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You searched for subject:(New Teacher Induction). Showing records 1 – 30 of 33 total matches.

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University of Houston

1. Martinez, Roberto. An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas.

Degree: Curriculum and Instruction, Department of, 2014, University of Houston

 The purpose of this study was to evaluate the new teacher perceptions of the New Teacher Induction Program in a suburban school district in southwest… (more)

Subjects/Keywords: New Teacher Induction

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

APA (6th Edition):

Martinez, R. (2014). An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1681

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):

Martinez, Roberto. “An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas.” 2014. Thesis, University of Houston. Accessed May 22, 2019. http://hdl.handle.net/10657/1681.

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

MLA Handbook (7th Edition):

Martinez, Roberto. “An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas.” 2014. Web. 22 May 2019.

Vancouver:

Martinez R. An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 May 22]. Available from: http://hdl.handle.net/10657/1681.

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

Council of Science Editors:

Martinez R. An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1681

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


University of Ottawa

2. Topp, James. An Analysis of the Experiences of New Teachers Involved in an Induction Program: Closing the Gap between Expectations and Reality .

Degree: 2018, University of Ottawa

 International literature on induction within education consistently states that induction programs provide a variety of benefits for new teachers. In Ontario in 2006, to support… (more)

Subjects/Keywords: New Teacher Induction; Mentoring

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

APA (6th Edition):

Topp, J. (2018). An Analysis of the Experiences of New Teachers Involved in an Induction Program: Closing the Gap between Expectations and Reality . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/38128

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):

Topp, James. “An Analysis of the Experiences of New Teachers Involved in an Induction Program: Closing the Gap between Expectations and Reality .” 2018. Thesis, University of Ottawa. Accessed May 22, 2019. http://hdl.handle.net/10393/38128.

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

MLA Handbook (7th Edition):

Topp, James. “An Analysis of the Experiences of New Teachers Involved in an Induction Program: Closing the Gap between Expectations and Reality .” 2018. Web. 22 May 2019.

Vancouver:

Topp J. An Analysis of the Experiences of New Teachers Involved in an Induction Program: Closing the Gap between Expectations and Reality . [Internet] [Thesis]. University of Ottawa; 2018. [cited 2019 May 22]. Available from: http://hdl.handle.net/10393/38128.

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

Council of Science Editors:

Topp J. An Analysis of the Experiences of New Teachers Involved in an Induction Program: Closing the Gap between Expectations and Reality . [Thesis]. University of Ottawa; 2018. Available from: http://hdl.handle.net/10393/38128

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


Queens University

3. Tregunna, Leigha. Trials, Triumphs, and Transitions: Examining Perceptions of New Teacher Induction in Relation to Mentoring and School Culture .

Degree: Education, 2013, Queens University

 It is a well-known fact that entering the teaching profession can be a challenge for nearly anyone (Kronowitz, 2004). Recently, the discussion has shifted to… (more)

Subjects/Keywords: Teacher Induction; New Teacher Induction Program; New teachers; Mentoring

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APA (6th Edition):

Tregunna, L. (2013). Trials, Triumphs, and Transitions: Examining Perceptions of New Teacher Induction in Relation to Mentoring and School Culture . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/8161

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):

Tregunna, Leigha. “Trials, Triumphs, and Transitions: Examining Perceptions of New Teacher Induction in Relation to Mentoring and School Culture .” 2013. Thesis, Queens University. Accessed May 22, 2019. http://hdl.handle.net/1974/8161.

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

MLA Handbook (7th Edition):

Tregunna, Leigha. “Trials, Triumphs, and Transitions: Examining Perceptions of New Teacher Induction in Relation to Mentoring and School Culture .” 2013. Web. 22 May 2019.

Vancouver:

Tregunna L. Trials, Triumphs, and Transitions: Examining Perceptions of New Teacher Induction in Relation to Mentoring and School Culture . [Internet] [Thesis]. Queens University; 2013. [cited 2019 May 22]. Available from: http://hdl.handle.net/1974/8161.

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

Council of Science Editors:

Tregunna L. Trials, Triumphs, and Transitions: Examining Perceptions of New Teacher Induction in Relation to Mentoring and School Culture . [Thesis]. Queens University; 2013. Available from: http://hdl.handle.net/1974/8161

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


University of Georgia

4. Bickmore, Steven Tueller. Conceptualizing induction through professional development activities: a case study of a novice teacher's entrance into the teaching profession.

Degree: PhD, English Education, 2005, University of Georgia

 This dissertation is a case study of one novice teacher s induction into the teaching profession. It discusses the high attrition rate of novice teachers… (more)

Subjects/Keywords: New Teacher Induction

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

APA (6th Edition):

Bickmore, S. T. (2005). Conceptualizing induction through professional development activities: a case study of a novice teacher's entrance into the teaching profession. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bickmore_steven_t_200508_phd

Chicago Manual of Style (16th Edition):

Bickmore, Steven Tueller. “Conceptualizing induction through professional development activities: a case study of a novice teacher's entrance into the teaching profession.” 2005. Doctoral Dissertation, University of Georgia. Accessed May 22, 2019. http://purl.galileo.usg.edu/uga_etd/bickmore_steven_t_200508_phd.

MLA Handbook (7th Edition):

Bickmore, Steven Tueller. “Conceptualizing induction through professional development activities: a case study of a novice teacher's entrance into the teaching profession.” 2005. Web. 22 May 2019.

Vancouver:

Bickmore ST. Conceptualizing induction through professional development activities: a case study of a novice teacher's entrance into the teaching profession. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 May 22]. Available from: http://purl.galileo.usg.edu/uga_etd/bickmore_steven_t_200508_phd.

Council of Science Editors:

Bickmore ST. Conceptualizing induction through professional development activities: a case study of a novice teacher's entrance into the teaching profession. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/bickmore_steven_t_200508_phd


Virginia Commonwealth University

5. Hall, William, Jr. Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction.

Degree: PhD, Educational Studies, 2009, Virginia Commonwealth University

 This study investigates the perceptions surrounding the role Virginia elementary school principals play in supporting the induction of new teachers. Attention is given to the… (more)

Subjects/Keywords: new teacher; principal; induction; perceptions; support; Education

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

APA (6th Edition):

Hall, William, J. (2009). Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/1956

Chicago Manual of Style (16th Edition):

Hall, William, Jr. “Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction.” 2009. Doctoral Dissertation, Virginia Commonwealth University. Accessed May 22, 2019. https://scholarscompass.vcu.edu/etd/1956.

MLA Handbook (7th Edition):

Hall, William, Jr. “Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction.” 2009. Web. 22 May 2019.

Vancouver:

Hall, William J. Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2009. [cited 2019 May 22]. Available from: https://scholarscompass.vcu.edu/etd/1956.

Council of Science Editors:

Hall, William J. Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction. [Doctoral Dissertation]. Virginia Commonwealth University; 2009. Available from: https://scholarscompass.vcu.edu/etd/1956


Georgia State University

6. Matthews, Cassandra. Creating Space For New Teacher Voices: Examining Mentoring From the Perspective of New Teacher Residents.

Degree: PhD, Early Childhood Education, 2015, Georgia State University

  Educators and policy makers recognize the need to provide a continuum of support for beginning teachers to facilitate the transition from preservice preparation to… (more)

Subjects/Keywords: New teacher mentoring; Teacher induction; Urban teacher residency programs

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

APA (6th Edition):

Matthews, C. (2015). Creating Space For New Teacher Voices: Examining Mentoring From the Perspective of New Teacher Residents. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/23

Chicago Manual of Style (16th Edition):

Matthews, Cassandra. “Creating Space For New Teacher Voices: Examining Mentoring From the Perspective of New Teacher Residents.” 2015. Doctoral Dissertation, Georgia State University. Accessed May 22, 2019. https://scholarworks.gsu.edu/ece_diss/23.

MLA Handbook (7th Edition):

Matthews, Cassandra. “Creating Space For New Teacher Voices: Examining Mentoring From the Perspective of New Teacher Residents.” 2015. Web. 22 May 2019.

Vancouver:

Matthews C. Creating Space For New Teacher Voices: Examining Mentoring From the Perspective of New Teacher Residents. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2019 May 22]. Available from: https://scholarworks.gsu.edu/ece_diss/23.

Council of Science Editors:

Matthews C. Creating Space For New Teacher Voices: Examining Mentoring From the Perspective of New Teacher Residents. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/ece_diss/23


University of Western Ontario

7. Gonyou-Brown, Jennifer M. The Work of Elementary Principals in Supporting New Teachers in Ontario, Publicly-Funded, English Speaking Schools.

Degree: 2016, University of Western Ontario

 Teachers benefit from instructional, emotional, institutional and physical supports in their early years of practice (Lipton & Wellman, 2003). Yet, with a teacher surplus in… (more)

Subjects/Keywords: principal; new teacher; new teacher induction; work; early career teacher support; mentoring; Educational Leadership

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

APA (6th Edition):

Gonyou-Brown, J. M. (2016). The Work of Elementary Principals in Supporting New Teachers in Ontario, Publicly-Funded, English Speaking Schools. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4317

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):

Gonyou-Brown, Jennifer M. “The Work of Elementary Principals in Supporting New Teachers in Ontario, Publicly-Funded, English Speaking Schools.” 2016. Thesis, University of Western Ontario. Accessed May 22, 2019. https://ir.lib.uwo.ca/etd/4317.

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

MLA Handbook (7th Edition):

Gonyou-Brown, Jennifer M. “The Work of Elementary Principals in Supporting New Teachers in Ontario, Publicly-Funded, English Speaking Schools.” 2016. Web. 22 May 2019.

Vancouver:

Gonyou-Brown JM. The Work of Elementary Principals in Supporting New Teachers in Ontario, Publicly-Funded, English Speaking Schools. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2019 May 22]. Available from: https://ir.lib.uwo.ca/etd/4317.

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

Council of Science Editors:

Gonyou-Brown JM. The Work of Elementary Principals in Supporting New Teachers in Ontario, Publicly-Funded, English Speaking Schools. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/4317

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


University of Illinois – Chicago

8. Kennedy, William. Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities.

Degree: 2017, University of Illinois – Chicago

 This research explores the Critical Dialogue that I facilitated and engaged in as part of a dialogic Praxis cycle with four first year teachers in… (more)

Subjects/Keywords: urban teacher education; dialogue; praxis; teacher induction; new teachers

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APA (6th Edition):

Kennedy, W. (2017). Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21851

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):

Kennedy, William. “Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities.” 2017. Thesis, University of Illinois – Chicago. Accessed May 22, 2019. http://hdl.handle.net/10027/21851.

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

MLA Handbook (7th Edition):

Kennedy, William. “Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities.” 2017. Web. 22 May 2019.

Vancouver:

Kennedy W. Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2019 May 22]. Available from: http://hdl.handle.net/10027/21851.

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

Council of Science Editors:

Kennedy W. Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21851

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


University of Houston

9. Ferdinand, Michele A. EXAMINING THE RELATIONSHIP BETWEEN FIRST-YEAR TEACHER PERCEPTIONS, NEW TEACHER INDUCTION AND TEACHER RETENTION IN THE 21ST CENTURY.

Degree: Educational Leadership and Policy Studies, Department of, 2016, University of Houston

 Across the nation school districts are faced with the dual challenge of growing student enrollment and high teacher turnover. At the same time, each year… (more)

Subjects/Keywords: new teacher induction; novice teacher; professional development; mentoring

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

APA (6th Edition):

Ferdinand, M. A. (2016). EXAMINING THE RELATIONSHIP BETWEEN FIRST-YEAR TEACHER PERCEPTIONS, NEW TEACHER INDUCTION AND TEACHER RETENTION IN THE 21ST CENTURY. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1755

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):

Ferdinand, Michele A. “EXAMINING THE RELATIONSHIP BETWEEN FIRST-YEAR TEACHER PERCEPTIONS, NEW TEACHER INDUCTION AND TEACHER RETENTION IN THE 21ST CENTURY.” 2016. Thesis, University of Houston. Accessed May 22, 2019. http://hdl.handle.net/10657/1755.

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

MLA Handbook (7th Edition):

Ferdinand, Michele A. “EXAMINING THE RELATIONSHIP BETWEEN FIRST-YEAR TEACHER PERCEPTIONS, NEW TEACHER INDUCTION AND TEACHER RETENTION IN THE 21ST CENTURY.” 2016. Web. 22 May 2019.

Vancouver:

Ferdinand MA. EXAMINING THE RELATIONSHIP BETWEEN FIRST-YEAR TEACHER PERCEPTIONS, NEW TEACHER INDUCTION AND TEACHER RETENTION IN THE 21ST CENTURY. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 May 22]. Available from: http://hdl.handle.net/10657/1755.

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

Council of Science Editors:

Ferdinand MA. EXAMINING THE RELATIONSHIP BETWEEN FIRST-YEAR TEACHER PERCEPTIONS, NEW TEACHER INDUCTION AND TEACHER RETENTION IN THE 21ST CENTURY. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1755

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


University of Wollongong

10. Kearney, Sean Patrick. New Scheme Teacher induction in New South Wales independent schools: challenges and opportunities.

Degree: PhD, Faculty of Education, 2012, University of Wollongong

  The problems that beginning teachers face early in their careers are a major factor in growing rates of attrition among neophyte teachers. Coupled with… (more)

Subjects/Keywords: induction; beginning teacher; new scheme teacher; independent schools; organisational socialisation

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

APA (6th Edition):

Kearney, S. P. (2012). New Scheme Teacher induction in New South Wales independent schools: challenges and opportunities. (Doctoral Dissertation). University of Wollongong. Retrieved from 1301 EDUCATION SYSTEMS, 1399 OTHER EDUCATION ; http://ro.uow.edu.au/theses/3723

Chicago Manual of Style (16th Edition):

Kearney, Sean Patrick. “New Scheme Teacher induction in New South Wales independent schools: challenges and opportunities.” 2012. Doctoral Dissertation, University of Wollongong. Accessed May 22, 2019. 1301 EDUCATION SYSTEMS, 1399 OTHER EDUCATION ; http://ro.uow.edu.au/theses/3723.

MLA Handbook (7th Edition):

Kearney, Sean Patrick. “New Scheme Teacher induction in New South Wales independent schools: challenges and opportunities.” 2012. Web. 22 May 2019.

Vancouver:

Kearney SP. New Scheme Teacher induction in New South Wales independent schools: challenges and opportunities. [Internet] [Doctoral dissertation]. University of Wollongong; 2012. [cited 2019 May 22]. Available from: 1301 EDUCATION SYSTEMS, 1399 OTHER EDUCATION ; http://ro.uow.edu.au/theses/3723.

Council of Science Editors:

Kearney SP. New Scheme Teacher induction in New South Wales independent schools: challenges and opportunities. [Doctoral Dissertation]. University of Wollongong; 2012. Available from: 1301 EDUCATION SYSTEMS, 1399 OTHER EDUCATION ; http://ro.uow.edu.au/theses/3723


University of Toronto

11. Molitor, Jane Suzanne. Understanding the Experience of Mentor Teachers as Teacher Leaders in a Secondary School Context.

Degree: PhD, 2014, University of Toronto

 Recognition that beginning teachers require ongoing support in their first year of teaching gave rise to Ontario's New Teacher Induction Program which started in September… (more)

Subjects/Keywords: Educational Change; Education Policy; Mentoring; New Teacher Induction; Teacher Leadership; 0458

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

APA (6th Edition):

Molitor, J. S. (2014). Understanding the Experience of Mentor Teachers as Teacher Leaders in a Secondary School Context. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68355

Chicago Manual of Style (16th Edition):

Molitor, Jane Suzanne. “Understanding the Experience of Mentor Teachers as Teacher Leaders in a Secondary School Context.” 2014. Doctoral Dissertation, University of Toronto. Accessed May 22, 2019. http://hdl.handle.net/1807/68355.

MLA Handbook (7th Edition):

Molitor, Jane Suzanne. “Understanding the Experience of Mentor Teachers as Teacher Leaders in a Secondary School Context.” 2014. Web. 22 May 2019.

Vancouver:

Molitor JS. Understanding the Experience of Mentor Teachers as Teacher Leaders in a Secondary School Context. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2019 May 22]. Available from: http://hdl.handle.net/1807/68355.

Council of Science Editors:

Molitor JS. Understanding the Experience of Mentor Teachers as Teacher Leaders in a Secondary School Context. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68355


University of Nevada – Las Vegas

12. Nishimoto, Matthew C. Secondary Preservice Teacher Expectations of the Principal's Role in New Teacher Induction.

Degree: PhD, Teaching and Learning, 2016, University of Nevada – Las Vegas

  The three concurrent conceptualizations of induction include a phase in teacher development; a process of socialization; and the formal, programmatic structures. A major challenge… (more)

Subjects/Keywords: Beginning Teacher; New Teacher Induction; Preservice Teacher; Teacher Candidate; Teacher Expectations; Education; Educational Leadership; Teacher Education and Professional Development

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

APA (6th Edition):

Nishimoto, M. C. (2016). Secondary Preservice Teacher Expectations of the Principal's Role in New Teacher Induction. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2801

Chicago Manual of Style (16th Edition):

Nishimoto, Matthew C. “Secondary Preservice Teacher Expectations of the Principal's Role in New Teacher Induction.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed May 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2801.

MLA Handbook (7th Edition):

Nishimoto, Matthew C. “Secondary Preservice Teacher Expectations of the Principal's Role in New Teacher Induction.” 2016. Web. 22 May 2019.

Vancouver:

Nishimoto MC. Secondary Preservice Teacher Expectations of the Principal's Role in New Teacher Induction. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2019 May 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2801.

Council of Science Editors:

Nishimoto MC. Secondary Preservice Teacher Expectations of the Principal's Role in New Teacher Induction. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2801


Penn State University

13. Hanawalt, Christina Ann. Collage as Critical Practice: Mapping New Art Teacher Experiences within Contemporary Assemblages of Education.

Degree: PhD, Art Education, 2016, Penn State University

 In this dissertation, I examine the experiences generated by a year-long support initiative for new art teachers guided by collage as critical practice. Based on… (more)

Subjects/Keywords: new art teachers; new teacher induction; new teacher socialization; collage; contemporary theories of art education; school culture; teacher identity; accountability

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APA (6th Edition):

Hanawalt, C. A. (2016). Collage as Critical Practice: Mapping New Art Teacher Experiences within Contemporary Assemblages of Education. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/r494vk167

Chicago Manual of Style (16th Edition):

Hanawalt, Christina Ann. “Collage as Critical Practice: Mapping New Art Teacher Experiences within Contemporary Assemblages of Education.” 2016. Doctoral Dissertation, Penn State University. Accessed May 22, 2019. https://etda.libraries.psu.edu/catalog/r494vk167.

MLA Handbook (7th Edition):

Hanawalt, Christina Ann. “Collage as Critical Practice: Mapping New Art Teacher Experiences within Contemporary Assemblages of Education.” 2016. Web. 22 May 2019.

Vancouver:

Hanawalt CA. Collage as Critical Practice: Mapping New Art Teacher Experiences within Contemporary Assemblages of Education. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 May 22]. Available from: https://etda.libraries.psu.edu/catalog/r494vk167.

Council of Science Editors:

Hanawalt CA. Collage as Critical Practice: Mapping New Art Teacher Experiences within Contemporary Assemblages of Education. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/r494vk167

14. Portis-Woodson, Angela F. "Thrown in the deep end": the relationship of induction programs to new teacher retention .

Degree: 2014, Texas A&M University – Corpus Christi

 Nationally, thousands of new teachers in grades K-12 permanently leave the profession of teaching within five years of employment. Up to one third of new(more)

Subjects/Keywords: first-year teacher retention; induction; new teacher development; new teacher Induction; principal's induction for first-year teachers; retention of middle school teachers

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APA (6th Edition):

Portis-Woodson, A. F. (2014). "Thrown in the deep end": the relationship of induction programs to new teacher retention . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/602

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):

Portis-Woodson, Angela F. “"Thrown in the deep end": the relationship of induction programs to new teacher retention .” 2014. Thesis, Texas A&M University – Corpus Christi. Accessed May 22, 2019. http://hdl.handle.net/1969.6/602.

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

MLA Handbook (7th Edition):

Portis-Woodson, Angela F. “"Thrown in the deep end": the relationship of induction programs to new teacher retention .” 2014. Web. 22 May 2019.

Vancouver:

Portis-Woodson AF. "Thrown in the deep end": the relationship of induction programs to new teacher retention . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2014. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.6/602.

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

Council of Science Editors:

Portis-Woodson AF. "Thrown in the deep end": the relationship of induction programs to new teacher retention . [Thesis]. Texas A&M University – Corpus Christi; 2014. Available from: http://hdl.handle.net/1969.6/602

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


University of Auckland

15. Main, Andrea Squirrel. Induction experts: An analysis of beginning teacher support in low-socioeconomic New Zealand primary schools.

Degree: 2008, University of Auckland

 This thesis analyses induction programmes in low-socioeconomic New Zealand primary schools. A review of the literature indicates that effective induction is integrated and has four… (more)

Subjects/Keywords: induction; beginning teacher; New Zealand; primary; support; low socioeconomic

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APA (6th Edition):

Main, A. S. (2008). Induction experts: An analysis of beginning teacher support in low-socioeconomic New Zealand primary schools. (Doctoral Dissertation). University of Auckland. Retrieved from http://hdl.handle.net/2292/3302

Chicago Manual of Style (16th Edition):

Main, Andrea Squirrel. “Induction experts: An analysis of beginning teacher support in low-socioeconomic New Zealand primary schools.” 2008. Doctoral Dissertation, University of Auckland. Accessed May 22, 2019. http://hdl.handle.net/2292/3302.

MLA Handbook (7th Edition):

Main, Andrea Squirrel. “Induction experts: An analysis of beginning teacher support in low-socioeconomic New Zealand primary schools.” 2008. Web. 22 May 2019.

Vancouver:

Main AS. Induction experts: An analysis of beginning teacher support in low-socioeconomic New Zealand primary schools. [Internet] [Doctoral dissertation]. University of Auckland; 2008. [cited 2019 May 22]. Available from: http://hdl.handle.net/2292/3302.

Council of Science Editors:

Main AS. Induction experts: An analysis of beginning teacher support in low-socioeconomic New Zealand primary schools. [Doctoral Dissertation]. University of Auckland; 2008. Available from: http://hdl.handle.net/2292/3302


University of Cincinnati

16. DOERGER, DANIEL W. FINDING FORESTT HIGH SCHOOL: FORMAL AND INFORMATION INDUCTION AND THE ENCULTURATION OF NEW TEACHERS.

Degree: EdD, Education : Curriculum and Instruction, 2002, University of Cincinnati

 This study examines the induction processes for first year teachers, both formal and informal, at one secondary school. Through long-term (one academic year) qualitative research… (more)

Subjects/Keywords: new teacher enculturation; induction

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APA (6th Edition):

DOERGER, D. W. (2002). FINDING FORESTT HIGH SCHOOL: FORMAL AND INFORMATION INDUCTION AND THE ENCULTURATION OF NEW TEACHERS. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1027006640

Chicago Manual of Style (16th Edition):

DOERGER, DANIEL W. “FINDING FORESTT HIGH SCHOOL: FORMAL AND INFORMATION INDUCTION AND THE ENCULTURATION OF NEW TEACHERS.” 2002. Doctoral Dissertation, University of Cincinnati. Accessed May 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1027006640.

MLA Handbook (7th Edition):

DOERGER, DANIEL W. “FINDING FORESTT HIGH SCHOOL: FORMAL AND INFORMATION INDUCTION AND THE ENCULTURATION OF NEW TEACHERS.” 2002. Web. 22 May 2019.

Vancouver:

DOERGER DW. FINDING FORESTT HIGH SCHOOL: FORMAL AND INFORMATION INDUCTION AND THE ENCULTURATION OF NEW TEACHERS. [Internet] [Doctoral dissertation]. University of Cincinnati; 2002. [cited 2019 May 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1027006640.

Council of Science Editors:

DOERGER DW. FINDING FORESTT HIGH SCHOOL: FORMAL AND INFORMATION INDUCTION AND THE ENCULTURATION OF NEW TEACHERS. [Doctoral Dissertation]. University of Cincinnati; 2002. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1027006640

17. Bergren-Mann, Beth J. An Evaluation of Novice Teachers’ Perceptions Regarding Teacher Induction and Teacher Leadership.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2016, St. Cloud State University

  Abstract Background Classroom teachers have the most influence on student learning (Goldrick, 2009). In order for new teachers to be effective, they require support… (more)

Subjects/Keywords: Teacher Leadership; New Teachers; Induction; Support; Educational Leadership

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APA (6th Edition):

Bergren-Mann, B. J. (2016). An Evaluation of Novice Teachers’ Perceptions Regarding Teacher Induction and Teacher Leadership. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/19

Chicago Manual of Style (16th Edition):

Bergren-Mann, Beth J. “An Evaluation of Novice Teachers’ Perceptions Regarding Teacher Induction and Teacher Leadership.” 2016. Doctoral Dissertation, St. Cloud State University. Accessed May 22, 2019. https://repository.stcloudstate.edu/edad_etds/19.

MLA Handbook (7th Edition):

Bergren-Mann, Beth J. “An Evaluation of Novice Teachers’ Perceptions Regarding Teacher Induction and Teacher Leadership.” 2016. Web. 22 May 2019.

Vancouver:

Bergren-Mann BJ. An Evaluation of Novice Teachers’ Perceptions Regarding Teacher Induction and Teacher Leadership. [Internet] [Doctoral dissertation]. St. Cloud State University; 2016. [cited 2019 May 22]. Available from: https://repository.stcloudstate.edu/edad_etds/19.

Council of Science Editors:

Bergren-Mann BJ. An Evaluation of Novice Teachers’ Perceptions Regarding Teacher Induction and Teacher Leadership. [Doctoral Dissertation]. St. Cloud State University; 2016. Available from: https://repository.stcloudstate.edu/edad_etds/19


Brigham Young University

18. Larsen, Carol S. Content Analysis of New Teacher Induction and Mentoring Documents in Five Partnership Districts: Reflections and Acknowledgments of Complexity.

Degree: MA, 2013, Brigham Young University

 The purpose of this study is to examine how documents used in new teacher induction and mentoring programs from five different school districts reflect and… (more)

Subjects/Keywords: new teacher induction; mentoring program; complexity theory; document analysis; Teacher Education and Professional Development

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APA (6th Edition):

Larsen, C. S. (2013). Content Analysis of New Teacher Induction and Mentoring Documents in Five Partnership Districts: Reflections and Acknowledgments of Complexity. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4943&context=etd

Chicago Manual of Style (16th Edition):

Larsen, Carol S. “Content Analysis of New Teacher Induction and Mentoring Documents in Five Partnership Districts: Reflections and Acknowledgments of Complexity.” 2013. Masters Thesis, Brigham Young University. Accessed May 22, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4943&context=etd.

MLA Handbook (7th Edition):

Larsen, Carol S. “Content Analysis of New Teacher Induction and Mentoring Documents in Five Partnership Districts: Reflections and Acknowledgments of Complexity.” 2013. Web. 22 May 2019.

Vancouver:

Larsen CS. Content Analysis of New Teacher Induction and Mentoring Documents in Five Partnership Districts: Reflections and Acknowledgments of Complexity. [Internet] [Masters thesis]. Brigham Young University; 2013. [cited 2019 May 22]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4943&context=etd.

Council of Science Editors:

Larsen CS. Content Analysis of New Teacher Induction and Mentoring Documents in Five Partnership Districts: Reflections and Acknowledgments of Complexity. [Masters Thesis]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4943&context=etd


University of Kansas

19. Anderson, Gretchen Boswell. THE EFFECT OF PARTICIPATION IN TEACHER INDUCTION AND MENTOR PROGRAMS AND THE ASSIGNMENT OF MENTOR TEACHER ON THE SATISFACTION AND RETENTION OF NEW TEACHERS.

Degree: PhD, Educational Leadership and Policy Studies, 2010, University of Kansas

 Research indicates a need, across the nation, for school districts to employ and retain high-quality teachers who effectively teach students. Currently, studies show the teacher(more)

Subjects/Keywords: Education; Administration; Education policy; Teacher training; Induction program; Job satisfaction; Mentor assignment; New teachers; Retention

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APA (6th Edition):

Anderson, G. B. (2010). THE EFFECT OF PARTICIPATION IN TEACHER INDUCTION AND MENTOR PROGRAMS AND THE ASSIGNMENT OF MENTOR TEACHER ON THE SATISFACTION AND RETENTION OF NEW TEACHERS. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6774

Chicago Manual of Style (16th Edition):

Anderson, Gretchen Boswell. “THE EFFECT OF PARTICIPATION IN TEACHER INDUCTION AND MENTOR PROGRAMS AND THE ASSIGNMENT OF MENTOR TEACHER ON THE SATISFACTION AND RETENTION OF NEW TEACHERS.” 2010. Doctoral Dissertation, University of Kansas. Accessed May 22, 2019. http://hdl.handle.net/1808/6774.

MLA Handbook (7th Edition):

Anderson, Gretchen Boswell. “THE EFFECT OF PARTICIPATION IN TEACHER INDUCTION AND MENTOR PROGRAMS AND THE ASSIGNMENT OF MENTOR TEACHER ON THE SATISFACTION AND RETENTION OF NEW TEACHERS.” 2010. Web. 22 May 2019.

Vancouver:

Anderson GB. THE EFFECT OF PARTICIPATION IN TEACHER INDUCTION AND MENTOR PROGRAMS AND THE ASSIGNMENT OF MENTOR TEACHER ON THE SATISFACTION AND RETENTION OF NEW TEACHERS. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 May 22]. Available from: http://hdl.handle.net/1808/6774.

Council of Science Editors:

Anderson GB. THE EFFECT OF PARTICIPATION IN TEACHER INDUCTION AND MENTOR PROGRAMS AND THE ASSIGNMENT OF MENTOR TEACHER ON THE SATISFACTION AND RETENTION OF NEW TEACHERS. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6774


Brigham Young University

20. Miley, Tiffanie Joy. Balancing Support and Challenge within the Mentoring Relationship.

Degree: MA, 2012, Brigham Young University

 Mentoring is a common element of new teacher induction aimed at easing beginning teachers' entry into the profession and assisting beginning teacher growth and development.… (more)

Subjects/Keywords: mentoring; mentor relationship; support and challenge; positioning theory; new teacher induction; beginning teachers; junior high school; Teacher Education and Professional Development

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APA (6th Edition):

Miley, T. J. (2012). Balancing Support and Challenge within the Mentoring Relationship. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4582&context=etd

Chicago Manual of Style (16th Edition):

Miley, Tiffanie Joy. “Balancing Support and Challenge within the Mentoring Relationship.” 2012. Masters Thesis, Brigham Young University. Accessed May 22, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4582&context=etd.

MLA Handbook (7th Edition):

Miley, Tiffanie Joy. “Balancing Support and Challenge within the Mentoring Relationship.” 2012. Web. 22 May 2019.

Vancouver:

Miley TJ. Balancing Support and Challenge within the Mentoring Relationship. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2019 May 22]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4582&context=etd.

Council of Science Editors:

Miley TJ. Balancing Support and Challenge within the Mentoring Relationship. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4582&context=etd

21. Eidson, Karla W. Second-Year Teacher Perceptions of a Teacher Induction Program: A Close-up of One School District.

Degree: 2011, Texas A&M University

Teacher induction programs are a means to support and guide new teachers in bridging the gap between pre-service preparation and assuming the role as a… (more)

Subjects/Keywords: teacher induction; new teacher induction programs; mentoring and supervision

teacher perceptions of a new-teacher induction program, may add to the body of literature by… …new teacher induction programs (Darling-Hammond, 1996; Breaux & Wong, 2003)… …stakeholders in New Oaks ISD and also inform educators and researchers studying new teacher induction… …research continue to examine induction programs as a strategy for new teacher retention. School… …help with reducing new teacher turnover. The Advent of Teacher Induction Programs In… 

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APA (6th Edition):

Eidson, K. W. (2011). Second-Year Teacher Perceptions of a Teacher Induction Program: A Close-up of One School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7521

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):

Eidson, Karla W. “Second-Year Teacher Perceptions of a Teacher Induction Program: A Close-up of One School District.” 2011. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7521.

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

MLA Handbook (7th Edition):

Eidson, Karla W. “Second-Year Teacher Perceptions of a Teacher Induction Program: A Close-up of One School District.” 2011. Web. 22 May 2019.

Vancouver:

Eidson KW. Second-Year Teacher Perceptions of a Teacher Induction Program: A Close-up of One School District. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7521.

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

Council of Science Editors:

Eidson KW. Second-Year Teacher Perceptions of a Teacher Induction Program: A Close-up of One School District. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7521

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


The Ohio State University

22. Partlow, Madeline R. Teachers' perceived needs within a responsive induction program structured as a learning community.

Degree: PhD, Educational Theory and Practice, 2006, The Ohio State University

 The purpose of this study was to examine and describe the experiences of induction teachers as they participated in an induction program structured as a… (more)

Subjects/Keywords: Education, General; New Teacher Induction; Teacher Induction Programs; Reflection; Reflective Teaching

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APA (6th Edition):

Partlow, M. R. (2006). Teachers' perceived needs within a responsive induction program structured as a learning community. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1154972019

Chicago Manual of Style (16th Edition):

Partlow, Madeline R. “Teachers' perceived needs within a responsive induction program structured as a learning community.” 2006. Doctoral Dissertation, The Ohio State University. Accessed May 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1154972019.

MLA Handbook (7th Edition):

Partlow, Madeline R. “Teachers' perceived needs within a responsive induction program structured as a learning community.” 2006. Web. 22 May 2019.

Vancouver:

Partlow MR. Teachers' perceived needs within a responsive induction program structured as a learning community. [Internet] [Doctoral dissertation]. The Ohio State University; 2006. [cited 2019 May 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1154972019.

Council of Science Editors:

Partlow MR. Teachers' perceived needs within a responsive induction program structured as a learning community. [Doctoral Dissertation]. The Ohio State University; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1154972019


Penn State University

23. Hankin, Deborah Sue. INDIVIDUAL NOVICE TEACHER NEEDS AND PROFESSIONAL DEVELOPMENT: AN EVALUATION OF A WELL-RESPECTED INDUCTION PROGRAM.

Degree: PhD, Curriculum and Instruction, 2006, Penn State University

 In an attempt to gain an understanding of how one well-respected school district met the individual needs of their novice teachers, this thesis examined, from… (more)

Subjects/Keywords: new teacher induction; new teacher support; novice teacher professional development; mentoring; induction; novice teacher needs

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APA (6th Edition):

Hankin, D. S. (2006). INDIVIDUAL NOVICE TEACHER NEEDS AND PROFESSIONAL DEVELOPMENT: AN EVALUATION OF A WELL-RESPECTED INDUCTION PROGRAM. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/7345

Chicago Manual of Style (16th Edition):

Hankin, Deborah Sue. “INDIVIDUAL NOVICE TEACHER NEEDS AND PROFESSIONAL DEVELOPMENT: AN EVALUATION OF A WELL-RESPECTED INDUCTION PROGRAM.” 2006. Doctoral Dissertation, Penn State University. Accessed May 22, 2019. https://etda.libraries.psu.edu/catalog/7345.

MLA Handbook (7th Edition):

Hankin, Deborah Sue. “INDIVIDUAL NOVICE TEACHER NEEDS AND PROFESSIONAL DEVELOPMENT: AN EVALUATION OF A WELL-RESPECTED INDUCTION PROGRAM.” 2006. Web. 22 May 2019.

Vancouver:

Hankin DS. INDIVIDUAL NOVICE TEACHER NEEDS AND PROFESSIONAL DEVELOPMENT: AN EVALUATION OF A WELL-RESPECTED INDUCTION PROGRAM. [Internet] [Doctoral dissertation]. Penn State University; 2006. [cited 2019 May 22]. Available from: https://etda.libraries.psu.edu/catalog/7345.

Council of Science Editors:

Hankin DS. INDIVIDUAL NOVICE TEACHER NEEDS AND PROFESSIONAL DEVELOPMENT: AN EVALUATION OF A WELL-RESPECTED INDUCTION PROGRAM. [Doctoral Dissertation]. Penn State University; 2006. Available from: https://etda.libraries.psu.edu/catalog/7345


University of Southern California

24. Avagyan, Marine. District implementation of California's induction policy: key elements and challenges of developing a high quality program.

Degree: EdD, Education, 2008, University of Southern California

 This case study examines how a school district defines and implements California 's Induction Policy for novice teachers, identifying the challenges and key elements of… (more)

Subjects/Keywords: new teacher; Beginning Teacher support &; Assessment (BTSA); teacher induction; professional development; leadership for induction

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APA (6th Edition):

Avagyan, M. (2008). District implementation of California's induction policy: key elements and challenges of developing a high quality program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/88655/rec/2057

Chicago Manual of Style (16th Edition):

Avagyan, Marine. “District implementation of California's induction policy: key elements and challenges of developing a high quality program.” 2008. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/88655/rec/2057.

MLA Handbook (7th Edition):

Avagyan, Marine. “District implementation of California's induction policy: key elements and challenges of developing a high quality program.” 2008. Web. 22 May 2019.

Vancouver:

Avagyan M. District implementation of California's induction policy: key elements and challenges of developing a high quality program. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/88655/rec/2057.

Council of Science Editors:

Avagyan M. District implementation of California's induction policy: key elements and challenges of developing a high quality program. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/88655/rec/2057


Kennesaw State University

25. Jones, Joy. Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2017, Kennesaw State University

  ABSTRACT The purpose of this study is to examine teachers’ attitudes toward the implementation of educational innovations - with an explicit focus on social… (more)

Subjects/Keywords: social and emotional learning; Title I; teachers’ attitudes; teachers’ perceptions; teacher mentors; new teacher mentor program; new teacher support; induction programs; urban; multiple case study; Early Childhood Education; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Jones, J. (2017). Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/18

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):

Jones, Joy. “Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations.” 2017. Thesis, Kennesaw State University. Accessed May 22, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/18.

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

MLA Handbook (7th Edition):

Jones, Joy. “Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations.” 2017. Web. 22 May 2019.

Vancouver:

Jones J. Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 May 22]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/18.

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

Council of Science Editors:

Jones J. Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/18

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

26. Anderson, Amy E. Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts.

Degree: 2010, Texas A&M University

 The literature is convincing that the revolving door presently occurring in schools as new teachers prematurely leave the profession is difficult not only on children… (more)

Subjects/Keywords: Mentoring; Novice Teachers; New Teacher Induction; Mentoring Program Infrastructure

New Teacher Induction and Mentoring Clearly, teacher attrition impacts recruiting, hiring… …teacher induction programs across the United States. An integral part of most new teacher… …relation to retention the background on new teacher induction and mentoring was described as a… …Villar, 2008). Looking closer at this study, because new teacher induction is mandated… …new teacher induction support such as mentor selections and mentor training and support. In… 

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APA (6th Edition):

Anderson, A. E. (2010). Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-584

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

Chicago Manual of Style (16th Edition):

Anderson, Amy E. “Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts.” 2010. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-584.

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

MLA Handbook (7th Edition):

Anderson, Amy E. “Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts.” 2010. Web. 22 May 2019.

Vancouver:

Anderson AE. Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-584.

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

Council of Science Editors:

Anderson AE. Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-584

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

27. Bertucci, John Anthony. The state of new teacher support programs in Minnesota public schools.

Degree: EdD, Educational Policy and Administration, 2009, University of Minnesota

 Teachers leave the profession at an alarming rate and, many times, the most talented among them (Henry, 1989; Heyns, 1988; Schlechty & Vance, 1981, cited… (more)

Subjects/Keywords: Induction; Induction components; Mentoring; New Teacher Support Programs; Quality Teaching; Retention or Attrition

…teachers. • Specialized induction: New teacher support programs provided in a particular… …New Teacher Support Programs vi Initiating New Teacher Support Programs 30… …New Teacher Support Program Effectiveness ...40 Mentoring… …New Teacher Support Programs in Minnesota 62 The Study… …76 New Teacher Support Programs vii Item Analysis …...76… 

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APA (6th Edition):

Bertucci, J. A. (2009). The state of new teacher support programs in Minnesota public schools. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/54026

Chicago Manual of Style (16th Edition):

Bertucci, John Anthony. “The state of new teacher support programs in Minnesota public schools.” 2009. Doctoral Dissertation, University of Minnesota. Accessed May 22, 2019. http://purl.umn.edu/54026.

MLA Handbook (7th Edition):

Bertucci, John Anthony. “The state of new teacher support programs in Minnesota public schools.” 2009. Web. 22 May 2019.

Vancouver:

Bertucci JA. The state of new teacher support programs in Minnesota public schools. [Internet] [Doctoral dissertation]. University of Minnesota; 2009. [cited 2019 May 22]. Available from: http://purl.umn.edu/54026.

Council of Science Editors:

Bertucci JA. The state of new teacher support programs in Minnesota public schools. [Doctoral Dissertation]. University of Minnesota; 2009. Available from: http://purl.umn.edu/54026


University of Waikato

28. Deruage, Joseph Kua. Beginning primary teachers' induction and mentoring practices in Papua New Guinea .

Degree: 2007, University of Waikato

 Professional development of beginning teachers through induction and mentoring has been commonly viewed as important for teachers' success and continuation in the teaching profession. Induction(more)

Subjects/Keywords: teacher education; professional development; beginning teacher induction; mentors and mentoring practices; primary school teachers in Papua New Guinea; teacher registration and certification; teacher development

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APA (6th Edition):

Deruage, J. K. (2007). Beginning primary teachers' induction and mentoring practices in Papua New Guinea . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/2250

Chicago Manual of Style (16th Edition):

Deruage, Joseph Kua. “Beginning primary teachers' induction and mentoring practices in Papua New Guinea .” 2007. Masters Thesis, University of Waikato. Accessed May 22, 2019. http://hdl.handle.net/10289/2250.

MLA Handbook (7th Edition):

Deruage, Joseph Kua. “Beginning primary teachers' induction and mentoring practices in Papua New Guinea .” 2007. Web. 22 May 2019.

Vancouver:

Deruage JK. Beginning primary teachers' induction and mentoring practices in Papua New Guinea . [Internet] [Masters thesis]. University of Waikato; 2007. [cited 2019 May 22]. Available from: http://hdl.handle.net/10289/2250.

Council of Science Editors:

Deruage JK. Beginning primary teachers' induction and mentoring practices in Papua New Guinea . [Masters Thesis]. University of Waikato; 2007. Available from: http://hdl.handle.net/10289/2250


University of Bradford

29. Andrews, Ian H. Five paradigms of induction programmes in teacher education : a comparative analysis of teacher induction programmes in Britain, Australia, New Zealand, United States and Canada.

Degree: 1986, University of Bradford

 This thesis is a comparative case study of induction programmes from five different countries: Britain, Australia, New Zealand, United States, and Canada. The intent was… (more)

Subjects/Keywords: 370; Teacher education; Teaching; Induction programmes; Great Britain; Australia; New Zealand; United States; Canada; Teacher training

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APA (6th Edition):

Andrews, I. H. (1986). Five paradigms of induction programmes in teacher education : a comparative analysis of teacher induction programmes in Britain, Australia, New Zealand, United States and Canada. (Doctoral Dissertation). University of Bradford. Retrieved from http://hdl.handle.net/10454/4198

Chicago Manual of Style (16th Edition):

Andrews, Ian H. “Five paradigms of induction programmes in teacher education : a comparative analysis of teacher induction programmes in Britain, Australia, New Zealand, United States and Canada.” 1986. Doctoral Dissertation, University of Bradford. Accessed May 22, 2019. http://hdl.handle.net/10454/4198.

MLA Handbook (7th Edition):

Andrews, Ian H. “Five paradigms of induction programmes in teacher education : a comparative analysis of teacher induction programmes in Britain, Australia, New Zealand, United States and Canada.” 1986. Web. 22 May 2019.

Vancouver:

Andrews IH. Five paradigms of induction programmes in teacher education : a comparative analysis of teacher induction programmes in Britain, Australia, New Zealand, United States and Canada. [Internet] [Doctoral dissertation]. University of Bradford; 1986. [cited 2019 May 22]. Available from: http://hdl.handle.net/10454/4198.

Council of Science Editors:

Andrews IH. Five paradigms of induction programmes in teacher education : a comparative analysis of teacher induction programmes in Britain, Australia, New Zealand, United States and Canada. [Doctoral Dissertation]. University of Bradford; 1986. Available from: http://hdl.handle.net/10454/4198


University of Florida

30. Asta, Laura. A Content Analysis of Induction Policies in Seven Selected Florida School Districts.

Degree: EdD, Educational Leadership - Educational Administration and Policy, 2009, University of Florida

 Florida statute 1012.05 (3) (a) states that each school board shall adopt policies relating to mentors and support for beginning teachers based upon guidelines issued… (more)

Subjects/Keywords: Beginning teachers; Education; Educational administration; Educational evaluation; Employee orientation; Mentoring; Mentors; School districts; Teacher orientation; Teachers; administrator, analysis, attrition, beginning, content, induction, mentee, mentor, mentoring, neophyte, new, novice, policy, support, teacher

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

APA (6th Edition):

Asta, L. (2009). A Content Analysis of Induction Policies in Seven Selected Florida School Districts. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041058

Chicago Manual of Style (16th Edition):

Asta, Laura. “A Content Analysis of Induction Policies in Seven Selected Florida School Districts.” 2009. Doctoral Dissertation, University of Florida. Accessed May 22, 2019. http://ufdc.ufl.edu/UFE0041058.

MLA Handbook (7th Edition):

Asta, Laura. “A Content Analysis of Induction Policies in Seven Selected Florida School Districts.” 2009. Web. 22 May 2019.

Vancouver:

Asta L. A Content Analysis of Induction Policies in Seven Selected Florida School Districts. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 May 22]. Available from: http://ufdc.ufl.edu/UFE0041058.

Council of Science Editors:

Asta L. A Content Analysis of Induction Policies in Seven Selected Florida School Districts. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0041058

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