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You searched for subject:(Mentoring Teachers). Showing records 1 – 30 of 221 total matches.

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University of Newcastle

1. McGrath, Jason David. Collaborative teaching partnerships: towards cycles for success in supporting new teachers.

Degree: MEdSt, 2012, University of Newcastle

Masters Research - Master of Educational Studies (MEdSt)

New teachers enter the profession facing all the challenges of learning to teach (Feiman-Nemser, 2001) at a… (more)

Subjects/Keywords: mentoring; teachers

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APA (6th Edition):

McGrath, J. D. (2012). Collaborative teaching partnerships: towards cycles for success in supporting new teachers. (Masters Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/931645

Chicago Manual of Style (16th Edition):

McGrath, Jason David. “Collaborative teaching partnerships: towards cycles for success in supporting new teachers.” 2012. Masters Thesis, University of Newcastle. Accessed September 19, 2019. http://hdl.handle.net/1959.13/931645.

MLA Handbook (7th Edition):

McGrath, Jason David. “Collaborative teaching partnerships: towards cycles for success in supporting new teachers.” 2012. Web. 19 Sep 2019.

Vancouver:

McGrath JD. Collaborative teaching partnerships: towards cycles for success in supporting new teachers. [Internet] [Masters thesis]. University of Newcastle; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1959.13/931645.

Council of Science Editors:

McGrath JD. Collaborative teaching partnerships: towards cycles for success in supporting new teachers. [Masters Thesis]. University of Newcastle; 2012. Available from: http://hdl.handle.net/1959.13/931645


University of Zululand

2. khumalo, Nontobeko Prudence. Mentors’ perceptions of their role in mentoring student teachers .

Degree: 2014, University of Zululand

 The purpose of this study was to investigate the role of senior teachers in mentoring student teachers. The first aim was to investigate the perceptions… (more)

Subjects/Keywords: mentoring  – student teachers

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APA (6th Edition):

khumalo, N. P. (2014). Mentors’ perceptions of their role in mentoring student teachers . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1427

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):

khumalo, Nontobeko Prudence. “Mentors’ perceptions of their role in mentoring student teachers .” 2014. Thesis, University of Zululand. Accessed September 19, 2019. http://hdl.handle.net/10530/1427.

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

MLA Handbook (7th Edition):

khumalo, Nontobeko Prudence. “Mentors’ perceptions of their role in mentoring student teachers .” 2014. Web. 19 Sep 2019.

Vancouver:

khumalo NP. Mentors’ perceptions of their role in mentoring student teachers . [Internet] [Thesis]. University of Zululand; 2014. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10530/1427.

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

Council of Science Editors:

khumalo NP. Mentors’ perceptions of their role in mentoring student teachers . [Thesis]. University of Zululand; 2014. Available from: http://hdl.handle.net/10530/1427

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


University of Canterbury

3. Murray, Megan Nicolle. Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives.

Degree: School of Educational Studies and Leadership, 2013, University of Canterbury

 This study investigated associate teachers and student teachers perspectives of ‘successful’ mentoring. It aimed to understand how a group of associate teachers, who had been… (more)

Subjects/Keywords: mentoring; student teachers; associate teachers

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APA (6th Edition):

Murray, M. N. (2013). Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/7898

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):

Murray, Megan Nicolle. “Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives.” 2013. Thesis, University of Canterbury. Accessed September 19, 2019. http://hdl.handle.net/10092/7898.

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

MLA Handbook (7th Edition):

Murray, Megan Nicolle. “Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives.” 2013. Web. 19 Sep 2019.

Vancouver:

Murray MN. Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10092/7898.

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

Council of Science Editors:

Murray MN. Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/7898

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


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

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 19, 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. 19 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 19]. 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


Penn State University

5. Weimer, Kristina. "Were Just Kind of Walking Side by Side: Music Teacher Mentor/Mentee Relationships in Connecticuts Teacher Education and Mentoring Program (TEAM).

Degree: 2017, Penn State University

Mentoring is an essential component of novice teacher development, providing opportunities for more experienced teachers to guide the development of novice teachers. The mentoring relationship… (more)

Subjects/Keywords: mentoring; novice teachers; induction; mentoring relationships; mentors; mentees; novice music teachers; mentoring program

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

APA (6th Edition):

Weimer, K. (2017). "Were Just Kind of Walking Side by Side: Music Teacher Mentor/Mentee Relationships in Connecticuts Teacher Education and Mentoring Program (TEAM). (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13826krw216

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):

Weimer, Kristina. “"Were Just Kind of Walking Side by Side: Music Teacher Mentor/Mentee Relationships in Connecticuts Teacher Education and Mentoring Program (TEAM).” 2017. Thesis, Penn State University. Accessed September 19, 2019. https://etda.libraries.psu.edu/catalog/13826krw216.

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

MLA Handbook (7th Edition):

Weimer, Kristina. “"Were Just Kind of Walking Side by Side: Music Teacher Mentor/Mentee Relationships in Connecticuts Teacher Education and Mentoring Program (TEAM).” 2017. Web. 19 Sep 2019.

Vancouver:

Weimer K. "Were Just Kind of Walking Side by Side: Music Teacher Mentor/Mentee Relationships in Connecticuts Teacher Education and Mentoring Program (TEAM). [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Sep 19]. Available from: https://etda.libraries.psu.edu/catalog/13826krw216.

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

Council of Science Editors:

Weimer K. "Were Just Kind of Walking Side by Side: Music Teacher Mentor/Mentee Relationships in Connecticuts Teacher Education and Mentoring Program (TEAM). [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/13826krw216

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


Nelson Mandela Metropolitan University

6. Zikhali, Edson. An evaluation of the implementation of the student teacher mentoring programme in Zimbabwe.

Degree: MPhil, Faculty of Education, 2007, Nelson Mandela Metropolitan University

 The student teacher mentoring programme (STMP) has been an important feature of the Zimbabwean teacher education landscape since 1995. However, this programme has not been… (more)

Subjects/Keywords: Student teachers  – Zimbabwe; Mentoring  – Zimbabwe; Mentoring in eduction  – Zimbabwe

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

APA (6th Edition):

Zikhali, E. (2007). An evaluation of the implementation of the student teacher mentoring programme in Zimbabwe. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/651

Chicago Manual of Style (16th Edition):

Zikhali, Edson. “An evaluation of the implementation of the student teacher mentoring programme in Zimbabwe.” 2007. Masters Thesis, Nelson Mandela Metropolitan University. Accessed September 19, 2019. http://hdl.handle.net/10948/651.

MLA Handbook (7th Edition):

Zikhali, Edson. “An evaluation of the implementation of the student teacher mentoring programme in Zimbabwe.” 2007. Web. 19 Sep 2019.

Vancouver:

Zikhali E. An evaluation of the implementation of the student teacher mentoring programme in Zimbabwe. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2007. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10948/651.

Council of Science Editors:

Zikhali E. An evaluation of the implementation of the student teacher mentoring programme in Zimbabwe. [Masters Thesis]. Nelson Mandela Metropolitan University; 2007. Available from: http://hdl.handle.net/10948/651


Virginia Commonwealth University

7. Gentry, Roberta. The content of electronic mentoring: A study of special educators participating in an online mentoring program.

Degree: PhD, Education, 2011, Virginia Commonwealth University

 The purpose of this study was to describe the content and frequency of interactions that occurred in an electronic mentoring program involving beginning special educators… (more)

Subjects/Keywords: mentoring; electronic mentoring; special education teachers; induction; Education

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

APA (6th Edition):

Gentry, R. (2011). The content of electronic mentoring: A study of special educators participating in an online mentoring program. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2537

Chicago Manual of Style (16th Edition):

Gentry, Roberta. “The content of electronic mentoring: A study of special educators participating in an online mentoring program.” 2011. Doctoral Dissertation, Virginia Commonwealth University. Accessed September 19, 2019. https://scholarscompass.vcu.edu/etd/2537.

MLA Handbook (7th Edition):

Gentry, Roberta. “The content of electronic mentoring: A study of special educators participating in an online mentoring program.” 2011. Web. 19 Sep 2019.

Vancouver:

Gentry R. The content of electronic mentoring: A study of special educators participating in an online mentoring program. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2011. [cited 2019 Sep 19]. Available from: https://scholarscompass.vcu.edu/etd/2537.

Council of Science Editors:

Gentry R. The content of electronic mentoring: A study of special educators participating in an online mentoring program. [Doctoral Dissertation]. Virginia Commonwealth University; 2011. Available from: https://scholarscompass.vcu.edu/etd/2537


University of Manitoba

8. 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 19, 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. 19 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 19]. 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


Cape Peninsula University of Technology

9. Dos Reis, Karen Marion. Challenges pre-service teachers face while learning to teach Accounting in the context of mentoring .

Degree: 2012, Cape Peninsula University of Technology

 The study focused on the challenges pre-service teachers face while learning to teach Accounting in the context of mentoring at a University of Technology. The… (more)

Subjects/Keywords: Accounting education; Pre-service teachers; Mentoring programmes

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APA (6th Edition):

Dos Reis, K. M. (2012). Challenges pre-service teachers face while learning to teach Accounting in the context of mentoring . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1986

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):

Dos Reis, Karen Marion. “Challenges pre-service teachers face while learning to teach Accounting in the context of mentoring .” 2012. Thesis, Cape Peninsula University of Technology. Accessed September 19, 2019. http://etd.cput.ac.za/handle/20.500.11838/1986.

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

MLA Handbook (7th Edition):

Dos Reis, Karen Marion. “Challenges pre-service teachers face while learning to teach Accounting in the context of mentoring .” 2012. Web. 19 Sep 2019.

Vancouver:

Dos Reis KM. Challenges pre-service teachers face while learning to teach Accounting in the context of mentoring . [Internet] [Thesis]. Cape Peninsula University of Technology; 2012. [cited 2019 Sep 19]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1986.

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

Council of Science Editors:

Dos Reis KM. Challenges pre-service teachers face while learning to teach Accounting in the context of mentoring . [Thesis]. Cape Peninsula University of Technology; 2012. Available from: http://etd.cput.ac.za/handle/20.500.11838/1986

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


University of Edinburgh

10. Mackie, Lorele. Mentoring primary education student teachers : understandings of mentoring and perceptions of the use of formative assessment within the mentoring process.

Degree: PhD, 2016, University of Edinburgh

 This study is concerned with understanding the complexities inherent in the mentoring process. It investigates understandings of mentoring primary education student teachers within a school… (more)

Subjects/Keywords: mentoring; student primary teachers; formative assessment

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APA (6th Edition):

Mackie, L. (2016). Mentoring primary education student teachers : understandings of mentoring and perceptions of the use of formative assessment within the mentoring process. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/25524

Chicago Manual of Style (16th Edition):

Mackie, Lorele. “Mentoring primary education student teachers : understandings of mentoring and perceptions of the use of formative assessment within the mentoring process.” 2016. Doctoral Dissertation, University of Edinburgh. Accessed September 19, 2019. http://hdl.handle.net/1842/25524.

MLA Handbook (7th Edition):

Mackie, Lorele. “Mentoring primary education student teachers : understandings of mentoring and perceptions of the use of formative assessment within the mentoring process.” 2016. Web. 19 Sep 2019.

Vancouver:

Mackie L. Mentoring primary education student teachers : understandings of mentoring and perceptions of the use of formative assessment within the mentoring process. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1842/25524.

Council of Science Editors:

Mackie L. Mentoring primary education student teachers : understandings of mentoring and perceptions of the use of formative assessment within the mentoring process. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/25524

11. Coe, Amy. Informal Mentors Supporting Beginning Teachers in Professional Confidence and Classroom Management at a Private School .

Degree: 2015, California State University – San Marcos

 The purpose of the study was to evaluate the impact of informal mentoring on new teacher statements of professional confidence and perceptions of classroom management.… (more)

Subjects/Keywords: mentoring; professional confidence; classroom management; new teachers

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APA (6th Edition):

Coe, A. (2015). Informal Mentors Supporting Beginning Teachers in Professional Confidence and Classroom Management at a Private School . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/143751

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):

Coe, Amy. “Informal Mentors Supporting Beginning Teachers in Professional Confidence and Classroom Management at a Private School .” 2015. Thesis, California State University – San Marcos. Accessed September 19, 2019. http://hdl.handle.net/10211.3/143751.

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

MLA Handbook (7th Edition):

Coe, Amy. “Informal Mentors Supporting Beginning Teachers in Professional Confidence and Classroom Management at a Private School .” 2015. Web. 19 Sep 2019.

Vancouver:

Coe A. Informal Mentors Supporting Beginning Teachers in Professional Confidence and Classroom Management at a Private School . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10211.3/143751.

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

Council of Science Editors:

Coe A. Informal Mentors Supporting Beginning Teachers in Professional Confidence and Classroom Management at a Private School . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/143751

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


Duquesne University

12. Coughenour, Jane. Teacher Perceptions of the Components of New Teacher Induction and Mentoring Programs.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2008, Duquesne University

 This study gauged new teacher's perceptions of what components of teacher induction programs are important to their success. The study provides insight into what school… (more)

Subjects/Keywords: Mentoring; Teachers; Induction

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

APA (6th Edition):

Coughenour, J. (2008). Teacher Perceptions of the Components of New Teacher Induction and Mentoring Programs. (Thesis). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1656

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):

Coughenour, Jane. “Teacher Perceptions of the Components of New Teacher Induction and Mentoring Programs.” 2008. Thesis, Duquesne University. Accessed September 19, 2019. https://dsc.duq.edu/etd/1656.

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

MLA Handbook (7th Edition):

Coughenour, Jane. “Teacher Perceptions of the Components of New Teacher Induction and Mentoring Programs.” 2008. Web. 19 Sep 2019.

Vancouver:

Coughenour J. Teacher Perceptions of the Components of New Teacher Induction and Mentoring Programs. [Internet] [Thesis]. Duquesne University; 2008. [cited 2019 Sep 19]. Available from: https://dsc.duq.edu/etd/1656.

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

Council of Science Editors:

Coughenour J. Teacher Perceptions of the Components of New Teacher Induction and Mentoring Programs. [Thesis]. Duquesne University; 2008. Available from: https://dsc.duq.edu/etd/1656

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


University of Manitoba

13. Armstrong, Patrick Sean. Full-time mentors: a qualitative study of new teacher perceptions.

Degree: Educational Administration, Foundations and Psychology, 2010, University of Manitoba

 This study examines the perceptions of new teachers regarding the benefits of full-time mentorship based on one particular new teacher induction program. Six new teachers(more)

Subjects/Keywords: full-time mentors; new teachers; induction; mentoring

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

APA (6th Edition):

Armstrong, P. S. (2010). Full-time mentors: a qualitative study of new teacher perceptions. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4316

Chicago Manual of Style (16th Edition):

Armstrong, Patrick Sean. “Full-time mentors: a qualitative study of new teacher perceptions.” 2010. Masters Thesis, University of Manitoba. Accessed September 19, 2019. http://hdl.handle.net/1993/4316.

MLA Handbook (7th Edition):

Armstrong, Patrick Sean. “Full-time mentors: a qualitative study of new teacher perceptions.” 2010. Web. 19 Sep 2019.

Vancouver:

Armstrong PS. Full-time mentors: a qualitative study of new teacher perceptions. [Internet] [Masters thesis]. University of Manitoba; 2010. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1993/4316.

Council of Science Editors:

Armstrong PS. Full-time mentors: a qualitative study of new teacher perceptions. [Masters Thesis]. University of Manitoba; 2010. Available from: http://hdl.handle.net/1993/4316


University of Louisville

14. Miriti, Landrea. Using an online forum to mentor secondary mathematics student teachers toward standards-based instruction.

Degree: PhD, 2014, University of Louisville

  Student teaching is the fundamental field experience where pre-service teachers have the opportunity to conceive and develop standards-based instructional practices under the guidance of… (more)

Subjects/Keywords: Mentoring student teachers; Online mentoring; Standards-based instruction; University supervisor; Secondary mathematics student teachers; Education

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

APA (6th Edition):

Miriti, L. (2014). Using an online forum to mentor secondary mathematics student teachers toward standards-based instruction. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/989 ; https://ir.library.louisville.edu/etd/989

Chicago Manual of Style (16th Edition):

Miriti, Landrea. “Using an online forum to mentor secondary mathematics student teachers toward standards-based instruction.” 2014. Doctoral Dissertation, University of Louisville. Accessed September 19, 2019. 10.18297/etd/989 ; https://ir.library.louisville.edu/etd/989.

MLA Handbook (7th Edition):

Miriti, Landrea. “Using an online forum to mentor secondary mathematics student teachers toward standards-based instruction.” 2014. Web. 19 Sep 2019.

Vancouver:

Miriti L. Using an online forum to mentor secondary mathematics student teachers toward standards-based instruction. [Internet] [Doctoral dissertation]. University of Louisville; 2014. [cited 2019 Sep 19]. Available from: 10.18297/etd/989 ; https://ir.library.louisville.edu/etd/989.

Council of Science Editors:

Miriti L. Using an online forum to mentor secondary mathematics student teachers toward standards-based instruction. [Doctoral Dissertation]. University of Louisville; 2014. Available from: 10.18297/etd/989 ; https://ir.library.louisville.edu/etd/989


University of South Carolina

15. 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 19, 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. 19 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 19]. 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


University of Johannesburg

16. Pretorius, Anna Johanna Magdalena. The structural dimensions of mentoring conversations and how they relate to learning outcomes of student teachers.

Degree: 2014, University of Johannesburg

M.Ed. (Psychology of Learning)

Although mentorship implies expertise, such expertise in teaching is not sufficient for being an effective teacher educator and thus does not… (more)

Subjects/Keywords: Student teachers; Teachers - Training of; Mentoring in education

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

APA (6th Edition):

Pretorius, A. J. M. (2014). The structural dimensions of mentoring conversations and how they relate to learning outcomes of student teachers. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10286

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):

Pretorius, Anna Johanna Magdalena. “The structural dimensions of mentoring conversations and how they relate to learning outcomes of student teachers.” 2014. Thesis, University of Johannesburg. Accessed September 19, 2019. http://hdl.handle.net/10210/10286.

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

MLA Handbook (7th Edition):

Pretorius, Anna Johanna Magdalena. “The structural dimensions of mentoring conversations and how they relate to learning outcomes of student teachers.” 2014. Web. 19 Sep 2019.

Vancouver:

Pretorius AJM. The structural dimensions of mentoring conversations and how they relate to learning outcomes of student teachers. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10210/10286.

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

Council of Science Editors:

Pretorius AJM. The structural dimensions of mentoring conversations and how they relate to learning outcomes of student teachers. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10286

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


Brock University

17. Kissel, Mark. Transition into the teaching profession: induction and mentoring issues surrounding secondary music teachers .

Degree: Department of Graduate and Undergraduate Studies in Education, 2009, Brock University

 The purpose of this study was to investigate the issues surrounding the transition into the teaching profession by specifically focusing on teacher induction and mentoring(more)

Subjects/Keywords: Mentoring in education; Music teachers; First year teachers

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

APA (6th Edition):

Kissel, M. (2009). Transition into the teaching profession: induction and mentoring issues surrounding secondary music teachers . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/1473

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):

Kissel, Mark. “Transition into the teaching profession: induction and mentoring issues surrounding secondary music teachers .” 2009. Thesis, Brock University. Accessed September 19, 2019. http://hdl.handle.net/10464/1473.

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

MLA Handbook (7th Edition):

Kissel, Mark. “Transition into the teaching profession: induction and mentoring issues surrounding secondary music teachers .” 2009. Web. 19 Sep 2019.

Vancouver:

Kissel M. Transition into the teaching profession: induction and mentoring issues surrounding secondary music teachers . [Internet] [Thesis]. Brock University; 2009. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10464/1473.

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

Council of Science Editors:

Kissel M. Transition into the teaching profession: induction and mentoring issues surrounding secondary music teachers . [Thesis]. Brock University; 2009. Available from: http://hdl.handle.net/10464/1473

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


Brock University

18. Sauer, Leigh-Ann. The teaching practicum as an opportunity for professional growth: perceptions of three associate-teachers .

Degree: Department of Graduate and Undergraduate Studies in Education, 2008, Brock University

 The purpose of this study was to examine the student-teaching practicum as an opportunity for professional growth for associate-teachers. Three associate-teachers from one school board… (more)

Subjects/Keywords: Teachers; Teachers; Mentoring in education.

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APA (6th Edition):

Sauer, L. (2008). The teaching practicum as an opportunity for professional growth: perceptions of three associate-teachers . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/1523

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):

Sauer, Leigh-Ann. “The teaching practicum as an opportunity for professional growth: perceptions of three associate-teachers .” 2008. Thesis, Brock University. Accessed September 19, 2019. http://hdl.handle.net/10464/1523.

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

MLA Handbook (7th Edition):

Sauer, Leigh-Ann. “The teaching practicum as an opportunity for professional growth: perceptions of three associate-teachers .” 2008. Web. 19 Sep 2019.

Vancouver:

Sauer L. The teaching practicum as an opportunity for professional growth: perceptions of three associate-teachers . [Internet] [Thesis]. Brock University; 2008. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10464/1523.

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

Council of Science Editors:

Sauer L. The teaching practicum as an opportunity for professional growth: perceptions of three associate-teachers . [Thesis]. Brock University; 2008. Available from: http://hdl.handle.net/10464/1523

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


University of Florida

19. Short, Katrina Graham. The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring.

Degree: EdD, Curriculum and Instruction (CCD) - Teaching and Learning, 2012, University of Florida

 Preservice teachers benefit from the knowledge of many groups of people: college faculty, mentor teachers, and peers who are preparing to be teachers.  While much… (more)

Subjects/Keywords: Classrooms; Learning; Lesson plans; Master teachers; Mathematics; Mentoring; Mentors; Preservice teachers; Students; Teachers; education  – mentor  – mentoring  – peer  – teacher

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

APA (6th Edition):

Short, K. G. (2012). The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0044558

Chicago Manual of Style (16th Edition):

Short, Katrina Graham. “The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring.” 2012. Doctoral Dissertation, University of Florida. Accessed September 19, 2019. http://ufdc.ufl.edu/UFE0044558.

MLA Handbook (7th Edition):

Short, Katrina Graham. “The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring.” 2012. Web. 19 Sep 2019.

Vancouver:

Short KG. The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Sep 19]. Available from: http://ufdc.ufl.edu/UFE0044558.

Council of Science Editors:

Short KG. The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0044558


University of Houston

20. Kalie, Zenaida 1974-. WHAT CAMPUS PRINCIPALS NEED TO KNOW: THE SIGNIFICANCE OF ON-LINE MENTORING ON ALTERNATIVE CERTIFICATION INTERNS IN TEXAS.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 All new Texas first year teachers enter the classroom with the hope of receiving an attentive campus mentor. However, there is no guarantee that these… (more)

Subjects/Keywords: alternative certification; on-line mentoring for new teachers; teacher interns; mentoring; new teacher mentoring; e-mentoring; on-line mentoring; Texas; Professional leadership

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

APA (6th Edition):

Kalie, Z. 1. (2012). WHAT CAMPUS PRINCIPALS NEED TO KNOW: THE SIGNIFICANCE OF ON-LINE MENTORING ON ALTERNATIVE CERTIFICATION INTERNS IN TEXAS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/607

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):

Kalie, Zenaida 1974-. “WHAT CAMPUS PRINCIPALS NEED TO KNOW: THE SIGNIFICANCE OF ON-LINE MENTORING ON ALTERNATIVE CERTIFICATION INTERNS IN TEXAS.” 2012. Thesis, University of Houston. Accessed September 19, 2019. http://hdl.handle.net/10657/607.

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

MLA Handbook (7th Edition):

Kalie, Zenaida 1974-. “WHAT CAMPUS PRINCIPALS NEED TO KNOW: THE SIGNIFICANCE OF ON-LINE MENTORING ON ALTERNATIVE CERTIFICATION INTERNS IN TEXAS.” 2012. Web. 19 Sep 2019.

Vancouver:

Kalie Z1. WHAT CAMPUS PRINCIPALS NEED TO KNOW: THE SIGNIFICANCE OF ON-LINE MENTORING ON ALTERNATIVE CERTIFICATION INTERNS IN TEXAS. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10657/607.

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

Council of Science Editors:

Kalie Z1. WHAT CAMPUS PRINCIPALS NEED TO KNOW: THE SIGNIFICANCE OF ON-LINE MENTORING ON ALTERNATIVE CERTIFICATION INTERNS IN TEXAS. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/607

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

21. Moreno, Yadira. Homegrown Teacher Project: Developing an Early Intervention Pipeline for Teachers of Color.

Degree: Doctorate in Education, Education, 2018, Loyola Marymount University

  The dissertation aims to explore a solution to address the cultural and racial gap between the teaching force and the student population in California.… (more)

Subjects/Keywords: action research; critical mentoring; homegrown teachers; mentoring urban school students; teacher pipeline; teachers of color; Education

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

APA (6th Edition):

Moreno, Y. (2018). Homegrown Teacher Project: Developing an Early Intervention Pipeline for Teachers of Color. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/541

Chicago Manual of Style (16th Edition):

Moreno, Yadira. “Homegrown Teacher Project: Developing an Early Intervention Pipeline for Teachers of Color.” 2018. Doctoral Dissertation, Loyola Marymount University. Accessed September 19, 2019. https://digitalcommons.lmu.edu/etd/541.

MLA Handbook (7th Edition):

Moreno, Yadira. “Homegrown Teacher Project: Developing an Early Intervention Pipeline for Teachers of Color.” 2018. Web. 19 Sep 2019.

Vancouver:

Moreno Y. Homegrown Teacher Project: Developing an Early Intervention Pipeline for Teachers of Color. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2018. [cited 2019 Sep 19]. Available from: https://digitalcommons.lmu.edu/etd/541.

Council of Science Editors:

Moreno Y. Homegrown Teacher Project: Developing an Early Intervention Pipeline for Teachers of Color. [Doctoral Dissertation]. Loyola Marymount University; 2018. Available from: https://digitalcommons.lmu.edu/etd/541


University of Florida

22. Lockley, William M. Mentorship Experiences of Early Career Educators a Quantitative Study of Experiences in a Suburban Florida Public School District.

Degree: EdD, Educational Leadership - Human Development and Organizational Studies in Education, 2014, University of Florida

 Mentorship is a longstanding, common practice for early development of new educators. There is a perceived inconsistency among schools regarding the structure of teacher induction… (more)

Subjects/Keywords: Beginning teachers; Classrooms; Data analysis; Mentoring; Mentors; School surveys; Schools; Statistical significance; Teacher surveys; Teachers; education  – mentoring  – teacher

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

APA (6th Edition):

Lockley, W. M. (2014). Mentorship Experiences of Early Career Educators a Quantitative Study of Experiences in a Suburban Florida Public School District. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047054

Chicago Manual of Style (16th Edition):

Lockley, William M. “Mentorship Experiences of Early Career Educators a Quantitative Study of Experiences in a Suburban Florida Public School District.” 2014. Doctoral Dissertation, University of Florida. Accessed September 19, 2019. http://ufdc.ufl.edu/UFE0047054.

MLA Handbook (7th Edition):

Lockley, William M. “Mentorship Experiences of Early Career Educators a Quantitative Study of Experiences in a Suburban Florida Public School District.” 2014. Web. 19 Sep 2019.

Vancouver:

Lockley WM. Mentorship Experiences of Early Career Educators a Quantitative Study of Experiences in a Suburban Florida Public School District. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Sep 19]. Available from: http://ufdc.ufl.edu/UFE0047054.

Council of Science Editors:

Lockley WM. Mentorship Experiences of Early Career Educators a Quantitative Study of Experiences in a Suburban Florida Public School District. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0047054


University of Zambia

23. Banja, Khulupirika Madalitso. Mentoring of newly qualified teachers in Zambian secondary schools: An introspection of teachers' and headteachers' perspectives in selected Districts of Zambia .

Degree: 2016, University of Zambia

 This was a descriptive survey study. Its aim was to explore the perceptions of teachers, head teachers and senior education officials towards the mentorship of… (more)

Subjects/Keywords: Teachers Orientation-Zambia; Mentoring in Education-Zambia; First Year Teachers-Supervision of-Zambia

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

APA (6th Edition):

Banja, K. M. (2016). Mentoring of newly qualified teachers in Zambian secondary schools: An introspection of teachers' and headteachers' perspectives in selected Districts of Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4774

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):

Banja, Khulupirika Madalitso. “Mentoring of newly qualified teachers in Zambian secondary schools: An introspection of teachers' and headteachers' perspectives in selected Districts of Zambia .” 2016. Thesis, University of Zambia. Accessed September 19, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4774.

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

MLA Handbook (7th Edition):

Banja, Khulupirika Madalitso. “Mentoring of newly qualified teachers in Zambian secondary schools: An introspection of teachers' and headteachers' perspectives in selected Districts of Zambia .” 2016. Web. 19 Sep 2019.

Vancouver:

Banja KM. Mentoring of newly qualified teachers in Zambian secondary schools: An introspection of teachers' and headteachers' perspectives in selected Districts of Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Sep 19]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4774.

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

Council of Science Editors:

Banja KM. Mentoring of newly qualified teachers in Zambian secondary schools: An introspection of teachers' and headteachers' perspectives in selected Districts of Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4774

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


East Tennessee State University

24. Waters, LaKisha L. An Evaluation of Novice Teachers' Perceptions of the Mentoring Experience in Knox County Schools.

Degree: EdD (Doctor of Education), Educational Leadership, 2009, East Tennessee State University

  Teacher retention is a growing problem in the 21st century. Many veterans teachers are reaching retirement age and there are increasing numbers of new… (more)

Subjects/Keywords: Novice Teachers; Beginning Teachers; Mentoring; Educational Sociology; Social and Behavioral Sciences; Sociology

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

APA (6th Edition):

Waters, L. L. (2009). An Evaluation of Novice Teachers' Perceptions of the Mentoring Experience in Knox County Schools. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1846

Chicago Manual of Style (16th Edition):

Waters, LaKisha L. “An Evaluation of Novice Teachers' Perceptions of the Mentoring Experience in Knox County Schools.” 2009. Doctoral Dissertation, East Tennessee State University. Accessed September 19, 2019. https://dc.etsu.edu/etd/1846.

MLA Handbook (7th Edition):

Waters, LaKisha L. “An Evaluation of Novice Teachers' Perceptions of the Mentoring Experience in Knox County Schools.” 2009. Web. 19 Sep 2019.

Vancouver:

Waters LL. An Evaluation of Novice Teachers' Perceptions of the Mentoring Experience in Knox County Schools. [Internet] [Doctoral dissertation]. East Tennessee State University; 2009. [cited 2019 Sep 19]. Available from: https://dc.etsu.edu/etd/1846.

Council of Science Editors:

Waters LL. An Evaluation of Novice Teachers' Perceptions of the Mentoring Experience in Knox County Schools. [Doctoral Dissertation]. East Tennessee State University; 2009. Available from: https://dc.etsu.edu/etd/1846


University of Waikato

25. Bosamata, James. Induction Experiences of Beginning Secondary Teachers in Solomon Islands .

Degree: 2011, University of Waikato

 Research shows teacher induction programmes are crucial in supporting new teachers as they move into the profession. Widely implemented in different ways in many countries… (more)

Subjects/Keywords: induction; beginning teachers; Solomon Islands; secondary teachers; melanesia; mentoring; professional development; educational leadership

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

APA (6th Edition):

Bosamata, J. (2011). Induction Experiences of Beginning Secondary Teachers in Solomon Islands . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/5377

Chicago Manual of Style (16th Edition):

Bosamata, James. “Induction Experiences of Beginning Secondary Teachers in Solomon Islands .” 2011. Masters Thesis, University of Waikato. Accessed September 19, 2019. http://hdl.handle.net/10289/5377.

MLA Handbook (7th Edition):

Bosamata, James. “Induction Experiences of Beginning Secondary Teachers in Solomon Islands .” 2011. Web. 19 Sep 2019.

Vancouver:

Bosamata J. Induction Experiences of Beginning Secondary Teachers in Solomon Islands . [Internet] [Masters thesis]. University of Waikato; 2011. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10289/5377.

Council of Science Editors:

Bosamata J. Induction Experiences of Beginning Secondary Teachers in Solomon Islands . [Masters Thesis]. University of Waikato; 2011. Available from: http://hdl.handle.net/10289/5377


Columbia University

26. Yuan, Hong. Modes of Acquisition of Shanghai Mathematics Teachers’ Pedagogical Content Knowledge within Communities of Practice.

Degree: 2018, Columbia University

 The purpose of this study was to determine the modes of acquisition of Shanghai elementary mathematics teachers’ pedagogical content knowledge within their communities of practice.… (more)

Subjects/Keywords: Mathematics – Study and teaching; Teachers – Training of; Mathematics teachers – Education; Mentoring in education

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

APA (6th Edition):

Yuan, H. (2018). Modes of Acquisition of Shanghai Mathematics Teachers’ Pedagogical Content Knowledge within Communities of Practice. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8FF58RM

Chicago Manual of Style (16th Edition):

Yuan, Hong. “Modes of Acquisition of Shanghai Mathematics Teachers’ Pedagogical Content Knowledge within Communities of Practice.” 2018. Doctoral Dissertation, Columbia University. Accessed September 19, 2019. https://doi.org/10.7916/D8FF58RM.

MLA Handbook (7th Edition):

Yuan, Hong. “Modes of Acquisition of Shanghai Mathematics Teachers’ Pedagogical Content Knowledge within Communities of Practice.” 2018. Web. 19 Sep 2019.

Vancouver:

Yuan H. Modes of Acquisition of Shanghai Mathematics Teachers’ Pedagogical Content Knowledge within Communities of Practice. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Sep 19]. Available from: https://doi.org/10.7916/D8FF58RM.

Council of Science Editors:

Yuan H. Modes of Acquisition of Shanghai Mathematics Teachers’ Pedagogical Content Knowledge within Communities of Practice. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8FF58RM


University of Missouri – Columbia

27. Jeffs, Kenneth C., Jr., 1952-. Real time video mentoring : investigating synchronous video technology as a mentoring tool for new music teachers in rural school districts.

Degree: 2016, University of Missouri – Columbia

 The purpose of this study was to determine if computer based real-time video mentoring (RVM) is a viable tool for mentoring music teachers in rural… (more)

Subjects/Keywords: Music teachers  – In-service training; Cooperating teachers; Mentoring in education; Distance education; Skype (Electronic resource)

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

APA (6th Edition):

Jeffs, Kenneth C., Jr., 1. (2016). Real time video mentoring : investigating synchronous video technology as a mentoring tool for new music teachers in rural school districts. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/59837

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):

Jeffs, Kenneth C., Jr., 1952-. “Real time video mentoring : investigating synchronous video technology as a mentoring tool for new music teachers in rural school districts.” 2016. Thesis, University of Missouri – Columbia. Accessed September 19, 2019. http://hdl.handle.net/10355/59837.

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

MLA Handbook (7th Edition):

Jeffs, Kenneth C., Jr., 1952-. “Real time video mentoring : investigating synchronous video technology as a mentoring tool for new music teachers in rural school districts.” 2016. Web. 19 Sep 2019.

Vancouver:

Jeffs, Kenneth C., Jr. 1. Real time video mentoring : investigating synchronous video technology as a mentoring tool for new music teachers in rural school districts. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10355/59837.

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

Council of Science Editors:

Jeffs, Kenneth C., Jr. 1. Real time video mentoring : investigating synchronous video technology as a mentoring tool for new music teachers in rural school districts. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/59837

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


University of Johannesburg

28. Whitelaw, Steven. Cognitive and social apprenticeship in the induction of novice teachers.

Degree: 2009, University of Johannesburg

M.Ed.

Suid-Afrika benodig meer onderwysers as wat tans voortgebring word. Dit is onwaarskynlik dat die voorsieningsvlakke in die afsienbare toekoms sal styg. Om hierdie rede… (more)

Subjects/Keywords: mentoring in education; first year teachers; in-service training of first year teachers

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

APA (6th Edition):

Whitelaw, S. (2009). Cognitive and social apprenticeship in the induction of novice teachers. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/2203

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):

Whitelaw, Steven. “Cognitive and social apprenticeship in the induction of novice teachers.” 2009. Thesis, University of Johannesburg. Accessed September 19, 2019. http://hdl.handle.net/10210/2203.

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

MLA Handbook (7th Edition):

Whitelaw, Steven. “Cognitive and social apprenticeship in the induction of novice teachers.” 2009. Web. 19 Sep 2019.

Vancouver:

Whitelaw S. Cognitive and social apprenticeship in the induction of novice teachers. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10210/2203.

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

Council of Science Editors:

Whitelaw S. Cognitive and social apprenticeship in the induction of novice teachers. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/2203

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

29. Adjei-Boateng, Emmanuel. Experiences Of Beginning Teachers In A Resident Teacher Program: A Phenomenological Study.

Degree: PhD, Teaching & Learning, 2014, University of North Dakota

  There has been considerable attention and focus, in the field of education, on development support for beginning teachers. Beginning teachers are very important to… (more)

Subjects/Keywords: Constructionism; First Year Teachers; Mentoring; Phenomenology; Resident Teacher Programs; Resident Teachers; Education

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

APA (6th Edition):

Adjei-Boateng, E. (2014). Experiences Of Beginning Teachers In A Resident Teacher Program: A Phenomenological Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/510

Chicago Manual of Style (16th Edition):

Adjei-Boateng, Emmanuel. “Experiences Of Beginning Teachers In A Resident Teacher Program: A Phenomenological Study.” 2014. Doctoral Dissertation, University of North Dakota. Accessed September 19, 2019. https://commons.und.edu/theses/510.

MLA Handbook (7th Edition):

Adjei-Boateng, Emmanuel. “Experiences Of Beginning Teachers In A Resident Teacher Program: A Phenomenological Study.” 2014. Web. 19 Sep 2019.

Vancouver:

Adjei-Boateng E. Experiences Of Beginning Teachers In A Resident Teacher Program: A Phenomenological Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2014. [cited 2019 Sep 19]. Available from: https://commons.und.edu/theses/510.

Council of Science Editors:

Adjei-Boateng E. Experiences Of Beginning Teachers In A Resident Teacher Program: A Phenomenological Study. [Doctoral Dissertation]. University of North Dakota; 2014. Available from: https://commons.und.edu/theses/510


Michigan State University

30. Carroll, David M. (David Mausfield). Collaborative professional learning, creating a community of practice among school and university partners in teacher education.

Degree: PhD, Department of Teacher Education, 2001, Michigan State University

Subjects/Keywords: Teachers – Training of; Master teachers; Mentoring

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

APA (6th Edition):

Carroll, D. M. (. M. (2001). Collaborative professional learning, creating a community of practice among school and university partners in teacher education. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47308

Chicago Manual of Style (16th Edition):

Carroll, David M (David Mausfield). “Collaborative professional learning, creating a community of practice among school and university partners in teacher education.” 2001. Doctoral Dissertation, Michigan State University. Accessed September 19, 2019. http://etd.lib.msu.edu/islandora/object/etd:47308.

MLA Handbook (7th Edition):

Carroll, David M (David Mausfield). “Collaborative professional learning, creating a community of practice among school and university partners in teacher education.” 2001. Web. 19 Sep 2019.

Vancouver:

Carroll DM(M. Collaborative professional learning, creating a community of practice among school and university partners in teacher education. [Internet] [Doctoral dissertation]. Michigan State University; 2001. [cited 2019 Sep 19]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47308.

Council of Science Editors:

Carroll DM(M. Collaborative professional learning, creating a community of practice among school and university partners in teacher education. [Doctoral Dissertation]. Michigan State University; 2001. Available from: http://etd.lib.msu.edu/islandora/object/etd:47308

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