; 2020. Available from: http://hdl.handle.net/2097/40830

4. 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 30, 2020. 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. 30 Sep 2020.

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 2020 Sep 30]. 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


Vanderbilt University

5. Booker, Laura Neergaard. Examining the Development of Beginning Middle School Math Teachers' Practices and their Relationship with Teachers' Effectiveness.

Degree: PhD, Leadership and Policy Studies, 2014, Vanderbilt University

 Research has consistently found that teachers’ effectiveness improves during the first few years on the job. These increases are typically attributed to improvements in the… (more)

Subjects/Keywords: beginning teachers; teacher effectiveness; teaching practices

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APA (6th Edition):

Booker, L. N. (2014). Examining the Development of Beginning Middle School Math Teachers' Practices and their Relationship with Teachers' Effectiveness. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12047

Chicago Manual of Style (16th Edition):

Booker, Laura Neergaard. “Examining the Development of Beginning Middle School Math Teachers' Practices and their Relationship with Teachers' Effectiveness.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed September 30, 2020. http://hdl.handle.net/1803/12047.

MLA Handbook (7th Edition):

Booker, Laura Neergaard. “Examining the Development of Beginning Middle School Math Teachers' Practices and their Relationship with Teachers' Effectiveness.” 2014. Web. 30 Sep 2020.

Vancouver:

Booker LN. Examining the Development of Beginning Middle School Math Teachers' Practices and their Relationship with Teachers' Effectiveness. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/1803/12047.

Council of Science Editors:

Booker LN. Examining the Development of Beginning Middle School Math Teachers' Practices and their Relationship with Teachers' Effectiveness. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12047


Victoria University of Wellington

6. 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 30, 2020. 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. 30 Sep 2020.

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 2020 Sep 30]. 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


NSYSU

7. 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 30, 2020. 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. 30 Sep 2020.

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 2020 Sep 30]. 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


University of Waikato

8. 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 30, 2020. 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. 30 Sep 2020.

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 2020 Sep 30]. 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 Georgia

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

Degree: 2014, 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; Mentoring programs; Mentors

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APA (6th Edition):

Longshore, D. (2014). Beginning teachers' perspectives on memtoring programs in rural elementary schools. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22171

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):

Longshore, Deborah. “Beginning teachers' perspectives on memtoring programs in rural elementary schools.” 2014. Thesis, University of Georgia. Accessed September 30, 2020. http://hdl.handle.net/10724/22171.

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

MLA Handbook (7th Edition):

Longshore, Deborah. “Beginning teachers' perspectives on memtoring programs in rural elementary schools.” 2014. Web. 30 Sep 2020.

Vancouver:

Longshore D. Beginning teachers' perspectives on memtoring programs in rural elementary schools. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10724/22171.

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

Council of Science Editors:

Longshore D. Beginning teachers' perspectives on memtoring programs in rural elementary schools. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22171

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


University of Georgia

10. Foster, Rachel Elizabeth. First-year secondary science teachers’ beliefs about labs.

Degree: 2014, University of Georgia

 This study examines three first-year secondary science teachers’ espoused beliefs about laboratories and their classroom actions. From a cognitive constructivist perspective, I conducted case studies… (more)

Subjects/Keywords: Teacher Beliefs; Laboratories; Science Education; Beginning Teachers

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APA (6th Edition):

Foster, R. E. (2014). First-year secondary science teachers’ beliefs about labs. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22105

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):

Foster, Rachel Elizabeth. “First-year secondary science teachers’ beliefs about labs.” 2014. Thesis, University of Georgia. Accessed September 30, 2020. http://hdl.handle.net/10724/22105.

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

MLA Handbook (7th Edition):

Foster, Rachel Elizabeth. “First-year secondary science teachers’ beliefs about labs.” 2014. Web. 30 Sep 2020.

Vancouver:

Foster RE. First-year secondary science teachers’ beliefs about labs. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10724/22105.

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

Council of Science Editors:

Foster RE. First-year secondary science teachers’ beliefs about labs. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22105

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


University of Georgia

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

Degree: 2014, 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; Physical Education Teacher Education (PETE)

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APA (6th Edition):

Connolly, G. J. (2014). The impact of teacher education on beginning physical education teachers' practices. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28236

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):

Connolly, Graeme John. “The impact of teacher education on beginning physical education teachers' practices.” 2014. Thesis, University of Georgia. Accessed September 30, 2020. http://hdl.handle.net/10724/28236.

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

MLA Handbook (7th Edition):

Connolly, Graeme John. “The impact of teacher education on beginning physical education teachers' practices.” 2014. Web. 30 Sep 2020.

Vancouver:

Connolly GJ. The impact of teacher education on beginning physical education teachers' practices. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10724/28236.

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

Council of Science Editors:

Connolly GJ. The impact of teacher education on beginning physical education teachers' practices. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28236

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


University of Georgia

12. Geter, Judith Ann. Professional and personal development of mentor teachers working with beginning teachers.

Degree: 2014, University of Georgia

 The study explored the perspectives of mentors and their growth and development as a result of their work mentoring beginning teachers. Reputational sampling was used… (more)

Subjects/Keywords: Mentor teachers; Beginning teachers; Veteran teachers; Reciprocity; Professional development

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APA (6th Edition):

Geter, J. A. (2014). Professional and personal development of mentor teachers working with beginning teachers. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21499

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):

Geter, Judith Ann. “Professional and personal development of mentor teachers working with beginning teachers.” 2014. Thesis, University of Georgia. Accessed September 30, 2020. http://hdl.handle.net/10724/21499.

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

MLA Handbook (7th Edition):

Geter, Judith Ann. “Professional and personal development of mentor teachers working with beginning teachers.” 2014. Web. 30 Sep 2020.

Vancouver:

Geter JA. Professional and personal development of mentor teachers working with beginning teachers. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10724/21499.

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

Council of Science Editors:

Geter JA. Professional and personal development of mentor teachers working with beginning teachers. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21499

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


University of Alberta

13. 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 30, 2020. 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. 30 Sep 2020.

Vancouver:

Kastelan-Sikora K. Mentoring Beginning Second Language Teachers: Perceptions of Challenges and Expectations of Support. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2020 Sep 30]. 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

14. 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 30, 2020. https://digitalcommons.ric.edu/etd/177.

MLA Handbook (7th Edition):

Clark, Jodi L. “Teachers' Experiences of Induction: A Narrative Retrospective Inquiry.” 2017. Web. 30 Sep 2020.

Vancouver:

Clark JL. Teachers' Experiences of Induction: A Narrative Retrospective Inquiry. [Internet] [Doctoral dissertation]. Rhode Island College; 2017. [cited 2020 Sep 30]. 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


Massey University

15. 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 30, 2020. 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. 30 Sep 2020.

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 2020 Sep 30]. 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


University of Michigan

16. Kwok, Andrew H. Managing Urban Classrooms: Exploring Beginning Teachers’ Beliefs, Actions, and Influences of Classroom Management.

Degree: PhD, Educational Studies, 2016, University of Michigan

Beginning teachers struggle with classroom management, which is especially problematic for urban schools and other low-achieving, high-poverty environments that employ a disproportionate number of beginning(more)

Subjects/Keywords: Beginning teachers; Urban schools; Classroom management; Education; Social Sciences

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APA (6th Edition):

Kwok, A. H. (2016). Managing Urban Classrooms: Exploring Beginning Teachers’ Beliefs, Actions, and Influences of Classroom Management. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/120664

Chicago Manual of Style (16th Edition):

Kwok, Andrew H. “Managing Urban Classrooms: Exploring Beginning Teachers’ Beliefs, Actions, and Influences of Classroom Management.” 2016. Doctoral Dissertation, University of Michigan. Accessed September 30, 2020. http://hdl.handle.net/2027.42/120664.

MLA Handbook (7th Edition):

Kwok, Andrew H. “Managing Urban Classrooms: Exploring Beginning Teachers’ Beliefs, Actions, and Influences of Classroom Management.” 2016. Web. 30 Sep 2020.

Vancouver:

Kwok AH. Managing Urban Classrooms: Exploring Beginning Teachers’ Beliefs, Actions, and Influences of Classroom Management. [Internet] [Doctoral dissertation]. University of Michigan; 2016. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/2027.42/120664.

Council of Science Editors:

Kwok AH. Managing Urban Classrooms: Exploring Beginning Teachers’ Beliefs, Actions, and Influences of Classroom Management. [Doctoral Dissertation]. University of Michigan; 2016. Available from: http://hdl.handle.net/2027.42/120664


University of Wolverhampton

17. Wilde, Julie A. In word and deed I am revealed : the subject as teacher in Further Education.

Degree: Thesis (EdD), 2019, University of Wolverhampton

 This thesis centres on a research study into the lived experiences of beginning teachers in Further Education (FE) in England. The study is contextualised by… (more)

Subjects/Keywords: beginning teachers in further education; Arendt; narrative and case study

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APA (6th Edition):

Wilde, J. A. (2019). In word and deed I am revealed : the subject as teacher in Further Education. (Doctoral Dissertation). University of Wolverhampton. Retrieved from http://hdl.handle.net/2436/622970

Chicago Manual of Style (16th Edition):

Wilde, Julie A. “In word and deed I am revealed : the subject as teacher in Further Education.” 2019. Doctoral Dissertation, University of Wolverhampton. Accessed September 30, 2020. http://hdl.handle.net/2436/622970.

MLA Handbook (7th Edition):

Wilde, Julie A. “In word and deed I am revealed : the subject as teacher in Further Education.” 2019. Web. 30 Sep 2020.

Vancouver:

Wilde JA. In word and deed I am revealed : the subject as teacher in Further Education. [Internet] [Doctoral dissertation]. University of Wolverhampton; 2019. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/2436/622970.

Council of Science Editors:

Wilde JA. In word and deed I am revealed : the subject as teacher in Further Education. [Doctoral Dissertation]. University of Wolverhampton; 2019. Available from: http://hdl.handle.net/2436/622970


Penn State University

18. Mordan, Benjamin Ray. Retention and professional mentoring of beginning career and technical education teachers .

Degree: 2012, Penn State University

 A fundamental requirement for providing quality education in schools is to encourage highly qualified individuals with the necessary knowledge and skill to enter the teaching… (more)

Subjects/Keywords: professional mentoring; retention; career and technical education; beginning teachers

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APA (6th Edition):

Mordan, B. R. (2012). Retention and professional mentoring of beginning career and technical education teachers . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15998

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):

Mordan, Benjamin Ray. “Retention and professional mentoring of beginning career and technical education teachers .” 2012. Thesis, Penn State University. Accessed September 30, 2020. https://submit-etda.libraries.psu.edu/catalog/15998.

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

MLA Handbook (7th Edition):

Mordan, Benjamin Ray. “Retention and professional mentoring of beginning career and technical education teachers .” 2012. Web. 30 Sep 2020.

Vancouver:

Mordan BR. Retention and professional mentoring of beginning career and technical education teachers . [Internet] [Thesis]. Penn State University; 2012. [cited 2020 Sep 30]. Available from: https://submit-etda.libraries.psu.edu/catalog/15998.

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

Council of Science Editors:

Mordan BR. Retention and professional mentoring of beginning career and technical education teachers . [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/15998

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


University of Waikato

19. 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 30, 2020. 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. 30 Sep 2020.

Vancouver:

Croft AJ. Pre-service Early Childhood Teachers' Preparedness to Teach Education for Sustainability . [Internet] [Masters thesis]. University of Waikato; 2016. [cited 2020 Sep 30]. 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


Virginia Tech

20. 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 30, 2020. 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. 30 Sep 2020.

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 2020 Sep 30]. 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

21. 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/etd:386

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 30, 2020. http://hdl.handle.net/1961/etd:386.

MLA Handbook (7th Edition):

Grondin, Valerie. “A Study of Mentors and Beginning Teachers in Catholic Elementary Schools.” 2012. Web. 30 Sep 2020.

Vancouver:

Grondin V. A Study of Mentors and Beginning Teachers in Catholic Elementary Schools. [Internet] [Doctoral dissertation]. The Catholic University of America; 2012. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/1961/etd:386.

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/etd:386


Oklahoma State University

22. 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 30, 2020. 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. 30 Sep 2020.

Vancouver:

Shatrova ZV. Manifestation of Boundary Spanning Roles in the Resident Teacher Program Committee. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2020 Sep 30]. 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

23. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 30, 2020. 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. 30 Sep 2020.

Vancouver:

Grondin V. A Study of Mentors and Beginning Teachers in Catholic Elementary Schools. [Internet] [Doctoral dissertation]. The Catholic University of America; 2012. [cited 2020 Sep 30]. 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

24. Agre, Rachael Gayle. Partnering For Success: The Principals' Role In Beginning Teacher-Mentor-Principal Relationships.

Degree: Doctor of Education (EdD), Teaching & Learning, 2014, University of North Dakota

  This small-scale qualitative study examined the perceptions of elementary principals, mentors and beginning teachers regarding the principal's role in promoting beginning teacher professional growth… (more)

Subjects/Keywords: beginning teachers; elementary principals; grounded theory; induction; mentors; triad

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APA (6th Edition):

Agre, R. G. (2014). Partnering For Success: The Principals' Role In Beginning Teacher-Mentor-Principal Relationships. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1498

Chicago Manual of Style (16th Edition):

Agre, Rachael Gayle. “Partnering For Success: The Principals' Role In Beginning Teacher-Mentor-Principal Relationships.” 2014. Doctoral Dissertation, University of North Dakota. Accessed September 30, 2020. https://commons.und.edu/theses/1498.

MLA Handbook (7th Edition):

Agre, Rachael Gayle. “Partnering For Success: The Principals' Role In Beginning Teacher-Mentor-Principal Relationships.” 2014. Web. 30 Sep 2020.

Vancouver:

Agre RG. Partnering For Success: The Principals' Role In Beginning Teacher-Mentor-Principal Relationships. [Internet] [Doctoral dissertation]. University of North Dakota; 2014. [cited 2020 Sep 30]. Available from: https://commons.und.edu/theses/1498.

Council of Science Editors:

Agre RG. Partnering For Success: The Principals' Role In Beginning Teacher-Mentor-Principal Relationships. [Doctoral Dissertation]. University of North Dakota; 2014. Available from: https://commons.und.edu/theses/1498


Virginia Tech

25. 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 America's Future, 1996), U.S. public schools will hire an estimated two million… (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 30, 2020. 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. 30 Sep 2020.

Vancouver:

Smith J. Forces Affecting Beginning Teacher/Mentor Relationships in a Large Suburban School System. [Internet] [Doctoral dissertation]. Virginia Tech; 2003. [cited 2020 Sep 30]. 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 Houston

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

Degree: EdD, Curriculum and Instruction, 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/960

Chicago Manual of Style (16th Edition):

Curtis, Gayle. “Harmonic Convergence: Parallel Stories of Novice Teacher and Novice Researcher.” 2013. Doctoral Dissertation, University of Houston. Accessed September 30, 2020. http://hdl.handle.net/10657/960.

MLA Handbook (7th Edition):

Curtis, Gayle. “Harmonic Convergence: Parallel Stories of Novice Teacher and Novice Researcher.” 2013. Web. 30 Sep 2020.

Vancouver:

Curtis G. Harmonic Convergence: Parallel Stories of Novice Teacher and Novice Researcher. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10657/960.

Council of Science Editors:

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


East Carolina University

27. Lancaster, Heather R. QUALITY BEGINNING TEACHER INDUCTION PROGRAMS: AN EFFORT TO RETAIN TEACHERS.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 The purpose of this study was to evaluate beginning teacher supports in order to discover the most successful components in retaining beginning teachers. The Local… (more)

Subjects/Keywords: Beginning teacher; induction; supports; Teacher turnover – Prevention; Teachers – Training of

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APA (6th Edition):

Lancaster, H. R. (2019). QUALITY BEGINNING TEACHER INDUCTION PROGRAMS: AN EFFORT TO RETAIN TEACHERS. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7420

Chicago Manual of Style (16th Edition):

Lancaster, Heather R. “QUALITY BEGINNING TEACHER INDUCTION PROGRAMS: AN EFFORT TO RETAIN TEACHERS.” 2019. Doctoral Dissertation, East Carolina University. Accessed September 30, 2020. http://hdl.handle.net/10342/7420.

MLA Handbook (7th Edition):

Lancaster, Heather R. “QUALITY BEGINNING TEACHER INDUCTION PROGRAMS: AN EFFORT TO RETAIN TEACHERS.” 2019. Web. 30 Sep 2020.

Vancouver:

Lancaster HR. QUALITY BEGINNING TEACHER INDUCTION PROGRAMS: AN EFFORT TO RETAIN TEACHERS. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10342/7420.

Council of Science Editors:

Lancaster HR. QUALITY BEGINNING TEACHER INDUCTION PROGRAMS: AN EFFORT TO RETAIN TEACHERS. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7420


Victoria University of Wellington

28. 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 30, 2020. 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. 30 Sep 2020.

Vancouver:

Patterson SCM. Educative Mentoring: Challenges and Enablers of Implementation in an Intermediate School Context. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2020 Sep 30]. 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 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 30, 2020. 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. 30 Sep 2020.

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 2020 Sep 30]. 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


University of Arizona

30. 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 30, 2020. 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. 30 Sep 2020.

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 2020 Sep 30]. 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

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