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You searched for subject:(Novice teachers). Showing records 1 – 30 of 121 total matches.

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Duquesne University

1. Daloia, Chad. Examining Novice Teacher Development through the Clinical Supervision Process: A Participatory Action Research.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2009, Duquesne University

 The first clinical supervision experience can significantly impact a novice teacher's overall success during the early years of their teaching career (Robinson, 1998). It is… (more)

Subjects/Keywords: Novice Teachers; Supervision

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APA (6th Edition):

Daloia, C. (2009). Examining Novice Teacher Development through the Clinical Supervision Process: A Participatory Action Research. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/451

Chicago Manual of Style (16th Edition):

Daloia, Chad. “Examining Novice Teacher Development through the Clinical Supervision Process: A Participatory Action Research.” 2009. Doctoral Dissertation, Duquesne University. Accessed July 20, 2019. https://dsc.duq.edu/etd/451.

MLA Handbook (7th Edition):

Daloia, Chad. “Examining Novice Teacher Development through the Clinical Supervision Process: A Participatory Action Research.” 2009. Web. 20 Jul 2019.

Vancouver:

Daloia C. Examining Novice Teacher Development through the Clinical Supervision Process: A Participatory Action Research. [Internet] [Doctoral dissertation]. Duquesne University; 2009. [cited 2019 Jul 20]. Available from: https://dsc.duq.edu/etd/451.

Council of Science Editors:

Daloia C. Examining Novice Teacher Development through the Clinical Supervision Process: A Participatory Action Research. [Doctoral Dissertation]. Duquesne University; 2009. Available from: https://dsc.duq.edu/etd/451


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 July 20, 2019. 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. 20 Jul 2019.

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 2019 Jul 20]. 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


Texas A&M University

3. 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 (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 July 20, 2019. 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. 20 Jul 2019.

Vancouver:

Bradley K. Roles of School Counselors in Supporting Novice Teachers. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Jul 20]. 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 Manchester

4. 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 (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 July 20, 2019. 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. 20 Jul 2019.

Vancouver:

Jones LM. Social Class and the Emerging Professional Identities of Novice Teachers. [Internet] [Doctoral dissertation]. University of Manchester; 2011. [cited 2019 Jul 20]. 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


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 July 20, 2019. 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. 20 Jul 2019.

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 2019 Jul 20]. 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


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Pech, Elda. “Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/271790/rec/1436.

MLA Handbook (7th Edition):

Pech, Elda. “Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school.” 2009. Web. 20 Jul 2019.

Vancouver:

Pech E. Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/271790/rec/1436.

Council of Science Editors:

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


University of 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 July 20, 2019. 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. 20 Jul 2019.

Vancouver:

Hooten DB. Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Jul 20]. 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 Plymouth

8. 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 (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 July 20, 2019. 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. 20 Jul 2019.

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 2019 Jul 20]. 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 Manchester

9. 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

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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 July 20, 2019. 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. 20 Jul 2019.

Vancouver:

Jones LM. Social class and the emerging professional identities of novice teachers. [Internet] [Doctoral dissertation]. University of Manchester; 2011. [cited 2019 Jul 20]. 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


University of Exeter

10. 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 (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 July 20, 2019. 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. 20 Jul 2019.

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 2019 Jul 20]. 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

11. Starks, Kenyatta. AN EVALUATION AND IMPLEMENTATION OF SMALL GROUPS USING SPECIFIC READING STRATEGIES.

Degree: EdD Doctor of Education, Educational Leadership, 2018, National-Louis University

  ABSTRACT The purpose of this program evaluation was to inform best practice for reading instruction in small groups of 4th-grade students using specific reading… (more)

Subjects/Keywords: small groups; novice teachers; reading strategies; Education

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APA (6th Edition):

Starks, K. (2018). AN EVALUATION AND IMPLEMENTATION OF SMALL GROUPS USING SPECIFIC READING STRATEGIES. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/271

Chicago Manual of Style (16th Edition):

Starks, Kenyatta. “AN EVALUATION AND IMPLEMENTATION OF SMALL GROUPS USING SPECIFIC READING STRATEGIES.” 2018. Doctoral Dissertation, National-Louis University. Accessed July 20, 2019. https://digitalcommons.nl.edu/diss/271.

MLA Handbook (7th Edition):

Starks, Kenyatta. “AN EVALUATION AND IMPLEMENTATION OF SMALL GROUPS USING SPECIFIC READING STRATEGIES.” 2018. Web. 20 Jul 2019.

Vancouver:

Starks K. AN EVALUATION AND IMPLEMENTATION OF SMALL GROUPS USING SPECIFIC READING STRATEGIES. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2019 Jul 20]. Available from: https://digitalcommons.nl.edu/diss/271.

Council of Science Editors:

Starks K. AN EVALUATION AND IMPLEMENTATION OF SMALL GROUPS USING SPECIFIC READING STRATEGIES. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/271


Boston College

12. 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 (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 July 20, 2019. 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. 20 Jul 2019.

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 2019 Jul 20]. 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


Boston College

13. 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 (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 July 20, 2019. 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. 20 Jul 2019.

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 2019 Jul 20]. 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


Brigham Young University

14. 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". (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3429&context=etd

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. Masters Thesis, Brigham Young University. Accessed July 20, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3429&context=etd.

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. 20 Jul 2019.

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] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Jul 20]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3429&context=etd.

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". [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3429&context=etd

15. Desutter, Keri Lynne. Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.

Degree: PhD, Teaching & Learning, 2015, University of North Dakota

  The purpose of this explanatory sequential mixed methods study was to examine novice elementary teachers' perceptions of preparedness and competence for teaching in inclusive… (more)

Subjects/Keywords: Inclusive education; Novice teachers; Teacher preparation

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APA (6th Edition):

Desutter, K. L. (2015). Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1763

Chicago Manual of Style (16th Edition):

Desutter, Keri Lynne. “Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.” 2015. Doctoral Dissertation, University of North Dakota. Accessed July 20, 2019. https://commons.und.edu/theses/1763.

MLA Handbook (7th Edition):

Desutter, Keri Lynne. “Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.” 2015. Web. 20 Jul 2019.

Vancouver:

Desutter KL. Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2015. [cited 2019 Jul 20]. Available from: https://commons.und.edu/theses/1763.

Council of Science Editors:

Desutter KL. Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study. [Doctoral Dissertation]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1763


Penn State University

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

Degree: 2017, Penn State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Weimer, Kristina. “"Were Just Kind of Walking Side by Side: Music Teacher Mentor/Mentee Relationships in Connecticuts Teacher Education and Mentoring Program (TEAM).” 2017. Thesis, Penn State University. Accessed July 20, 2019. https://etda.libraries.psu.edu/catalog/13826krw216.

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

MLA Handbook (7th Edition):

Weimer, Kristina. “"Were Just Kind of Walking Side by Side: Music Teacher Mentor/Mentee Relationships in Connecticuts Teacher Education and Mentoring Program (TEAM).” 2017. Web. 20 Jul 2019.

Vancouver:

Weimer K. "Were Just Kind of Walking Side by Side: Music Teacher Mentor/Mentee Relationships in Connecticuts Teacher Education and Mentoring Program (TEAM). [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Jul 20]. Available from: https://etda.libraries.psu.edu/catalog/13826krw216.

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

Council of Science Editors:

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

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


University of Texas – Austin

17. -4251-4117. Novice teachers’ perspectives of what leadership can do to retain teachers.

Degree: Educational Leadership and Policy, 2018, University of Texas – Austin

 Addressing teacher turnover is costly regarding recruitment, training, and student learning loss to schools and taxpayers. Given such high costs and importance in the growth… (more)

Subjects/Keywords: Teacher perspectives; School leaders; Teacher retention; Novice teachers; Teacher turnover; Teacher attrition; Novice teacher perspectives; Teachers’ perceptions; Novice teacher job satisfaction

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APA (6th Edition):

-4251-4117. (2018). Novice teachers’ perspectives of what leadership can do to retain teachers. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65652

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):

-4251-4117. “Novice teachers’ perspectives of what leadership can do to retain teachers.” 2018. Thesis, University of Texas – Austin. Accessed July 20, 2019. http://hdl.handle.net/2152/65652.

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):

-4251-4117. “Novice teachers’ perspectives of what leadership can do to retain teachers.” 2018. Web. 20 Jul 2019.

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

Vancouver:

-4251-4117. Novice teachers’ perspectives of what leadership can do to retain teachers. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/2152/65652.

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:

-4251-4117. Novice teachers’ perspectives of what leadership can do to retain teachers. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65652

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

18. 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 July 20, 2019. 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. 20 Jul 2019.

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 2019 Jul 20]. 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

19. 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 July 20, 2019. 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. 20 Jul 2019.

Vancouver:

Arditi O. Lesson Study as an Induction Tool for Novice Teachers’ Performance . [Internet] [Thesis]. George Mason University; 2013. [cited 2019 Jul 20]. 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 Texas – Austin

20. 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 (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 July 20, 2019. 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. 20 Jul 2019.

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 2019 Jul 20]. 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


Liberty University

21. Wilson, Kelly Jean. A Transcendental Phenomenological Investigation of Novice Teachers' Experiences with Parental Involvement in Title I Elementary Schools.

Degree: 2018, Liberty University

 The purpose of this transcendental phenomenological study was to describe novice teachers’ experiences with parental involvement in Title I elementary schools in southern Virginia. Parental… (more)

Subjects/Keywords: Novice; Teachers; Parental; Involvement; Preparedness; Teachers; Education; Elementary Education

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APA (6th Edition):

Wilson, K. J. (2018). A Transcendental Phenomenological Investigation of Novice Teachers' Experiences with Parental Involvement in Title I Elementary Schools. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1903

Chicago Manual of Style (16th Edition):

Wilson, Kelly Jean. “A Transcendental Phenomenological Investigation of Novice Teachers' Experiences with Parental Involvement in Title I Elementary Schools.” 2018. Doctoral Dissertation, Liberty University. Accessed July 20, 2019. https://digitalcommons.liberty.edu/doctoral/1903.

MLA Handbook (7th Edition):

Wilson, Kelly Jean. “A Transcendental Phenomenological Investigation of Novice Teachers' Experiences with Parental Involvement in Title I Elementary Schools.” 2018. Web. 20 Jul 2019.

Vancouver:

Wilson KJ. A Transcendental Phenomenological Investigation of Novice Teachers' Experiences with Parental Involvement in Title I Elementary Schools. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Jul 20]. Available from: https://digitalcommons.liberty.edu/doctoral/1903.

Council of Science Editors:

Wilson KJ. A Transcendental Phenomenological Investigation of Novice Teachers' Experiences with Parental Involvement in Title I Elementary Schools. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1903


University of South Carolina

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Tennyson, Ruth Anne. “A Mixed Methods Examination of Mentoring Practices in Six School Districts in South Carolina: Perspectives from Novice Teachers, Mentors, and School Leaders.” 2010. Doctoral Dissertation, University of South Carolina. Accessed July 20, 2019. https://scholarcommons.sc.edu/etd/413.

MLA Handbook (7th Edition):

Tennyson, Ruth Anne. “A Mixed Methods Examination of Mentoring Practices in Six School Districts in South Carolina: Perspectives from Novice Teachers, Mentors, and School Leaders.” 2010. Web. 20 Jul 2019.

Vancouver:

Tennyson RA. A Mixed Methods Examination of Mentoring Practices in Six School Districts in South Carolina: Perspectives from Novice Teachers, Mentors, and School Leaders. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2019 Jul 20]. Available from: https://scholarcommons.sc.edu/etd/413.

Council of Science Editors:

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


Penn State University

23. 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 (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 July 20, 2019. 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. 20 Jul 2019.

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 2019 Jul 20]. 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

24. 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/3747

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 July 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/367451/rec/3747.

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. 20 Jul 2019.

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 2019 Jul 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/367451/rec/3747.

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/3747


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 July 20, 2019. 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. 20 Jul 2019.

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 2019 Jul 20]. 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

26. 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 (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 July 20, 2019. 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. 20 Jul 2019.

Vancouver:

Bruckmann CM. Transformational classroom management: a study of novice teachers who are effective classroom managers. [Internet] [Thesis]. California State University – Sacramento; 2012. [cited 2019 Jul 20]. 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


Penn State University

27. Hartsock, Jill Nicole. Exploring Novice Teachers' Perceptions of Data-driven Decision Making: A Case Study.

Degree: PhD, Educational Leadership, 2014, Penn State University

 With the passing of No Child Left Behind (2001), data from statewide tests are now being used to shape curriculum, evaluate teacher effectiveness, and determine… (more)

Subjects/Keywords: data-driven decision making; assessment data; novice teachers; principal leadership; training

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APA (6th Edition):

Hartsock, J. N. (2014). Exploring Novice Teachers' Perceptions of Data-driven Decision Making: A Case Study. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/22039

Chicago Manual of Style (16th Edition):

Hartsock, Jill Nicole. “Exploring Novice Teachers' Perceptions of Data-driven Decision Making: A Case Study.” 2014. Doctoral Dissertation, Penn State University. Accessed July 20, 2019. https://etda.libraries.psu.edu/catalog/22039.

MLA Handbook (7th Edition):

Hartsock, Jill Nicole. “Exploring Novice Teachers' Perceptions of Data-driven Decision Making: A Case Study.” 2014. Web. 20 Jul 2019.

Vancouver:

Hartsock JN. Exploring Novice Teachers' Perceptions of Data-driven Decision Making: A Case Study. [Internet] [Doctoral dissertation]. Penn State University; 2014. [cited 2019 Jul 20]. Available from: https://etda.libraries.psu.edu/catalog/22039.

Council of Science Editors:

Hartsock JN. Exploring Novice Teachers' Perceptions of Data-driven Decision Making: A Case Study. [Doctoral Dissertation]. Penn State University; 2014. Available from: https://etda.libraries.psu.edu/catalog/22039


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/6437

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 July 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/443238/rec/6437.

MLA Handbook (7th Edition):

Duque, Matthew Redmond. “The assignment of teachers to classes: efficiency, equity, or expediency?.” 2014. Web. 20 Jul 2019.

Vancouver:

Duque MR. The assignment of teachers to classes: efficiency, equity, or expediency?. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Jul 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/443238/rec/6437.

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/6437


Georgia State University

29. Merchant, Hafeez. Becoming Mentors: Mentor Praxis and Self-directed Development.

Degree: Doctor of Education (EdD), Middle and Secondary Education, 2019, Georgia State University

  Mentoring is a dyadic relationship that provides support by an experienced individual to a novice entering a profession (Mullen, 2012). This qualitative case study… (more)

Subjects/Keywords: mentoring; self-directed learning; novice teachers; social studies

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

APA (6th Edition):

Merchant, H. (2019). Becoming Mentors: Mentor Praxis and Self-directed Development. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/80

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):

Merchant, Hafeez. “Becoming Mentors: Mentor Praxis and Self-directed Development.” 2019. Thesis, Georgia State University. Accessed July 20, 2019. https://scholarworks.gsu.edu/mse_diss/80.

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

MLA Handbook (7th Edition):

Merchant, Hafeez. “Becoming Mentors: Mentor Praxis and Self-directed Development.” 2019. Web. 20 Jul 2019.

Vancouver:

Merchant H. Becoming Mentors: Mentor Praxis and Self-directed Development. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Jul 20]. Available from: https://scholarworks.gsu.edu/mse_diss/80.

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

Council of Science Editors:

Merchant H. Becoming Mentors: Mentor Praxis and Self-directed Development. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/mse_diss/80

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

30. Brudvik, Laura. Examining Identity Of Novice Teacher Educators: A Self-Study.

Degree: PhD, Teaching & Learning, 2016, University of North Dakota

Novice teacher educators can provide valuable insight into the question of professional identity and how it informs practice. Collaboration through interviews using self-study highlight… (more)

Subjects/Keywords: collaboration; mentorship; novice teachers; secondary education; teacher educator; teacher identity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Brudvik, L. (2016). Examining Identity Of Novice Teacher Educators: A Self-Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1998

Chicago Manual of Style (16th Edition):

Brudvik, Laura. “Examining Identity Of Novice Teacher Educators: A Self-Study.” 2016. Doctoral Dissertation, University of North Dakota. Accessed July 20, 2019. https://commons.und.edu/theses/1998.

MLA Handbook (7th Edition):

Brudvik, Laura. “Examining Identity Of Novice Teacher Educators: A Self-Study.” 2016. Web. 20 Jul 2019.

Vancouver:

Brudvik L. Examining Identity Of Novice Teacher Educators: A Self-Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2016. [cited 2019 Jul 20]. Available from: https://commons.und.edu/theses/1998.

Council of Science Editors:

Brudvik L. Examining Identity Of Novice Teacher Educators: A Self-Study. [Doctoral Dissertation]. University of North Dakota; 2016. Available from: https://commons.und.edu/theses/1998

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