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You searched for subject:(Novice Teachers). Showing records 1 – 30 of 96 total matches.

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Texas Tech University

1. Talley, Stephanie R. Under construction: An autoethnogrpahic study of a novice teacher and her professor.

Degree: 2014, Texas Tech University

 Through this autoethnographic study, I sought to better understand how a novice teacher’s life experiences, both past and present, informed her teaching practices in a… (more)

Subjects/Keywords: Autoethnography; Novice teachers

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APA (6th Edition):

Talley, S. R. (2014). Under construction: An autoethnogrpahic study of a novice teacher and her professor. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/60636

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):

Talley, Stephanie R. “Under construction: An autoethnogrpahic study of a novice teacher and her professor.” 2014. Thesis, Texas Tech University. Accessed November 24, 2017. http://hdl.handle.net/2346/60636.

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

MLA Handbook (7th Edition):

Talley, Stephanie R. “Under construction: An autoethnogrpahic study of a novice teacher and her professor.” 2014. Web. 24 Nov 2017.

Vancouver:

Talley SR. Under construction: An autoethnogrpahic study of a novice teacher and her professor. [Internet] [Thesis]. Texas Tech University; 2014. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/2346/60636.

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

Council of Science Editors:

Talley SR. Under construction: An autoethnogrpahic study of a novice teacher and her professor. [Thesis]. Texas Tech University; 2014. Available from: http://hdl.handle.net/2346/60636

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


University of Georgia

2. Van Soelen, Thomas Michael. If Polly had been there : an uncommon journey in teacher induction and development.

Degree: PhD, Elementary Education, 2003, University of Georgia

 The purpose of this study was to investigate the learnings of a novice teacher learning community. The researcher coached this Critical Friends Group, which was… (more)

Subjects/Keywords: Novice teachers

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APA (6th Edition):

Van Soelen, T. M. (2003). If Polly had been there : an uncommon journey in teacher induction and development. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/vansoelen_thomas_m_200312_phd

Chicago Manual of Style (16th Edition):

Van Soelen, Thomas Michael. “If Polly had been there : an uncommon journey in teacher induction and development.” 2003. Doctoral Dissertation, University of Georgia. Accessed November 24, 2017. http://purl.galileo.usg.edu/uga_etd/vansoelen_thomas_m_200312_phd.

MLA Handbook (7th Edition):

Van Soelen, Thomas Michael. “If Polly had been there : an uncommon journey in teacher induction and development.” 2003. Web. 24 Nov 2017.

Vancouver:

Van Soelen TM. If Polly had been there : an uncommon journey in teacher induction and development. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2017 Nov 24]. Available from: http://purl.galileo.usg.edu/uga_etd/vansoelen_thomas_m_200312_phd.

Council of Science Editors:

Van Soelen TM. If Polly had been there : an uncommon journey in teacher induction and development. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/vansoelen_thomas_m_200312_phd


University of Manchester

3. Jones, Lisa Michelle. Social Class and the Emerging Professional Identities of Novice Teachers.

Degree: 2011, University of Manchester

 The purpose of this study was to explore the influence that social class identity has on the emerging professional identities of novice teachers. The study… (more)

Subjects/Keywords: Social class identity; Novice teachers

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

APA (6th Edition):

Jones, L. M. (2011). Social Class and the Emerging Professional Identities of Novice Teachers. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:112372

Chicago Manual of Style (16th Edition):

Jones, Lisa Michelle. “Social Class and the Emerging Professional Identities of Novice Teachers.” 2011. Doctoral Dissertation, University of Manchester. Accessed November 24, 2017. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:112372.

MLA Handbook (7th Edition):

Jones, Lisa Michelle. “Social Class and the Emerging Professional Identities of Novice Teachers.” 2011. Web. 24 Nov 2017.

Vancouver:

Jones LM. Social Class and the Emerging Professional Identities of Novice Teachers. [Internet] [Doctoral dissertation]. University of Manchester; 2011. [cited 2017 Nov 24]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:112372.

Council of Science Editors:

Jones LM. Social Class and the Emerging Professional Identities of Novice Teachers. [Doctoral Dissertation]. University of Manchester; 2011. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:112372


Texas Tech University

4. -0115-1316. Exploring novice teachers' perceptions of the impact of an induction program: A qualitative case study.

Degree: 2016, Texas Tech University

 Attrition of novice teachers is a recognized problem in education. Within five years, nearly half of teachers have left the profession. Induction programs have become… (more)

Subjects/Keywords: novice teachers; induction; perception

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APA (6th Edition):

-0115-1316. (2016). Exploring novice teachers' perceptions of the impact of an induction program: A qualitative case study. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/68052

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

Chicago Manual of Style (16th Edition):

-0115-1316. “Exploring novice teachers' perceptions of the impact of an induction program: A qualitative case study.” 2016. Thesis, Texas Tech University. Accessed November 24, 2017. http://hdl.handle.net/2346/68052.

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

MLA Handbook (7th Edition):

-0115-1316. “Exploring novice teachers' perceptions of the impact of an induction program: A qualitative case study.” 2016. Web. 24 Nov 2017.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0115-1316. Exploring novice teachers' perceptions of the impact of an induction program: A qualitative case study. [Internet] [Thesis]. Texas Tech University; 2016. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/2346/68052.

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

Council of Science Editors:

-0115-1316. Exploring novice teachers' perceptions of the impact of an induction program: A qualitative case study. [Thesis]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/68052

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


University of Illinois – Urbana-Champaign

5. Laumann, Bernadette M. Supporting Novice Early Childhood Teachers' Classroom Practices Through An Online Community Of Practice.

Degree: PhD, 0093, 2010, University of Illinois – Urbana-Champaign

 This descriptive study examined novice early childhood teachers’ perceptions about their effectiveness in supporting young children’s social emotional development and addressing challenging behavior. The study… (more)

Subjects/Keywords: community of practice; novice teachers

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APA (6th Edition):

Laumann, B. M. (2010). Supporting Novice Early Childhood Teachers' Classroom Practices Through An Online Community Of Practice. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16871

Chicago Manual of Style (16th Edition):

Laumann, Bernadette M. “Supporting Novice Early Childhood Teachers' Classroom Practices Through An Online Community Of Practice.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 24, 2017. http://hdl.handle.net/2142/16871.

MLA Handbook (7th Edition):

Laumann, Bernadette M. “Supporting Novice Early Childhood Teachers' Classroom Practices Through An Online Community Of Practice.” 2010. Web. 24 Nov 2017.

Vancouver:

Laumann BM. Supporting Novice Early Childhood Teachers' Classroom Practices Through An Online Community Of Practice. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/2142/16871.

Council of Science Editors:

Laumann BM. Supporting Novice Early Childhood Teachers' Classroom Practices Through An Online Community Of Practice. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16871


Texas A&M University

6. Bradley, Keena. Roles of School Counselors in Supporting Novice Teachers.

Degree: 2010, Texas A&M University

 Many novice teachers are leaving the teaching profession at alarming numbers creating teacher turnover rates that may be difficult for educational administrators to combat. Novice(more)

Subjects/Keywords: Novice Teachers; School Counselors

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

APA (6th Edition):

Bradley, K. (2010). Roles of School Counselors in Supporting Novice Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7725

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):

Bradley, Keena. “Roles of School Counselors in Supporting Novice Teachers.” 2010. Thesis, Texas A&M University. Accessed November 24, 2017. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7725.

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

MLA Handbook (7th Edition):

Bradley, Keena. “Roles of School Counselors in Supporting Novice Teachers.” 2010. Web. 24 Nov 2017.

Vancouver:

Bradley K. Roles of School Counselors in Supporting Novice Teachers. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7725.

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

Council of Science Editors:

Bradley K. Roles of School Counselors in Supporting Novice Teachers. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7725

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


University of North Texas

7. Hooten, Dorleen Billman. Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy.

Degree: 2011, University of North Texas

 New teachers begin the school year with optimism and enthusiasm, but their excitement quickly wanes as they encounter the realities of the everyday life of… (more)

Subjects/Keywords: Teacher efficacy; first year teachers; novice teachers

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APA (6th Edition):

Hooten, D. B. (2011). Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc84221/

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):

Hooten, Dorleen Billman. “Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy.” 2011. Thesis, University of North Texas. Accessed November 24, 2017. https://digital.library.unt.edu/ark:/67531/metadc84221/.

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

MLA Handbook (7th Edition):

Hooten, Dorleen Billman. “Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy.” 2011. Web. 24 Nov 2017.

Vancouver:

Hooten DB. Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy. [Internet] [Thesis]. University of North Texas; 2011. [cited 2017 Nov 24]. Available from: https://digital.library.unt.edu/ark:/67531/metadc84221/.

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

Council of Science Editors:

Hooten DB. Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc84221/

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


University of Southern California

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

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

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

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

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

APA (6th Edition):

Pech, E. (2009). Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/271790/rec/1432

Chicago Manual of Style (16th Edition):

Pech, Elda. “Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school.” 2009. Doctoral Dissertation, University of Southern California. Accessed November 24, 2017. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/271790/rec/1432.

MLA Handbook (7th Edition):

Pech, Elda. “Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school.” 2009. Web. 24 Nov 2017.

Vancouver:

Pech E. Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2017 Nov 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/271790/rec/1432.

Council of Science Editors:

Pech E. Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/271790/rec/1432


Brigham Young University

9. Scholes, Paul A. The Development of Two Units for BTR TESOL: "Basic Principles of Second Language Acquisition" and "Communicative Language Teacher and Information Gap Exercises".

Degree: MA, 2010, Brigham Young University

  A team of graduate students from Brigham Young University under the supervision of the main author Dr. Lynn Henrichsen collaborated on creating a book,… (more)

Subjects/Keywords: teacher training; novice teachers; BTR TESOL; Linguistics

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APA (6th Edition):

Scholes, P. A. (2010). The Development of Two Units for BTR TESOL: "Basic Principles of Second Language Acquisition" and "Communicative Language Teacher and Information Gap Exercises". (Thesis). Brigham Young University. Retrieved from http://scholarsarchive.byu.edu/etd/2430

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):

Scholes, Paul A. “The Development of Two Units for BTR TESOL: "Basic Principles of Second Language Acquisition" and "Communicative Language Teacher and Information Gap Exercises".” 2010. Thesis, Brigham Young University. Accessed November 24, 2017. http://scholarsarchive.byu.edu/etd/2430.

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

MLA Handbook (7th Edition):

Scholes, Paul A. “The Development of Two Units for BTR TESOL: "Basic Principles of Second Language Acquisition" and "Communicative Language Teacher and Information Gap Exercises".” 2010. Web. 24 Nov 2017.

Vancouver:

Scholes PA. The Development of Two Units for BTR TESOL: "Basic Principles of Second Language Acquisition" and "Communicative Language Teacher and Information Gap Exercises". [Internet] [Thesis]. Brigham Young University; 2010. [cited 2017 Nov 24]. Available from: http://scholarsarchive.byu.edu/etd/2430.

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

Council of Science Editors:

Scholes PA. The Development of Two Units for BTR TESOL: "Basic Principles of Second Language Acquisition" and "Communicative Language Teacher and Information Gap Exercises". [Thesis]. Brigham Young University; 2010. Available from: http://scholarsarchive.byu.edu/etd/2430

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


University of Plymouth

10. Al Muljim, Ensaf. Designing, piloting and evaluating an ICT training programme for novice female primary teachers in Saudi Arabia.

Degree: PhD, 2014, University of Plymouth

 The focus of this study is the development of an ICT training package for novice female primary teachers in Saudi Arabia. In recent years, the… (more)

Subjects/Keywords: 372.11; training, novice teachers, ICT, Saudi Arabia

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

APA (6th Edition):

Al Muljim, E. (2014). Designing, piloting and evaluating an ICT training programme for novice female primary teachers in Saudi Arabia. (Doctoral Dissertation). University of Plymouth. Retrieved from http://hdl.handle.net/10026.1/3077

Chicago Manual of Style (16th Edition):

Al Muljim, Ensaf. “Designing, piloting and evaluating an ICT training programme for novice female primary teachers in Saudi Arabia.” 2014. Doctoral Dissertation, University of Plymouth. Accessed November 24, 2017. http://hdl.handle.net/10026.1/3077.

MLA Handbook (7th Edition):

Al Muljim, Ensaf. “Designing, piloting and evaluating an ICT training programme for novice female primary teachers in Saudi Arabia.” 2014. Web. 24 Nov 2017.

Vancouver:

Al Muljim E. Designing, piloting and evaluating an ICT training programme for novice female primary teachers in Saudi Arabia. [Internet] [Doctoral dissertation]. University of Plymouth; 2014. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/10026.1/3077.

Council of Science Editors:

Al Muljim E. Designing, piloting and evaluating an ICT training programme for novice female primary teachers in Saudi Arabia. [Doctoral Dissertation]. University of Plymouth; 2014. Available from: http://hdl.handle.net/10026.1/3077


University of Exeter

11. Grada, Taaziz Khaled A. An investigation into Libyan EFL novice secondary school teachers' current knowledge and practice of speaking assessment : a socio-cultural perspective.

Degree: PhD, 2014, University of Exeter

 This study sought to further understanding of EFL teachers’ knowledge of speaking assessment and how their knowledge informs their speaking assessment practices in classrooms. Based… (more)

Subjects/Keywords: 428.0071; EFL novice teachers; knowledge; speaking assessment

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

APA (6th Edition):

Grada, T. K. A. (2014). An investigation into Libyan EFL novice secondary school teachers' current knowledge and practice of speaking assessment : a socio-cultural perspective. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/17559

Chicago Manual of Style (16th Edition):

Grada, Taaziz Khaled A. “An investigation into Libyan EFL novice secondary school teachers' current knowledge and practice of speaking assessment : a socio-cultural perspective.” 2014. Doctoral Dissertation, University of Exeter. Accessed November 24, 2017. http://hdl.handle.net/10871/17559.

MLA Handbook (7th Edition):

Grada, Taaziz Khaled A. “An investigation into Libyan EFL novice secondary school teachers' current knowledge and practice of speaking assessment : a socio-cultural perspective.” 2014. Web. 24 Nov 2017.

Vancouver:

Grada TKA. An investigation into Libyan EFL novice secondary school teachers' current knowledge and practice of speaking assessment : a socio-cultural perspective. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/10871/17559.

Council of Science Editors:

Grada TKA. An investigation into Libyan EFL novice secondary school teachers' current knowledge and practice of speaking assessment : a socio-cultural perspective. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/17559


University of Manchester

12. Jones, Lisa Michelle. Social class and the emerging professional identities of novice teachers.

Degree: PhD, 2011, University of Manchester

 The purpose of this study was to explore the influence that social class identity has on the emerging professional identities of novice teachers. The study… (more)

Subjects/Keywords: 370.15; Social class identity; Novice teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jones, L. M. (2011). Social class and the emerging professional identities of novice teachers. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/social-class-and-the-emerging-professional-identities-of-novice-teachers(def63bae-247b-42a3-be7b-2467f396384f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529934

Chicago Manual of Style (16th Edition):

Jones, Lisa Michelle. “Social class and the emerging professional identities of novice teachers.” 2011. Doctoral Dissertation, University of Manchester. Accessed November 24, 2017. https://www.research.manchester.ac.uk/portal/en/theses/social-class-and-the-emerging-professional-identities-of-novice-teachers(def63bae-247b-42a3-be7b-2467f396384f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529934.

MLA Handbook (7th Edition):

Jones, Lisa Michelle. “Social class and the emerging professional identities of novice teachers.” 2011. Web. 24 Nov 2017.

Vancouver:

Jones LM. Social class and the emerging professional identities of novice teachers. [Internet] [Doctoral dissertation]. University of Manchester; 2011. [cited 2017 Nov 24]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/social-class-and-the-emerging-professional-identities-of-novice-teachers(def63bae-247b-42a3-be7b-2467f396384f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529934.

Council of Science Editors:

Jones LM. Social class and the emerging professional identities of novice teachers. [Doctoral Dissertation]. University of Manchester; 2011. Available from: https://www.research.manchester.ac.uk/portal/en/theses/social-class-and-the-emerging-professional-identities-of-novice-teachers(def63bae-247b-42a3-be7b-2467f396384f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529934


Virginia Tech

13. Wygal, Matthew Taylor. Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

Novice teachers need support as they enter their career in education. Supports can be given through various forms including mentoring and instructional coaching. The supports… (more)

Subjects/Keywords: mentor; instructional coach; novice teachers; perception; support

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

APA (6th Edition):

Wygal, M. T. (2017). Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/74050

Chicago Manual of Style (16th Edition):

Wygal, Matthew Taylor. “Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching.” 2017. Doctoral Dissertation, Virginia Tech. Accessed November 24, 2017. http://hdl.handle.net/10919/74050.

MLA Handbook (7th Edition):

Wygal, Matthew Taylor. “Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching.” 2017. Web. 24 Nov 2017.

Vancouver:

Wygal MT. Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/10919/74050.

Council of Science Editors:

Wygal MT. Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/74050


Texas Tech University

14. -4616-8314. Teacher efficacy and burnout in novice agricultural education teachers.

Degree: 2016, Texas Tech University

The purpose of this study was to determine the relationship between teacher efficacy and burnout in novice agricultural education teachers. Advisors/Committee Members: Burris, Scott (committee member), Baker, Matt (committee member), Ulmer, Jonathan (Committee Chair).

Subjects/Keywords: teacher efficacy; burnout; novice agricultural education teachers

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

APA (6th Edition):

-4616-8314. (2016). Teacher efficacy and burnout in novice agricultural education teachers. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/67125

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

Chicago Manual of Style (16th Edition):

-4616-8314. “Teacher efficacy and burnout in novice agricultural education teachers.” 2016. Thesis, Texas Tech University. Accessed November 24, 2017. http://hdl.handle.net/2346/67125.

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

MLA Handbook (7th Edition):

-4616-8314. “Teacher efficacy and burnout in novice agricultural education teachers.” 2016. Web. 24 Nov 2017.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-4616-8314. Teacher efficacy and burnout in novice agricultural education teachers. [Internet] [Thesis]. Texas Tech University; 2016. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/2346/67125.

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

Council of Science Editors:

-4616-8314. Teacher efficacy and burnout in novice agricultural education teachers. [Thesis]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/67125

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


Boston College

15. Joseph, Matthew X. School and District Leadership and the Job Satisfaction of Novice Teachers: The Influence of School Culture.

Degree: EdD, Educational Leadership and Higher Education, 2016, Boston College

 This qualitative case study examined the perceived influence of school culture on the job satisfaction of novice teachers in one Massachusetts school district. Dinham and… (more)

Subjects/Keywords: Job Satisfaction; Leadership; Novice Teachers; School Culture

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

APA (6th Edition):

Joseph, M. X. (2016). School and District Leadership and the Job Satisfaction of Novice Teachers: The Influence of School Culture. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:106721

Chicago Manual of Style (16th Edition):

Joseph, Matthew X. “School and District Leadership and the Job Satisfaction of Novice Teachers: The Influence of School Culture.” 2016. Doctoral Dissertation, Boston College. Accessed November 24, 2017. http://dlib.bc.edu/islandora/object/bc-ir:106721.

MLA Handbook (7th Edition):

Joseph, Matthew X. “School and District Leadership and the Job Satisfaction of Novice Teachers: The Influence of School Culture.” 2016. Web. 24 Nov 2017.

Vancouver:

Joseph MX. School and District Leadership and the Job Satisfaction of Novice Teachers: The Influence of School Culture. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2017 Nov 24]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106721.

Council of Science Editors:

Joseph MX. School and District Leadership and the Job Satisfaction of Novice Teachers: The Influence of School Culture. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106721


Boston College

16. Morris, Michael Evan. School and District Leadership and the Job Satisfaction of Novice Teachers: The Influence of Distributed Leadership.

Degree: EdD, Educational Leadership and Higher Education, 2016, Boston College

 This qualitative case study examined the perceived influence of distributed leadership on the job satisfaction of novice teachers in one Massachusetts school district. Dinham and… (more)

Subjects/Keywords: Distributed Leadership; Job Satisfaction; Novice Teachers

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

APA (6th Edition):

Morris, M. E. (2016). School and District Leadership and the Job Satisfaction of Novice Teachers: The Influence of Distributed Leadership. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:106713

Chicago Manual of Style (16th Edition):

Morris, Michael Evan. “School and District Leadership and the Job Satisfaction of Novice Teachers: The Influence of Distributed Leadership.” 2016. Doctoral Dissertation, Boston College. Accessed November 24, 2017. http://dlib.bc.edu/islandora/object/bc-ir:106713.

MLA Handbook (7th Edition):

Morris, Michael Evan. “School and District Leadership and the Job Satisfaction of Novice Teachers: The Influence of Distributed Leadership.” 2016. Web. 24 Nov 2017.

Vancouver:

Morris ME. School and District Leadership and the Job Satisfaction of Novice Teachers: The Influence of Distributed Leadership. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2017 Nov 24]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106713.

Council of Science Editors:

Morris ME. School and District Leadership and the Job Satisfaction of Novice Teachers: The Influence of Distributed Leadership. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106713


University of Illinois – Urbana-Champaign

17. Sikma, Lynn. Examining social support networks: the relationship of interactions, mentoring, and community on novice teachers' satisfaction and career resiliency.

Degree: PhD, 1144, 2014, University of Illinois – Urbana-Champaign

 In this research I investigate the social support networks of four novice elementary teachers. I obtained data through one-on-one interviews, egocentric social network map creation,… (more)

Subjects/Keywords: social networks; novice teachers; mentoring; induction; job satisfaction; novice teacher support; sense of community; teacher resiliency; career resiliency; novice teacher retention

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APA (6th Edition):

Sikma, L. (2014). Examining social support networks: the relationship of interactions, mentoring, and community on novice teachers' satisfaction and career resiliency. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50505

Chicago Manual of Style (16th Edition):

Sikma, Lynn. “Examining social support networks: the relationship of interactions, mentoring, and community on novice teachers' satisfaction and career resiliency.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 24, 2017. http://hdl.handle.net/2142/50505.

MLA Handbook (7th Edition):

Sikma, Lynn. “Examining social support networks: the relationship of interactions, mentoring, and community on novice teachers' satisfaction and career resiliency.” 2014. Web. 24 Nov 2017.

Vancouver:

Sikma L. Examining social support networks: the relationship of interactions, mentoring, and community on novice teachers' satisfaction and career resiliency. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/2142/50505.

Council of Science Editors:

Sikma L. Examining social support networks: the relationship of interactions, mentoring, and community on novice teachers' satisfaction and career resiliency. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50505


George Mason University

18. Arditi, Orit. Lesson Study as an Induction Tool for Novice Teachers’ Performance .

Degree: 2013, George Mason University

 The purpose of this study is (a) to examine the role of the lesson study as an induction program that would promote retentions for novice(more)

Subjects/Keywords: lesson study; experienced teachers; induction; educational reform; novice teachers; professional development

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APA (6th Edition):

Arditi, O. (2013). Lesson Study as an Induction Tool for Novice Teachers’ Performance . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8033

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):

Arditi, Orit. “Lesson Study as an Induction Tool for Novice Teachers’ Performance .” 2013. Thesis, George Mason University. Accessed November 24, 2017. http://hdl.handle.net/1920/8033.

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

MLA Handbook (7th Edition):

Arditi, Orit. “Lesson Study as an Induction Tool for Novice Teachers’ Performance .” 2013. Web. 24 Nov 2017.

Vancouver:

Arditi O. Lesson Study as an Induction Tool for Novice Teachers’ Performance . [Internet] [Thesis]. George Mason University; 2013. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/1920/8033.

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

Council of Science Editors:

Arditi O. Lesson Study as an Induction Tool for Novice Teachers’ Performance . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8033

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


University of South Carolina

19. 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 http://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 November 24, 2017. http://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. 24 Nov 2017.

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 2017 Nov 24]. Available from: http://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: http://scholarcommons.sc.edu/etd/413


University of Arizona

20. Bozack, Amanda Rabidue. Growing New Teachers: The Relationship Among Professional Development, Efficacy Beliefs, and Classroom Practices .

Degree: 2008, University of Arizona

 The connection between teacher practices and efficacy beliefs and the connection between teacher practices and professional development has been explored empirically (Allinder, 1994; Boardman &… (more)

Subjects/Keywords: professional development; mentoring; novice teachers; classroom practices; first-year teachers

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

APA (6th Edition):

Bozack, A. R. (2008). Growing New Teachers: The Relationship Among Professional Development, Efficacy Beliefs, and Classroom Practices . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195080

Chicago Manual of Style (16th Edition):

Bozack, Amanda Rabidue. “Growing New Teachers: The Relationship Among Professional Development, Efficacy Beliefs, and Classroom Practices .” 2008. Doctoral Dissertation, University of Arizona. Accessed November 24, 2017. http://hdl.handle.net/10150/195080.

MLA Handbook (7th Edition):

Bozack, Amanda Rabidue. “Growing New Teachers: The Relationship Among Professional Development, Efficacy Beliefs, and Classroom Practices .” 2008. Web. 24 Nov 2017.

Vancouver:

Bozack AR. Growing New Teachers: The Relationship Among Professional Development, Efficacy Beliefs, and Classroom Practices . [Internet] [Doctoral dissertation]. University of Arizona; 2008. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/10150/195080.

Council of Science Editors:

Bozack AR. Growing New Teachers: The Relationship Among Professional Development, Efficacy Beliefs, and Classroom Practices . [Doctoral Dissertation]. University of Arizona; 2008. Available from: http://hdl.handle.net/10150/195080


University of Texas – Austin

21. Reiser, Jenson Elizabeth. An exploration of stress, job satisfaction, individual teacher and school factors among Teach For America teachers.

Degree: Educational Psychology, 2016, University of Texas – Austin

 Current research suggests that the attrition rate for novice teachers continues to rise and that chronic stress plays a significant role (Ingersoll, 2001; Klassen &… (more)

Subjects/Keywords: Teachers; Stress; Job satisfaction; Novice teachers; Perfectionism; Preventive coping

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

APA (6th Edition):

Reiser, J. E. (2016). An exploration of stress, job satisfaction, individual teacher and school factors among Teach For America teachers. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/43614

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):

Reiser, Jenson Elizabeth. “An exploration of stress, job satisfaction, individual teacher and school factors among Teach For America teachers.” 2016. Thesis, University of Texas – Austin. Accessed November 24, 2017. http://hdl.handle.net/2152/43614.

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

MLA Handbook (7th Edition):

Reiser, Jenson Elizabeth. “An exploration of stress, job satisfaction, individual teacher and school factors among Teach For America teachers.” 2016. Web. 24 Nov 2017.

Vancouver:

Reiser JE. An exploration of stress, job satisfaction, individual teacher and school factors among Teach For America teachers. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/2152/43614.

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

Council of Science Editors:

Reiser JE. An exploration of stress, job satisfaction, individual teacher and school factors among Teach For America teachers. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/43614

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


Penn State University

22. Mohammad Hussain, Mohd Azlan. Novice Career and Technical Education teachers' participation in professional development in the United States.

Degree: PhD, Workforce Education and Development, 2016, Penn State University

 The purpose of this study was to identify the status (focal areas, intensity, and usefulness) of novice Career and Technical Education (CTE) teacher participation in… (more)

Subjects/Keywords: Novice CTE teachers; most in need novice CTE teachers; participation in professional development; Novice CTE teachers compared to the non-CTE novices

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

APA (6th Edition):

Mohammad Hussain, M. A. (2016). Novice Career and Technical Education teachers' participation in professional development in the United States. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/gm80hv33v

Chicago Manual of Style (16th Edition):

Mohammad Hussain, Mohd Azlan. “Novice Career and Technical Education teachers' participation in professional development in the United States.” 2016. Doctoral Dissertation, Penn State University. Accessed November 24, 2017. https://etda.libraries.psu.edu/catalog/gm80hv33v.

MLA Handbook (7th Edition):

Mohammad Hussain, Mohd Azlan. “Novice Career and Technical Education teachers' participation in professional development in the United States.” 2016. Web. 24 Nov 2017.

Vancouver:

Mohammad Hussain MA. Novice Career and Technical Education teachers' participation in professional development in the United States. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2017 Nov 24]. Available from: https://etda.libraries.psu.edu/catalog/gm80hv33v.

Council of Science Editors:

Mohammad Hussain MA. Novice Career and Technical Education teachers' participation in professional development in the United States. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/gm80hv33v


University of Southern California

23. Hernández, Arcelia L. Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 This study analyzes self reported transition experiences of five Latina bilingual novice teachers’ into the classroom and documents how they participate in their own socialization… (more)

Subjects/Keywords: bilingual novice teachers; teacher induction; Latina teachers; teacher education; first year teacher; teacher identity; novice teacher role

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APA (6th Edition):

Hernández, A. L. (2010). Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/367451/rec/3730

Chicago Manual of Style (16th Edition):

Hernández, Arcelia L. “Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom.” 2010. Doctoral Dissertation, University of Southern California. Accessed November 24, 2017. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/367451/rec/3730.

MLA Handbook (7th Edition):

Hernández, Arcelia L. “Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom.” 2010. Web. 24 Nov 2017.

Vancouver:

Hernández AL. Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2017 Nov 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/367451/rec/3730.

Council of Science Editors:

Hernández AL. Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/367451/rec/3730


Georgia State University

24. Taylor, Donna Lester. A Kaleidoscope of Decisions: Using Cognitive Flexibility Theory to Advance a Novice ESOL Teacher’s Scaffolding Expertise.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2008, Georgia State University

 Instructional scaffolding is a powerful tool that many teachers utilize to meet the challenge of individualizing instruction for diverse learners. The concept of instructional scaffolding… (more)

Subjects/Keywords: novice teachers; beginning teachers; teacher education; ESOL teacher education; novice teacher development; cognitive flexibility theory; Education

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APA (6th Edition):

Taylor, D. L. (2008). A Kaleidoscope of Decisions: Using Cognitive Flexibility Theory to Advance a Novice ESOL Teacher’s Scaffolding Expertise. (Doctoral Dissertation). Georgia State University. Retrieved from http://scholarworks.gsu.edu/msit_diss/24

Chicago Manual of Style (16th Edition):

Taylor, Donna Lester. “A Kaleidoscope of Decisions: Using Cognitive Flexibility Theory to Advance a Novice ESOL Teacher’s Scaffolding Expertise.” 2008. Doctoral Dissertation, Georgia State University. Accessed November 24, 2017. http://scholarworks.gsu.edu/msit_diss/24.

MLA Handbook (7th Edition):

Taylor, Donna Lester. “A Kaleidoscope of Decisions: Using Cognitive Flexibility Theory to Advance a Novice ESOL Teacher’s Scaffolding Expertise.” 2008. Web. 24 Nov 2017.

Vancouver:

Taylor DL. A Kaleidoscope of Decisions: Using Cognitive Flexibility Theory to Advance a Novice ESOL Teacher’s Scaffolding Expertise. [Internet] [Doctoral dissertation]. Georgia State University; 2008. [cited 2017 Nov 24]. Available from: http://scholarworks.gsu.edu/msit_diss/24.

Council of Science Editors:

Taylor DL. A Kaleidoscope of Decisions: Using Cognitive Flexibility Theory to Advance a Novice ESOL Teacher’s Scaffolding Expertise. [Doctoral Dissertation]. Georgia State University; 2008. Available from: http://scholarworks.gsu.edu/msit_diss/24


University of Western Australia

25. Sharplin, Elaine Denise. Quality of worklife for rural and remote teachers : perspectives of novice, interstate and overseas-qualified teachers.

Degree: PhD, 2008, University of Western Australia

 [Truncated abstract] It is essential to attract, recruit and retain quality teachers in rural and remote schools for provision of quality education to rural and… (more)

Subjects/Keywords: Distance education; Education, Rural; Teachers; Teachers, Foreign; Rural education; Quality of worklife; Novice teachers; Overseas-qualified teachers; Interstate teachers

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APA (6th Edition):

Sharplin, E. D. (2008). Quality of worklife for rural and remote teachers : perspectives of novice, interstate and overseas-qualified teachers. (Doctoral Dissertation). University of Western Australia. Retrieved from http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=10493&local_base=GEN01-INS01

Chicago Manual of Style (16th Edition):

Sharplin, Elaine Denise. “Quality of worklife for rural and remote teachers : perspectives of novice, interstate and overseas-qualified teachers.” 2008. Doctoral Dissertation, University of Western Australia. Accessed November 24, 2017. http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=10493&local_base=GEN01-INS01.

MLA Handbook (7th Edition):

Sharplin, Elaine Denise. “Quality of worklife for rural and remote teachers : perspectives of novice, interstate and overseas-qualified teachers.” 2008. Web. 24 Nov 2017.

Vancouver:

Sharplin ED. Quality of worklife for rural and remote teachers : perspectives of novice, interstate and overseas-qualified teachers. [Internet] [Doctoral dissertation]. University of Western Australia; 2008. [cited 2017 Nov 24]. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=10493&local_base=GEN01-INS01.

Council of Science Editors:

Sharplin ED. Quality of worklife for rural and remote teachers : perspectives of novice, interstate and overseas-qualified teachers. [Doctoral Dissertation]. University of Western Australia; 2008. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=10493&local_base=GEN01-INS01


University of Florida

26. Miccichi, Kimberly L. Facilitating Culturally Responsive Classroom Management Professional Development for Novice Teachers in an Urban School.

Degree: Curriculum and Instruction
Teaching and Learning, 2014, University of Florida

 In todays era of school reform, struggling schools, serving mostly students of color and from poverty, often hire novice teachers. These teachers encounter numerous challenges… (more)

Subjects/Keywords: classroom  – culturally  – development  – management  – novice  – professional  – responsive  – teachers; Teaching and Learning

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APA (6th Edition):

Miccichi, K. L. (2014). Facilitating Culturally Responsive Classroom Management Professional Development for Novice Teachers in an Urban School. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046912

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):

Miccichi, Kimberly L. “Facilitating Culturally Responsive Classroom Management Professional Development for Novice Teachers in an Urban School.” 2014. Thesis, University of Florida. Accessed November 24, 2017. http://ufdc.ufl.edu/UFE0046912.

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

MLA Handbook (7th Edition):

Miccichi, Kimberly L. “Facilitating Culturally Responsive Classroom Management Professional Development for Novice Teachers in an Urban School.” 2014. Web. 24 Nov 2017.

Vancouver:

Miccichi KL. Facilitating Culturally Responsive Classroom Management Professional Development for Novice Teachers in an Urban School. [Internet] [Thesis]. University of Florida; 2014. [cited 2017 Nov 24]. Available from: http://ufdc.ufl.edu/UFE0046912.

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

Council of Science Editors:

Miccichi KL. Facilitating Culturally Responsive Classroom Management Professional Development for Novice Teachers in an Urban School. [Thesis]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046912

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


Brigham Young University

27. Pack, Austin Cody. Understanding Chinese Language and Culture: A Guidebook for Teachers of English in China.

Degree: MA, 2013, Brigham Young University

 Many experts on English teaching in China argue that native-English-speaking teachers are too unfamiliar with Chinese culture and the Chinese language. Many of the resources… (more)

Subjects/Keywords: English teaching; China; novice teachers; Chinese language; Chinese culture; Interference; Linguistics

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APA (6th Edition):

Pack, A. C. (2013). Understanding Chinese Language and Culture: A Guidebook for Teachers of English in China. (Thesis). Brigham Young University. Retrieved from http://scholarsarchive.byu.edu/etd/3607

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):

Pack, Austin Cody. “Understanding Chinese Language and Culture: A Guidebook for Teachers of English in China.” 2013. Thesis, Brigham Young University. Accessed November 24, 2017. http://scholarsarchive.byu.edu/etd/3607.

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

MLA Handbook (7th Edition):

Pack, Austin Cody. “Understanding Chinese Language and Culture: A Guidebook for Teachers of English in China.” 2013. Web. 24 Nov 2017.

Vancouver:

Pack AC. Understanding Chinese Language and Culture: A Guidebook for Teachers of English in China. [Internet] [Thesis]. Brigham Young University; 2013. [cited 2017 Nov 24]. Available from: http://scholarsarchive.byu.edu/etd/3607.

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

Council of Science Editors:

Pack AC. Understanding Chinese Language and Culture: A Guidebook for Teachers of English in China. [Thesis]. Brigham Young University; 2013. Available from: http://scholarsarchive.byu.edu/etd/3607

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


University of Southern California

28. Duque, Matthew Redmond. The assignment of teachers to classes: efficiency, equity, or expediency?.

Degree: PhD, Education, 2014, University of Southern California

 The research in this dissertation examines three important aspects of the assignment of teachers to classes within schools—the process, inequities, and effects. How teachers are… (more)

Subjects/Keywords: teacher assignment; teacher placement; teacher satisfaction; teacher effectiveness; novice teachers

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APA (6th Edition):

Duque, M. R. (2014). The assignment of teachers to classes: efficiency, equity, or expediency?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/443238/rec/6404

Chicago Manual of Style (16th Edition):

Duque, Matthew Redmond. “The assignment of teachers to classes: efficiency, equity, or expediency?.” 2014. Doctoral Dissertation, University of Southern California. Accessed November 24, 2017. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/443238/rec/6404.

MLA Handbook (7th Edition):

Duque, Matthew Redmond. “The assignment of teachers to classes: efficiency, equity, or expediency?.” 2014. Web. 24 Nov 2017.

Vancouver:

Duque MR. The assignment of teachers to classes: efficiency, equity, or expediency?. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2017 Nov 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/443238/rec/6404.

Council of Science Editors:

Duque MR. The assignment of teachers to classes: efficiency, equity, or expediency?. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/443238/rec/6404

29. Bruckmann, Colleen Mary. Transformational classroom management: a study of novice teachers who are effective classroom managers.

Degree: 2012, California State University – Sacramento

 Effective classroom management is essential to maximizing instructional time, which in turn, increases the likelihood of successful student learning outcomes. Classroom management is an area… (more)

Subjects/Keywords: Classroom management; Novice teachers

…Abstract of TRANSFORMATIONAL CLASSROOM MANAGEMENT: A STUDY OF NOVICE TEACHERS WHO ARE… …illustrating five novice teachers who are effective classroom managers. The researcher sought to… …shared by the novice teachers involved in this study. The qualitative methods of data… …study of novice teachers who are effective classroom managers. Qualitative data in the form of… …classroom management may be promoted in novice teachers through mentor and/or induction programs… 

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

APA (6th Edition):

Bruckmann, C. M. (2012). Transformational classroom management: a study of novice teachers who are effective classroom managers. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1746

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):

Bruckmann, Colleen Mary. “Transformational classroom management: a study of novice teachers who are effective classroom managers.” 2012. Thesis, California State University – Sacramento. Accessed November 24, 2017. http://hdl.handle.net/10211.9/1746.

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

MLA Handbook (7th Edition):

Bruckmann, Colleen Mary. “Transformational classroom management: a study of novice teachers who are effective classroom managers.” 2012. Web. 24 Nov 2017.

Vancouver:

Bruckmann CM. Transformational classroom management: a study of novice teachers who are effective classroom managers. [Internet] [Thesis]. California State University – Sacramento; 2012. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/10211.9/1746.

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

Council of Science Editors:

Bruckmann CM. Transformational classroom management: a study of novice teachers who are effective classroom managers. [Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1746

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


University of Central Florida

30. Hixenbaugh-Dwenger, Kelly. A Matter Of Retention: The Essential Pieces Of Comprehensive Induction As Seen Through The Eyes Of Novice Urban Elementary Schoo.

Degree: 2008, University of Central Florida

 A substantial amount of research exists and was reviewed on why teachers leave the teaching profession and/or why they leave one school to teach at… (more)

Subjects/Keywords: novice urban teachers; retention; comprehensive induction; elementary; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hixenbaugh-Dwenger, K. (2008). A Matter Of Retention: The Essential Pieces Of Comprehensive Induction As Seen Through The Eyes Of Novice Urban Elementary Schoo. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/3563

Chicago Manual of Style (16th Edition):

Hixenbaugh-Dwenger, Kelly. “A Matter Of Retention: The Essential Pieces Of Comprehensive Induction As Seen Through The Eyes Of Novice Urban Elementary Schoo.” 2008. Doctoral Dissertation, University of Central Florida. Accessed November 24, 2017. http://stars.library.ucf.edu/etd/3563.

MLA Handbook (7th Edition):

Hixenbaugh-Dwenger, Kelly. “A Matter Of Retention: The Essential Pieces Of Comprehensive Induction As Seen Through The Eyes Of Novice Urban Elementary Schoo.” 2008. Web. 24 Nov 2017.

Vancouver:

Hixenbaugh-Dwenger K. A Matter Of Retention: The Essential Pieces Of Comprehensive Induction As Seen Through The Eyes Of Novice Urban Elementary Schoo. [Internet] [Doctoral dissertation]. University of Central Florida; 2008. [cited 2017 Nov 24]. Available from: http://stars.library.ucf.edu/etd/3563.

Council of Science Editors:

Hixenbaugh-Dwenger K. A Matter Of Retention: The Essential Pieces Of Comprehensive Induction As Seen Through The Eyes Of Novice Urban Elementary Schoo. [Doctoral Dissertation]. University of Central Florida; 2008. Available from: http://stars.library.ucf.edu/etd/3563

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