subject:(Teaching career)

Victoria University of Wellington

1. Stanyon, Celia Elaine. Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand.

Degree: 2013, Victoria University of Wellington

URL: http://hdl.handle.net/10063/3082

► New Zealand-trained teachers have good reasons to teach abroad, change careers or retire and there are sound reasons to hire overseas-trained teachers (OTTs) to fill… (more)

▼ New Zealand-trained teachers have good reasons to teach abroad, change careers or retire and there are sound reasons to hire overseas-trained teachers (OTTs) to fill vacancies. Securing work in a new country can be difficult and it makes social and economic sense to facilitate this process. This thesis reports on the journeys of six OTTs documenting the individual pathways navigated; from teaching in their country of origin to securing a permanent placement as a secondary school teacher in New Zealand. This study explores the pathways OTTs navigated in order to teach in New Zealand. It investigates the challenges they faced, the supports they encountered and the suggestions they had to offer others in a similar situation. The participants were OTTs at secondary schools in the Wellington region of New Zealand and most had emigrated from the United Kingdom. Participants taught different subjects and had varying lengths of teaching experience. They had immigrated to and successfully found a post in New Zealand between January 2006 and January 2012. The interpretive paradigm was used as the theoretical grounding for this research as this places importance on the subjective experiences of those interviewed. Qualitative data were collected using semi-structured interviews as part of a collective, case study design. A thematic approach to data analysis was used and the data were compared and contrasted under the themes of challenges, supports and suggestions. Findings that concurred with previous research were that OTTs faced challenges from bureaucracy, culture shock and financial stress; and that networking, professional development, luck and maintaining a positive attitude were supportive. Participants suggested preparation, networking, interagency co-operation, a positive attitude and relief teaching could assist other OTTs. The findings were used to formulate a suggested pathway that might facilitate the journeys of future OTTs. Advisors/Committee Members: Yates, Anne.

Subjects/Keywords: Overseas trained teachers; Secondary education; Teaching career

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Stanyon, C. E. (2013). Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3082

Chicago Manual of Style (16^th Edition):

Stanyon, Celia Elaine. “Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand.” 2013. Masters Thesis, Victoria University of Wellington. Accessed April 12, 2021. http://hdl.handle.net/10063/3082.

MLA Handbook (7^th Edition):

Stanyon, Celia Elaine. “Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand.” 2013. Web. 12 Apr 2021.

Vancouver:

Stanyon CE. Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2021 Apr 12]. Available from: http://hdl.handle.net/10063/3082.

Council of Science Editors:

Stanyon CE. Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand. [Masters Thesis]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/3082

2. Hartsel, Laura M. Why are mid-career teachers leaving the profession?.

Degree: EdD, College of Education, 2016, Ashland University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1460392005

► This study explored the factors that contribute to mid-career teacher attrition. A secondary focus was to explore how recent policy initiatives have impacted mid-career teacher… (more)

Subjects/Keywords: Education; Teaching; teachers; attrition; mid-career

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Hartsel, L. M. (2016). Why are mid-career teachers leaving the profession?. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1460392005

Chicago Manual of Style (16^th Edition):

Hartsel, Laura M. “Why are mid-career teachers leaving the profession?.” 2016. Doctoral Dissertation, Ashland University. Accessed April 12, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1460392005.

MLA Handbook (7^th Edition):

Hartsel, Laura M. “Why are mid-career teachers leaving the profession?.” 2016. Web. 12 Apr 2021.

Vancouver:

Hartsel LM. Why are mid-career teachers leaving the profession?. [Internet] [Doctoral dissertation]. Ashland University; 2016. [cited 2021 Apr 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1460392005.

Council of Science Editors:

Hartsel LM. Why are mid-career teachers leaving the profession?. [Doctoral Dissertation]. Ashland University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1460392005

Montana State University

3. Bailey, Deanna Emberley. The effect of professional development in science and literacy.

Degree: MS, Graduate School, 2014, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/3532

► Elementary teachers in Barre, Vermont must help their students achieve Common Core State Standards for English Language Arts (CCSSELA) to bolster student performance on statewide… (more)

▼ Elementary teachers in Barre, Vermont must help their students achieve Common Core State Standards for English Language Arts (CCSSELA) to bolster student performance on statewide assessments used to determine adequate yearly progress (AYP). AYP is a measure used to secure each school's federal and state assistance. Vermont adopted the Next Generation Science Standards (NGSS) in June of 2013 and Vermont teachers now must also direct their science instruction toward helping students achieve NGSS. To assist teachers with addressing both the CCSSELA and NGSS simultaneously, an 11-week Science and Literacy: A Natural Fit professional development (PD) course was conducted with 14 kindergarten through sixth-grade teachers of science in the Barre Supervisory Union. This PD course was designed to help teachers weave student talk and notebook writing strategies into science instruction to bolster students' conceptual reasoning about the natural phenomena they experience through science inquiry. This research study investigated whether or not this PD course led to changes in teachers' knowledge base and classroom implementation for teaching science using best practices that incorporate student dialogue and writing to bolster conceptual reasoning during science inquiry. Changes in teachers' self-efficacy for teaching science (sense of the effect their science teaching has on their students) were also measured at the start and finish of the course. Study participants completed a pre-course and post-course knowledge survey. Also, the Science Teaching Efficacy Belief Instrument (STEBI-B) was administered at the start and finish of the course to measure self-efficacy. Study participants were observed instructing science early and late in the course, and then the Reformed Teaching Observation Protocol was employed for analysis of the observation sessions. In addition, participant interviews and journals provided direct quotations about the changes that occurred for teachers throughout the course. The body of evidence gathered indicates that the Science and Literacy: A Natural Fit course taught in fall 2013 helped participating teachers increase significantly their knowledge and improve their classroom implementation for teaching science inquiry using student talk and notebook writing. Participants' self-efficacy for teaching science also improved through the course. Advisors/Committee Members: Chairperson, Graduate Committee: Peggy Taylor. (advisor).

Subjects/Keywords: Career development; Science – Study and teaching; Literacy

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Bailey, D. E. (2014). The effect of professional development in science and literacy. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3532

Chicago Manual of Style (16^th Edition):

Bailey, Deanna Emberley. “The effect of professional development in science and literacy.” 2014. Masters Thesis, Montana State University. Accessed April 12, 2021. https://scholarworks.montana.edu/xmlui/handle/1/3532.

MLA Handbook (7^th Edition):

Bailey, Deanna Emberley. “The effect of professional development in science and literacy.” 2014. Web. 12 Apr 2021.

Vancouver:

Bailey DE. The effect of professional development in science and literacy. [Internet] [Masters thesis]. Montana State University; 2014. [cited 2021 Apr 12]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3532.

Council of Science Editors:

Bailey DE. The effect of professional development in science and literacy. [Masters Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3532

4. Ligia Maria Marques. Programa de valorização pelo mérito implantado pela secretaria do estado da educação de São Paulo: opiniões de professores coordenadores.

Degree: 2012, UNIVERSIDADE CIDADE DE SÃO PAULO

URL: http://bdtd.unicid.br/tde_busca/arquivo.php?codArquivo=216

►

This research discusses the Valorization Program by Merit implemented by the State Education Board of São Paulo in 2009. The purpose is to analyze, in… (more)

▼

This research discusses the Valorization Program by Merit implemented by the State Education Board of São Paulo in 2009. The purpose is to analyze, in the context of educational policies implemented in the Education System of São Paulo, possible consequences of its introduction in the teaching career and in the dynamics of the school work, by the point of view of coordinating teachers. It explores how the notion of meritocracy in the current education policies has been materializing. In order to do so, it explains the purposes and delineation of the Program, relating them to the directives of the educational public policies of the Estate of Sao Paulo, and it analyses the opinions of coordinating teachers about the Merit Program and its possible effects in the school work dynamics. This exploratory research has utilized procedures based upon a qualitative approach, resorting to the analysis of document sources and testimonials gathered by a semi-structured questionnaire, with open and closed questions. National and International authors that have studied the evaluation theme and the teaching career subsidized the results discussion. The results demonstrate the tendency to accept the notion of fairness of the Valorization Program by Merit. The discrepancy with the Program usually refers to the adopted criteria, which reveals the acceptance of the idea of teachers accountability by their choices, trajectories and by the results reached in their lives, which make us believe that success and failure are attached to the talent and abilities of each individual. The Program, while adopting the meritocracy principle, has potential to induce discriminatory practices where only the best and the most capable must be awarded by their individual efforts. As outlined, awarding only 20% of teachers induces the division of the the most well prepared group and the not well prepared group, in addition to promoting competition and encouraging the enhancement of individualized education. Therefore, it trails in the opposite direction of a collaborative culture, which encourages values such as sharing between members of the school

Esta pesquisa trata do Programa de Valorização pelo Mérito implantado pela Secretaria do Estado da Educação de São Paulo no ano de 2009. O propósito é analisar, no contexto das políticas educacionais implementadas na rede de ensino de São Paulo, possíveis consequências de sua implantação na carreira docente e na dinâmica do trabalho escolar, na ótica de professores coordenadores. Busca-se explorar como se vem concretizando a noção de meritocracia nas políticas educacionais vigentes. Para tanto, são explicitados os propósitos e delineamento do Programa, relacionando-os às diretrizes de políticas públicas de educação do estado de São Paulo e analisadas opiniões de professores coordenadores sobre o Programa de Mérito e seus possíveis efeitos na dinâmica do trabalho escolar. Esta pesquisa, de caráter exploratório, utilizou procedimentos afeitos à abordagem qualitativa, recorrendo à análise de fontes documentais e…

Advisors/Committee Members: Sandra Maria Zakia Lian Sousa.

Subjects/Keywords: EDUCACAO; Meritocracia; Avaliação Docente; Carreira Docente; Meritocracy; Teaching evaluation; Teaching career

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Marques, L. M. (2012). Programa de valorização pelo mérito implantado pela secretaria do estado da educação de São Paulo: opiniões de professores coordenadores. (Thesis). UNIVERSIDADE CIDADE DE SÃO PAULO. Retrieved from http://bdtd.unicid.br/tde_busca/arquivo.php?codArquivo=216

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

Chicago Manual of Style (16^th Edition):

Marques, Ligia Maria. “Programa de valorização pelo mérito implantado pela secretaria do estado da educação de São Paulo: opiniões de professores coordenadores.” 2012. Thesis, UNIVERSIDADE CIDADE DE SÃO PAULO. Accessed April 12, 2021. http://bdtd.unicid.br/tde_busca/arquivo.php?codArquivo=216.

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

MLA Handbook (7^th Edition):

Marques, Ligia Maria. “Programa de valorização pelo mérito implantado pela secretaria do estado da educação de São Paulo: opiniões de professores coordenadores.” 2012. Web. 12 Apr 2021.

Vancouver:

Marques LM. Programa de valorização pelo mérito implantado pela secretaria do estado da educação de São Paulo: opiniões de professores coordenadores. [Internet] [Thesis]. UNIVERSIDADE CIDADE DE SÃO PAULO; 2012. [cited 2021 Apr 12]. Available from: http://bdtd.unicid.br/tde_busca/arquivo.php?codArquivo=216.

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

Council of Science Editors:

Marques LM. Programa de valorização pelo mérito implantado pela secretaria do estado da educação de São Paulo: opiniões de professores coordenadores. [Thesis]. UNIVERSIDADE CIDADE DE SÃO PAULO; 2012. Available from: http://bdtd.unicid.br/tde_busca/arquivo.php?codArquivo=216

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

University of Exeter

5. Nyamapfene, Abel Zvamayida. Teaching-only academics in a research intensive university : from an undesirable to a desirable academic identity.

Degree: Thesis (EdD), 2018, University of Exeter

URL: http://hdl.handle.net/10871/34169

► Teaching-only academics now constitute a significant proportion of the academic staff in UK higher education. This thesis is a three-part study in which I sought… (more)

▼ Teaching-only academics now constitute a significant proportion of the academic staff in UK higher education. This thesis is a three-part study in which I sought to contribute to a more indepth understanding of the teaching-only academic role. I did this through an investigation of the career trajectories, perceptions, work-related experiences and academic identity constructions of teaching-only academics working in a research-intensive institution in the UK. In the first part of the study I carried out a systematic review of the literature on teaching-only academics in the UK, Australia and Canada. In the second part of the study I investigated the virtual identity of teaching-only academics at the UK research-intensive institution. I did this by undertaking an analysis of how these teaching-only academics self-represented and projected themselves on their institutional webpages. In the third part of the study I carried out a life-history analysis of senior teaching-only academics in the engineering faculty of the case study institution. A principal finding from this thesis, which is collaborated across all the three parts of the study, is that the teaching-only academic role is a non-homogeneous role comprising individuals who come from different backgrounds, have followed different career trajectories into the role, and have different academic identities. Findings from this thesis also suggest that whilst teaching-only academics were introduced as an institutional response to the demands of the RAE/REF, the very act of creating the role has further exacerbated the separation between research and teaching, and between undergraduate and postgraduate teaching. Specifically, undergraduate teaching within the case study engineering department now tends to be the responsibility of teaching-only academics, with research-and-teaching academics increasingly focussing on research and postgraduate teaching. This separation has implications for research-led teaching, particularly in research-intensive institutions. The thesis also reveals that despite the pre-eminence of research, teaching remains important within the university, and individuals on the teaching-only academic role are able to accumulate substantial, and valued, teaching-related academic capital. This capital, in turn, is enabling them to secure and advance their positions within the same institution, and to pursue career advancement through seeking employment in other higher education institutions.

Subjects/Keywords: academic identity; teaching fellow; RAE/REF; teaching-only academics; career trajectories

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Nyamapfene, A. Z. (2018). Teaching-only academics in a research intensive university : from an undesirable to a desirable academic identity. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/34169

Chicago Manual of Style (16^th Edition):

Nyamapfene, Abel Zvamayida. “Teaching-only academics in a research intensive university : from an undesirable to a desirable academic identity.” 2018. Doctoral Dissertation, University of Exeter. Accessed April 12, 2021. http://hdl.handle.net/10871/34169.

MLA Handbook (7^th Edition):

Nyamapfene, Abel Zvamayida. “Teaching-only academics in a research intensive university : from an undesirable to a desirable academic identity.” 2018. Web. 12 Apr 2021.

Vancouver:

Nyamapfene AZ. Teaching-only academics in a research intensive university : from an undesirable to a desirable academic identity. [Internet] [Doctoral dissertation]. University of Exeter; 2018. [cited 2021 Apr 12]. Available from: http://hdl.handle.net/10871/34169.

Council of Science Editors:

Nyamapfene AZ. Teaching-only academics in a research intensive university : from an undesirable to a desirable academic identity. [Doctoral Dissertation]. University of Exeter; 2018. Available from: http://hdl.handle.net/10871/34169

6. Johansson, Lina. Förstelärarnas förutsättningar för att kvalitetssäkra undervisningen.

Degree: Health and Education, 2015, University of Skövde

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11415

►

År 2013 kom reformen om karriäruppdrag för lärare, den innefattar både lektorer och förstelärare. Den här studien är riktad mot förstelärare i grundskolans tidiga… (more)

▼

År 2013 kom reformen om karriäruppdrag för lärare, den innefattar både lektorer och förstelärare. Den här studien är riktad mot förstelärare i grundskolans tidiga år. Då karriärtjänsterna berör hela Sveriges lärarkår på ett eller annat sätt är det nödvändigt att förklara utvecklingen som sker kring förstelärarens uppdrag. Studiens syfte är att undersöka hur förstelärare, med tjänst i grundskolans tidiga år, uppfattar att de arbetar med skolans kvalitetsarbete. Studien har genomförts med en kvalitativ ansats och empirin har samlats in genom 11 stycken semistrukturerade intervjuer. Det transkriberade materialet har analyserats med hjälp av fenomenografins sju analyssteg för att finna kategorierna som skapar studiens utfallsrum. Tjänsten som förstelärare har främst sökts på grund av rekommendation från rektor. Förstelärarnas uppfattning är att de saknar tid till att utföra sina uppdrag. Förstelärarna arbetar aktivt efter styrdokument och bedömningar för att ständigt utveckla undervisningen. Samarbete med andra förstelärare inom samma arbetsområde, och kollegialt lärande upplevs som en betydelsefull aspekt till kvalitetssäkringen av undervisningen. Dock saknas i dagsläget samarbete mellan förstelärare inom samma arbetsområde.

In 2013, the reform of a career mission for teachers appeared, which includes both senior lecturer and First-teachers. This study is directed to First- teachers in the earlier stages of primary school. Since these career missions includes all of Sweden, it is necessary to explain the development that takes place around the First-Teachers mission. The purpose of this study is to investigate how First-teachers, in the early stages of primary school, experience that they promote the quality work of their schools. The study is made by a qualitative approach and the empiricism has been collected by 11 semi-structured interviews. The transcribed material has been analysed with the help of the seven analysing steps of the phenomenography, which creates the “outcome room” of the study. The main reason for why teachers have applied for the post First-teacher is due to recommendations from the head teacher. First-teachers are experiencing the lack of time to prefill their missions. First-teachers are actively working with regulatory documents and judgement reports to persistently develop their teaching situation. Collegial teaching is, according to the First-teachers, a necessity to make sure that they quality proof their teaching. However, today there is no interaction between First-teachers in the same interest groups.

Subjects/Keywords: First-Teacher; career teachers; career teaching reform; quality work; förstelärare; karriärtjänster; karriärlärarreformen; kvalitetsarbete

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Johansson, L. (2015). Förstelärarnas förutsättningar för att kvalitetssäkra undervisningen. (Thesis). University of Skövde. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11415

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

Chicago Manual of Style (16^th Edition):

Johansson, Lina. “Förstelärarnas förutsättningar för att kvalitetssäkra undervisningen.” 2015. Thesis, University of Skövde. Accessed April 12, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11415.

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

MLA Handbook (7^th Edition):

Johansson, Lina. “Förstelärarnas förutsättningar för att kvalitetssäkra undervisningen.” 2015. Web. 12 Apr 2021.

Vancouver:

Johansson L. Förstelärarnas förutsättningar för att kvalitetssäkra undervisningen. [Internet] [Thesis]. University of Skövde; 2015. [cited 2021 Apr 12]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11415.

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

Council of Science Editors:

Johansson L. Förstelärarnas förutsättningar för att kvalitetssäkra undervisningen. [Thesis]. University of Skövde; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11415

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

Northeastern University

7. Tempesta, Brooke. An exploration of the motivation of health professionals who completed a master of bioethics at mid-career.

Degree: EdD, School of Education, 2019, Northeastern University

URL: http://hdl.handle.net/2047/D20328896

► This study examined how health professionals who completed a master of bioethics (MBE) degree at mid-career make sense of their decision to pursue the degree… (more)

Subjects/Keywords: Bioethics; Study and teaching (Graduate); Career development; Psychological aspects; Mid-career; self-determination theory

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Tempesta, B. (2019). An exploration of the motivation of health professionals who completed a master of bioethics at mid-career. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20328896

Chicago Manual of Style (16^th Edition):

Tempesta, Brooke. “An exploration of the motivation of health professionals who completed a master of bioethics at mid-career.” 2019. Masters Thesis, Northeastern University. Accessed April 12, 2021. http://hdl.handle.net/2047/D20328896.

MLA Handbook (7^th Edition):

Tempesta, Brooke. “An exploration of the motivation of health professionals who completed a master of bioethics at mid-career.” 2019. Web. 12 Apr 2021.

Vancouver:

Tempesta B. An exploration of the motivation of health professionals who completed a master of bioethics at mid-career. [Internet] [Masters thesis]. Northeastern University; 2019. [cited 2021 Apr 12]. Available from: http://hdl.handle.net/2047/D20328896.

Council of Science Editors:

Tempesta B. An exploration of the motivation of health professionals who completed a master of bioethics at mid-career. [Masters Thesis]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20328896

Brigham Young University

8. Hansen, Jamie Marie. A Career Course Follow-Up: Does a Student Development Elective Make a Difference?.

Degree: PhD, 2015, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6501&context=etd

► Since its inception, work and career-related issues have been central to the aims and scope of counseling psychology as a discipline. One common career… (more)

▼ Since its inception, work and career-related issues have been central to the aims and scope of counseling psychology as a discipline. One common career counseling intervention in the University setting is to offer elective, credit-bearing courses in career development and exploration to provide help and direction to college students as they decide on majors and prepare for careers. Much research has been conducted which suggests that the use of career courses in the university setting has strong, positive impact on students' career decision-making ability and other output variables. What is less established is the impact of these career courses on macro-level outcome variables like retention, graduation rate, and academic performance. This ex post facto study examined two samples of undergraduate students from an eight-year span (2000-2007): one that successfully completed the Student Development 117 course at the site university (Career Exploration) during that time (N = 3,546) and a reasonably matched sample of students who did not take the career course to act as the comparison group (N = 3,510). The two groups were compared to determine if students who completed the Career Exploration course differed significantly from non-course participants in terms of graduation rate, time to graduation (in semesters and credits), course withdrawals, and total cumulative GPAs. Results indicated that the Career Exploration course was not a significant predictor of whether or not students graduated in six years, the number of semesters it took students to graduate and the number of withdrawals students incurred. However, the Career Exploration course did significantly predict total number of credits (with course participants graduating with about five more credits than the non-course participants) and cumulative GPA at graduation (with course participants graduating with higher GPAs than the comparison group). Implications for future research and practitioners are discussed.

Subjects/Keywords: college students; career development; university career course; retention; career course outcome; academic performance; Counseling Psychology; Special Education and Teaching

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Hansen, J. M. (2015). A Career Course Follow-Up: Does a Student Development Elective Make a Difference?. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6501&context=etd

Chicago Manual of Style (16^th Edition):

Hansen, Jamie Marie. “A Career Course Follow-Up: Does a Student Development Elective Make a Difference?.” 2015. Doctoral Dissertation, Brigham Young University. Accessed April 12, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6501&context=etd.

MLA Handbook (7^th Edition):

Hansen, Jamie Marie. “A Career Course Follow-Up: Does a Student Development Elective Make a Difference?.” 2015. Web. 12 Apr 2021.

Vancouver:

Hansen JM. A Career Course Follow-Up: Does a Student Development Elective Make a Difference?. [Internet] [Doctoral dissertation]. Brigham Young University; 2015. [cited 2021 Apr 12]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6501&context=etd.

Council of Science Editors:

Hansen JM. A Career Course Follow-Up: Does a Student Development Elective Make a Difference?. [Doctoral Dissertation]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6501&context=etd

Columbia University

9. Eckers, Jennifer Mitnick. How Teachers Make Historical Explanation Meaningful for Democratic Citizenship.

Degree: 2018, Columbia University

URL: https://doi.org/10.7916/D8VM5VSJ

► Enduring misconceptions exist regarding the value of learning history. Many history teachers are engaged in lecture- and recitation-based forms of instruction that seem to be… (more)

Subjects/Keywords: Social sciences – Study and teaching; Career development; History – Study and teaching; Citizenship – Study and teaching

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Eckers, J. M. (2018). How Teachers Make Historical Explanation Meaningful for Democratic Citizenship. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8VM5VSJ

Chicago Manual of Style (16^th Edition):

Eckers, Jennifer Mitnick. “How Teachers Make Historical Explanation Meaningful for Democratic Citizenship.” 2018. Doctoral Dissertation, Columbia University. Accessed April 12, 2021. https://doi.org/10.7916/D8VM5VSJ.

MLA Handbook (7^th Edition):

Eckers, Jennifer Mitnick. “How Teachers Make Historical Explanation Meaningful for Democratic Citizenship.” 2018. Web. 12 Apr 2021.

Vancouver:

Eckers JM. How Teachers Make Historical Explanation Meaningful for Democratic Citizenship. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2021 Apr 12]. Available from: https://doi.org/10.7916/D8VM5VSJ.

Council of Science Editors:

Eckers JM. How Teachers Make Historical Explanation Meaningful for Democratic Citizenship. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8VM5VSJ

Texas State University – San Marcos

10. Rubalcaba, David. Career Change: A phenomenological study of former military members and their transition into teaching.

Degree: PhD, School Improvement, 2018, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/7778

► This study explored the experiences of former active duty personnel who transitioned to the civilian workforce as school-teachers after a career in the military. The… (more)

Subjects/Keywords: Military retirees; Alternative certification programs; Second career in teaching; Career changes; Phenomenology; Retired military personnel; Teaching

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Rubalcaba, D. (2018). Career Change: A phenomenological study of former military members and their transition into teaching. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7778

Chicago Manual of Style (16^th Edition):

Rubalcaba, David. “Career Change: A phenomenological study of former military members and their transition into teaching.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 12, 2021. https://digital.library.txstate.edu/handle/10877/7778.

MLA Handbook (7^th Edition):

Rubalcaba, David. “Career Change: A phenomenological study of former military members and their transition into teaching.” 2018. Web. 12 Apr 2021.

Vancouver:

Rubalcaba D. Career Change: A phenomenological study of former military members and their transition into teaching. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2021 Apr 12]. Available from: https://digital.library.txstate.edu/handle/10877/7778.

Council of Science Editors:

Rubalcaba D. Career Change: A phenomenological study of former military members and their transition into teaching. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7778

11. Lambwe, Tumpe Kayange Ethel. Status of career guidance services in selected special schools for the hearing impaired learners in Lusaka, Zambia.

Degree: 2017, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/5235

► The purpose of this study was to investigate the status of career guidance service provision in selected special schools for the hearing impaired learners in… (more)

▼ The purpose of this study was to investigate the status of career guidance service provision in selected special schools for the hearing impaired learners in Lusaka, Zambia. The objectives of the study were to establish whether career guidance service were available to learners with hearing impairment; assess the type of career guidance services available for learners with hearing impairment; determine how beneficial the current career guidance services were to learners with hearing impairment; explore challenges, faced by guidance teachers in the provision of career guidance services to learners with hearing impairment in special schools. A case study was used to conduct the study. The sample size was 55 respondents. These were broken down as five head teachers, five heads of departments, five career guidance teachers and 40 learners with hearing impairment in selected special schools in Lusaka in Zambia. The study findings revealed that special education teachers in the selected schools of study provided career guidance services to learners with hearing impairment. Both girls and boys with hearing impairment benefited. Learners with hearing impairment were seen to own shops and sold goods in town which enabled them to earn a living. It was also evident from the findings that learners in Grade 12 more than other grades accessed career guidance services in the selected schools. Guidance teachers faced a lot of challenges in the provision of career guidance services to learners with hearing impairment in special schools which included communication difficulties, limited availability of materials such as teaching and learning aids, limited time allocation for career guidance, lack of trained guidance and counselling teachers in schools, lack of office accommodation; limited resources; lack of co-operation or support from other teachers and school administrators and indeed work over loads among guidance teachers in selected special schools. Arising from the study findings, the research has recommends that: the Ministry of General Education should employ trained full-time guidance and counselling teachers in schools, provide appropriate and adequate materials for career guidance purpose, put in place a deliberate policy on guidance and counselling in schools that allow provision of career guidance to learners with hearing impairment and conduct regular fresher courses or workshop on sign language in order to improve communication between guidance teachers and learners with hearing impairment.

Subjects/Keywords: Career and guidance – Study and teaching – Hearing impaired – Learners – Zambia

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Lambwe, T. K. E. (2017). Status of career guidance services in selected special schools for the hearing impaired learners in Lusaka, Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/5235

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

Chicago Manual of Style (16^th Edition):

Lambwe, Tumpe Kayange Ethel. “Status of career guidance services in selected special schools for the hearing impaired learners in Lusaka, Zambia.” 2017. Thesis, University of Zimbabwe. Accessed April 12, 2021. http://dspace.unza.zm/handle/123456789/5235.

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

MLA Handbook (7^th Edition):

Lambwe, Tumpe Kayange Ethel. “Status of career guidance services in selected special schools for the hearing impaired learners in Lusaka, Zambia.” 2017. Web. 12 Apr 2021.

Vancouver:

Lambwe TKE. Status of career guidance services in selected special schools for the hearing impaired learners in Lusaka, Zambia. [Internet] [Thesis]. University of Zimbabwe; 2017. [cited 2021 Apr 12]. Available from: http://dspace.unza.zm/handle/123456789/5235.

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

Council of Science Editors:

Lambwe TKE. Status of career guidance services in selected special schools for the hearing impaired learners in Lusaka, Zambia. [Thesis]. University of Zimbabwe; 2017. Available from: http://dspace.unza.zm/handle/123456789/5235

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

University of Manitoba

12. Petersen, Christie. The hidden work: early career teachers' experiences of becoming teacher.

Degree: Education, 2019, University of Manitoba

URL: http://hdl.handle.net/1993/34284

► As early career teachers traverse the estranging terrain of education, they are situated at a point of confluence where school biography, individual ideas, university education… (more)

Subjects/Keywords: Teachers; Teaching; Early career teachers; Teacher identity; Poststructuralism; Qualitative research; Phenomenology

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Petersen, C. (2019). The hidden work: early career teachers' experiences of becoming teacher. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/34284

Chicago Manual of Style (16^th Edition):

Petersen, Christie. “The hidden work: early career teachers' experiences of becoming teacher.” 2019. Masters Thesis, University of Manitoba. Accessed April 12, 2021. http://hdl.handle.net/1993/34284.

MLA Handbook (7^th Edition):

Petersen, Christie. “The hidden work: early career teachers' experiences of becoming teacher.” 2019. Web. 12 Apr 2021.

Vancouver:

Petersen C. The hidden work: early career teachers' experiences of becoming teacher. [Internet] [Masters thesis]. University of Manitoba; 2019. [cited 2021 Apr 12]. Available from: http://hdl.handle.net/1993/34284.

Council of Science Editors:

Petersen C. The hidden work: early career teachers' experiences of becoming teacher. [Masters Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/34284

13. Weiss, Lois A. Understanding faculty members living with disabilities in higher education.

Degree: Thesis (D. Ed.), 2016, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/200563

► Despite increased disability awareness and the advancement of disability rights laws, the stigma of disabilities continues to be a problem in our country. Ableism is… (more)

Subjects/Keywords: Career development.; College teaching.; Teachers with disabilities – Professional relationships.; College teachers.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Weiss, L. A. (2016). Understanding faculty members living with disabilities in higher education. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/200563

Chicago Manual of Style (16^th Edition):

Weiss, Lois A. “Understanding faculty members living with disabilities in higher education.” 2016. Doctoral Dissertation, Ball State University. Accessed April 12, 2021. http://cardinalscholar.bsu.edu/handle/123456789/200563.

MLA Handbook (7^th Edition):

Weiss, Lois A. “Understanding faculty members living with disabilities in higher education.” 2016. Web. 12 Apr 2021.

Vancouver:

Weiss LA. Understanding faculty members living with disabilities in higher education. [Internet] [Doctoral dissertation]. Ball State University; 2016. [cited 2021 Apr 12]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200563.

Council of Science Editors:

Weiss LA. Understanding faculty members living with disabilities in higher education. [Doctoral Dissertation]. Ball State University; 2016. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200563

University of New Mexico

14. Smith, Frederick. DOES IT COMPUTE?: A STUDY OF THE LONG-TERM EFFECTS OF PROFESSIONAL DEVELOPMENT.

Degree: Language, Literacy, and Sociocultural Studies, 2012, University of New Mexico

URL: http://hdl.handle.net/1928/20822

► Research on professional development for teachers usually focuses on its effects during or immediately after the experience or on teachers satisfaction with professional development in… (more)

Subjects/Keywords: Career development – Study and teaching; Follow-up in teacher training

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Smith, F. (2012). DOES IT COMPUTE?: A STUDY OF THE LONG-TERM EFFECTS OF PROFESSIONAL DEVELOPMENT. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/20822

Chicago Manual of Style (16^th Edition):

Smith, Frederick. “DOES IT COMPUTE?: A STUDY OF THE LONG-TERM EFFECTS OF PROFESSIONAL DEVELOPMENT.” 2012. Doctoral Dissertation, University of New Mexico. Accessed April 12, 2021. http://hdl.handle.net/1928/20822.

MLA Handbook (7^th Edition):

Smith, Frederick. “DOES IT COMPUTE?: A STUDY OF THE LONG-TERM EFFECTS OF PROFESSIONAL DEVELOPMENT.” 2012. Web. 12 Apr 2021.

Vancouver:

Smith F. DOES IT COMPUTE?: A STUDY OF THE LONG-TERM EFFECTS OF PROFESSIONAL DEVELOPMENT. [Internet] [Doctoral dissertation]. University of New Mexico; 2012. [cited 2021 Apr 12]. Available from: http://hdl.handle.net/1928/20822.

Council of Science Editors:

Smith F. DOES IT COMPUTE?: A STUDY OF THE LONG-TERM EFFECTS OF PROFESSIONAL DEVELOPMENT. [Doctoral Dissertation]. University of New Mexico; 2012. Available from: http://hdl.handle.net/1928/20822

15. Toledo, Nathália Arcenio de. O trabalho docente e a Nova Gestão Pública nos estados de Minas Gerais e Rio de Janeiro (2005 - 2015).

Degree: 2018, Universidade Estadual Paulista (UNESP)

URL: http://hdl.handle.net/11449/183334

►

Submitted by Nathalia Arcenio De Toledo ([email protected]) on 2019-08-25T23:04:13Z No. of bitstreams: 1 TOLEDO, N. Dissertacao_Mestrado_Unesp,2018.pdf: 1448279 bytes, checksum: e7b3ef64243173d7068db3660bed26c8 (MD5)

Approved for entry into… (more)

▼

Submitted by Nathalia Arcenio De Toledo ([email protected]) on 2019-08-25T23:04:13Z No. of bitstreams: 1 TOLEDO, N. Dissertacao_Mestrado_Unesp,2018.pdf: 1448279 bytes, checksum: e7b3ef64243173d7068db3660bed26c8 (MD5)

Approved for entry into archive by Adriana Aparecida Puerta Buzzá ([email protected]) on 2019-08-27T19:37:47Z (GMT) No. of bitstreams: 1 toledo_na_me_rcla.pdf: 1448279 bytes, checksum: e7b3ef64243173d7068db3660bed26c8 (MD5)

Made available in DSpace on 2019-08-27T19:37:47Z (GMT). No. of bitstreams: 1 toledo_na_me_rcla.pdf: 1448279 bytes, checksum: e7b3ef64243173d7068db3660bed26c8 (MD5) Previous issue date: 2018-11-28

A presente pesquisa apresenta e analisa os Planos de Carreira Docente e a legislação concernente à carreira docente dos estados de Minas Gerais e Rio de Janeiro entre os anos de 2005 e 2015, no contexto do advento das políticas neoliberais e do desenvolvimento de processo gerencialista, identificando a relação deste processo com a carreira docente. É parte integrante do Projeto de Pesquisa do CNPq “Mapeamento das estratégias de privatização da educação básica no Brasil (2005-2015)” que visa mapear, caracterizar e analisar possíveis tendências em relação à privatização da Educação Básica no Brasil no mesmo período. Deste modo, o presente estudo busca compreender, à luz dos estudos sobre gerencialismo, em que medida os Planos de Carreiras Docente e as legislações dos estados sofrem neste período. Optamos pela abordagem qualitativa como norteadora metodológica, compondo o corpus de análise a discussão bibliográfica e análise documental.

This research presents and analyzes the Teaching Career Plans and the legislation concerning the teaching career of the states of Minas Gerais and Rio de Janeiro between 2005 and 2015, in the context of the advent of neoliberal policies and the development of a managerial process, identifying the relationship of this process with the teaching career. It is an integral part of the CNPq Research Project "Mapping Strategies for the Privatization of Basic Education in Brazil (2005-2015)" which aims to map, characterize and analyze possible trends regarding the privatization of Basic Education in Brazil in the same period. Thus, the present study seeks to understand, in the light of the studies on managerialism, to what extent the Teacher Career Plans and state legislations suffer in this period. We chose the qualitative approach as methodological guide, composing the corpus of analysis to bibliographical discussion and documentary analysis.

Advisors/Committee Members: Universidade Estadual Paulista (UNESP), Borghi, Raquel Fontes [UNESP].

Subjects/Keywords: Privatização; Gerencialismo; Carreira docente; Privatization; Managerialism; Teaching career

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Toledo, N. A. d. (2018). O trabalho docente e a Nova Gestão Pública nos estados de Minas Gerais e Rio de Janeiro (2005 - 2015). (Masters Thesis). Universidade Estadual Paulista (UNESP). Retrieved from http://hdl.handle.net/11449/183334

Chicago Manual of Style (16^th Edition):

Toledo, Nathália Arcenio de. “O trabalho docente e a Nova Gestão Pública nos estados de Minas Gerais e Rio de Janeiro (2005 - 2015).” 2018. Masters Thesis, Universidade Estadual Paulista (UNESP). Accessed April 12, 2021. http://hdl.handle.net/11449/183334.

MLA Handbook (7^th Edition):

Toledo, Nathália Arcenio de. “O trabalho docente e a Nova Gestão Pública nos estados de Minas Gerais e Rio de Janeiro (2005 - 2015).” 2018. Web. 12 Apr 2021.

Vancouver:

Toledo NAd. O trabalho docente e a Nova Gestão Pública nos estados de Minas Gerais e Rio de Janeiro (2005 - 2015). [Internet] [Masters thesis]. Universidade Estadual Paulista (UNESP); 2018. [cited 2021 Apr 12]. Available from: http://hdl.handle.net/11449/183334.

Council of Science Editors:

Toledo NAd. O trabalho docente e a Nova Gestão Pública nos estados de Minas Gerais e Rio de Janeiro (2005 - 2015). [Masters Thesis]. Universidade Estadual Paulista (UNESP); 2018. Available from: http://hdl.handle.net/11449/183334

16. Schon, Dana A. Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model .

Degree: 2011, Drake U

URL: http://hdl.handle.net/2092/1593

► Research in the field of professional development, though growing, is void of studies exploring the implementation of models of professional development, particularly in districts with… (more)

▼ Research in the field of professional development, though growing, is void of studies exploring the implementation of models of professional development, particularly in districts with high achievement. This inquiry was designed to examine the perception of elementary teachers of their implementation of the Iowa Professional Development Model in a high achieving Iowa school district and to explore operational variability regarding the implementation of the model. Naturalistic inquiry (Lincoln & Guba, 1985) provided the theoretical framework for this study. Data were collected through multiple sources: an online survey that provided not only demographic data but also self-reported implementation data; district documents, including the comprehensive school improvement plan and the building goal documents; and focus group interviews. In naturalistic inquiry data collection and analysis occur simultaneously. To facilitate analysis, survey data were organized into cross-tabulations; and the text responses to the open-ended survey question were processed via a Concordance© program, entered into data tables, and coded according to emergent themes using the naturalistic approach to the constant comparison method. Focus group interview transcriptions were processed and analyzed using the same approach. Findings suggest teachers had an abstract, general understanding of the Iowa Professional Development Model, but that they would welcome the opportunity to deepen their understanding. Teachers reported engaging to the greatest extent in the professional development components of collaboration, reflection, and analysis of student achievement; but they reported engaging least in peer observation and coaching. Overwhelmingly, teachers viewed professional development as focused on their learning and identified time as a critical resource. Teachers acknowledged the importance of both building and district leadership to systematize their work in school improvement. Although teachers engaged in the components of professional development, their participation and response varied. Teachers felt the pressure of competing interests and limited time and opportunity to address them. District leaders should consider communicating and explaining the Iowa Professional Development Model with the intended outcome of a full implementation at both the district-wide and school levels. In addition, leaders should consider periodic audits of time to increase awareness as to how teachers and leaders are spending their time.

Subjects/Keywords: Elementary school teachers – Iowa – Study and teaching; Career development – Education, Elementary – Study and Teaching – Iowa

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Schon, D. A. (2011). Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1593

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

Chicago Manual of Style (16^th Edition):

Schon, Dana A. “Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model .” 2011. Thesis, Drake U. Accessed April 12, 2021. http://hdl.handle.net/2092/1593.

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

MLA Handbook (7^th Edition):

Schon, Dana A. “Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model .” 2011. Web. 12 Apr 2021.

Vancouver:

Schon DA. Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model . [Internet] [Thesis]. Drake U; 2011. [cited 2021 Apr 12]. Available from: http://hdl.handle.net/2092/1593.

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

Council of Science Editors:

Schon DA. Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1593

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

University of Arkansas

17. Younger, Douglas Lee. Factors Influencing Teaching Efficacy among Kansas Career and Technical Education Faculty.

Degree: Doctor of Education in Human Resource and Workforce Development (EdD), Human Resource and Workforce Development (EdD), 2011, University of Arkansas

URL: https://scholarworks.uark.edu/etd/172

► The purpose of this study was to examine the levels of teaching efficacy among postsecondary career and technical education faculty at Kansas technical and… (more)

Subjects/Keywords: Career and technical education; Teaching efficacy; Technical colleges; Adult and Continuing Education and Teaching

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Younger, D. L. (2011). Factors Influencing Teaching Efficacy among Kansas Career and Technical Education Faculty. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/172

Chicago Manual of Style (16^th Edition):

Younger, Douglas Lee. “Factors Influencing Teaching Efficacy among Kansas Career and Technical Education Faculty.” 2011. Doctoral Dissertation, University of Arkansas. Accessed April 12, 2021. https://scholarworks.uark.edu/etd/172.

MLA Handbook (7^th Edition):

Younger, Douglas Lee. “Factors Influencing Teaching Efficacy among Kansas Career and Technical Education Faculty.” 2011. Web. 12 Apr 2021.

Vancouver:

Younger DL. Factors Influencing Teaching Efficacy among Kansas Career and Technical Education Faculty. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2021 Apr 12]. Available from: https://scholarworks.uark.edu/etd/172.

Council of Science Editors:

Younger DL. Factors Influencing Teaching Efficacy among Kansas Career and Technical Education Faculty. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: https://scholarworks.uark.edu/etd/172

NSYSU

18. Tsai, Ya-fang. The study of career development and decision for non-traditional route teachers.

Degree: Master, Education, 2010, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0709110-135435

► The purpose of this study is to explore the process of career development experience of non-traditional route teachers serving in junior high schools. Depth of… (more)

Subjects/Keywords: life course; the experience of choosing teaching as career; the non-traditional route teachers; career development

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Tsai, Y. (2010). The study of career development and decision for non-traditional route teachers. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0709110-135435

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

Chicago Manual of Style (16^th Edition):

Tsai, Ya-fang. “The study of career development and decision for non-traditional route teachers.” 2010. Thesis, NSYSU. Accessed April 12, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0709110-135435.

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

MLA Handbook (7^th Edition):

Tsai, Ya-fang. “The study of career development and decision for non-traditional route teachers.” 2010. Web. 12 Apr 2021.

Vancouver:

Tsai Y. The study of career development and decision for non-traditional route teachers. [Internet] [Thesis]. NSYSU; 2010. [cited 2021 Apr 12]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0709110-135435.

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

Council of Science Editors:

Tsai Y. The study of career development and decision for non-traditional route teachers. [Thesis]. NSYSU; 2010. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0709110-135435

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

Queensland University of Technology

19. Kember, Deborah Anne. Shifting the technology context : career-change entrants’ transition into teaching.

Degree: 2011, Queensland University of Technology

URL: https://eprints.qut.edu.au/40849/

► Becoming a teacher in technology-rich classrooms is a complex and challenging transition for career-change entrants. Those with generic or specialist Information and Communication Technology (ICT)… (more)

▼ Becoming a teacher in technology-rich classrooms is a complex and challenging transition for career-change entrants. Those with generic or specialist Information and Communication Technology (ICT) expertise bring a mindset about purposeful uses of ICT that enrich student learning and school communities. The transition process from a non-education environment is both enhanced and constrained by shifting the technology context of generic or specialist ICT expertise, developed through a former career as well as general life experience. In developing an understanding of the complexity of classrooms and creating a learner centred way of working, perceptions about learners and learning evolve and shift. Shifts in thinking about how ICT expertise supports learners and enhances learning preceded shifts in perceptions about being a teacher, working with colleagues, and functioning in schools that have varying degrees of intensity and impact on evolving professional identities. Current teacher education and school induction programs are seen to be falling short of meeting the needs of career-change entrants and, as a flow on, the students they nurture. Research (see, for example, Tigchelaar, Brouwer, & Korthagen, 2008; Williams & Forgasz, 2009) highlights the value of generic and specialist expertise career-change teachers bring to the profession and draws attention to the challenges such expertise begets (Anthony & Ord, 2008; Priyadharshini & Robinson-Pant, 2003). As such, the study described in this thesis investigated perceptions of career-change entrants, who have generic (Mishra & Koehler, 2006) or specialist expertise, that is, ICT qualifications and work experience in the use of ICT. The career-change entrants‘ perceptions were sought as they shifted the technology context and transitioned into teaching in technology-rich classrooms. The research involved an interpretive analysis of qualitative data and quantitative data. The study used the explanatory case study (Yin, 1994) methodology enriched through grounded theory processes (Strauss & Corbin, 1998), to develop a theory about professional identity transition from the perceptions of the participants in the study. The study provided insights into the expertise and experiences of career change entrants, particularly in relation to how professional identities that include generic and specialist ICT knowledge and expertise were reconfigured while transitioning into the teaching profession. This thesis presents the Professional Identity Transition Theory that encapsulates perceptions about teaching in technology-rich classrooms amongst a selection of the increasing number of career-change entrants. The theory, grounded in the data, (Strauss & Corbin, 1998) proposes that career-change entrants experience transition phases of varying intensity that impact on professional identity, retention and development as a teacher. These phases are linked to a shift in perceptions rather than time as a teacher. Generic and specialist expertise in the use of ICT is a weight of the past…

Subjects/Keywords: career change; career-change entrant; ICT; professional development; professional identity; professional learning; quality teaching; teachers; transition

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Kember, D. A. (2011). Shifting the technology context : career-change entrants’ transition into teaching. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/40849/

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

Chicago Manual of Style (16^th Edition):

Kember, Deborah Anne. “Shifting the technology context : career-change entrants’ transition into teaching.” 2011. Thesis, Queensland University of Technology. Accessed April 12, 2021. https://eprints.qut.edu.au/40849/.

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

MLA Handbook (7^th Edition):

Kember, Deborah Anne. “Shifting the technology context : career-change entrants’ transition into teaching.” 2011. Web. 12 Apr 2021.

Vancouver:

Kember DA. Shifting the technology context : career-change entrants’ transition into teaching. [Internet] [Thesis]. Queensland University of Technology; 2011. [cited 2021 Apr 12]. Available from: https://eprints.qut.edu.au/40849/.

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

Council of Science Editors:

Kember DA. Shifting the technology context : career-change entrants’ transition into teaching. [Thesis]. Queensland University of Technology; 2011. Available from: https://eprints.qut.edu.au/40849/

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

20. Chipili, Thomas Chitalu. Access to career guidance through information and communication technology by learners with visual impairments in selected secondary schools of Zambia.

Degree: 2017, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/5252

► The tenacity of the study was to establish why learners with visual impairments in selected secondary schools of Zambia were more braille inclined in Accessing… (more)

▼ The tenacity of the study was to establish why learners with visual impairments in selected secondary schools of Zambia were more braille inclined in Accessing Career Guidance than through Information and Communication Technology (ICT). Objectives that guided the study were to; establish why learners with visual impairments were more braille inclined in Accessing Career Guidance than through ICT. Explore how accessible career guidance through ICT was among learners with visual impairments. Examine factors that might have influenced access to career guidance through ICT among learners with visual impairments. UTAUT theory guided this study. A descriptive case study design was used in analysing, presenting and discussing the findings. The population was all pupils with visual impairments and their teachers in selected schools, while the sample size was fifty-two (52) segmented as fourty (40) pupils, four (4) head teachers, four (4) career guidance teachers and four (4) grade teachers. Purposive sampling was used to select the participants of the study. Interviews and focused Group discussions were the methods of data collection. The study revealed that due to inadequate or non-availability of ICT facilities, learners with visual impairments did not have access to career information through ICT. There was also inadequate ICT trained teachers, facilities and ICT unclear policy which contributed to learners being more braille inclined than ICT. Instead, learners accessed career information through braille and word of mouth only. For these reasons learners with visual impairments did not often participate in ICT related learning activities and examinations consequently, restricted in their career choices. The study therefore, recommended that the Ministry of General Education through schools should supply ICT facilities, train teachers in ICT, formulate a clear policy on ICT for learners with visual impairments and Examination Council of Zambia (ECZ) should introduce practicals in ICT examination for the visually impaired learners.

Subjects/Keywords: Information and communication technology – Career guidance – Visually impaired students – Zambia; Career guidance – ICT – Study and teaching – Zambia

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Chipili, T. C. (2017). Access to career guidance through information and communication technology by learners with visual impairments in selected secondary schools of Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/5252

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

Chicago Manual of Style (16^th Edition):

Chipili, Thomas Chitalu. “Access to career guidance through information and communication technology by learners with visual impairments in selected secondary schools of Zambia.” 2017. Thesis, University of Zimbabwe. Accessed April 12, 2021. http://dspace.unza.zm/handle/123456789/5252.

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

MLA Handbook (7^th Edition):

Chipili, Thomas Chitalu. “Access to career guidance through information and communication technology by learners with visual impairments in selected secondary schools of Zambia.” 2017. Web. 12 Apr 2021.

Vancouver:

Chipili TC. Access to career guidance through information and communication technology by learners with visual impairments in selected secondary schools of Zambia. [Internet] [Thesis]. University of Zimbabwe; 2017. [cited 2021 Apr 12]. Available from: http://dspace.unza.zm/handle/123456789/5252.

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

Council of Science Editors:

Chipili TC. Access to career guidance through information and communication technology by learners with visual impairments in selected secondary schools of Zambia. [Thesis]. University of Zimbabwe; 2017. Available from: http://dspace.unza.zm/handle/123456789/5252

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

21. Marburger, Rodney Ging. An Innovated Teaching Technique for Occupation Investigation.

Degree: 1985, North Texas State University

URL: https://digital.library.unt.edu/ark:/67531/metadc503932/

► This study enhances student acceptance of career investigation and contains extensive lesson plans for each day of the school year, plus one copy of each… (more)

Subjects/Keywords: career investigation; occupational investigation courses; teaching techniques; Career education.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Marburger, R. G. (1985). An Innovated Teaching Technique for Occupation Investigation. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc503932/

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

Chicago Manual of Style (16^th Edition):

Marburger, Rodney Ging. “An Innovated Teaching Technique for Occupation Investigation.” 1985. Thesis, North Texas State University. Accessed April 12, 2021. https://digital.library.unt.edu/ark:/67531/metadc503932/.

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

MLA Handbook (7^th Edition):

Marburger, Rodney Ging. “An Innovated Teaching Technique for Occupation Investigation.” 1985. Web. 12 Apr 2021.

Vancouver:

Marburger RG. An Innovated Teaching Technique for Occupation Investigation. [Internet] [Thesis]. North Texas State University; 1985. [cited 2021 Apr 12]. Available from: https://digital.library.unt.edu/ark:/67531/metadc503932/.

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

Council of Science Editors:

Marburger RG. An Innovated Teaching Technique for Occupation Investigation. [Thesis]. North Texas State University; 1985. Available from: https://digital.library.unt.edu/ark:/67531/metadc503932/

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

22. Pereira, Luciana de Magalhães. Transição profissional para docência universitária: um estudo sobre a influência dos valores pessoais e âncoras de carreira.

Degree: 2016, Pontifical Catholic University of São Paulo

URL: https://tede2.pucsp.br/handle/handle/1154

►

Made available in DSpace on 2016-04-25T16:44:46Z (GMT). No. of bitstreams: 1 Luciana de Magalhaes Pereira.pdf: 1233819 bytes, checksum: 37994f8e62d4a209d4a04f9616da3aea (MD5) Previous issue date: 2016-03-07

Coordenação… (more)

▼

Made available in DSpace on 2016-04-25T16:44:46Z (GMT). No. of bitstreams: 1 Luciana de Magalhaes Pereira.pdf: 1233819 bytes, checksum: 37994f8e62d4a209d4a04f9616da3aea (MD5) Previous issue date: 2016-03-07

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

It is becoming increasingly natural that professionals make transitions in their careers, so, change in the nature of work, the assignments, activities and responsibilities that constitute a change of identity. The transition is the time through which the individual is changing the settings of his work, is coming out of an activity towards another with different characteristics and requirements; when there is a change, which can be deep or not in the professional paper. The present study aims to analyze the reasons for the career transition to university teaching, the career anchors and more prevalent motivational types in the researched public. A literature review was conducted to identify the key concepts of career, types of career, transition, personal values, challenges and opportunities of university teaching. This feature research is exploratory and the type is a case study with business professors in a higher education institution in the city of São Paulo. The instruments used are: Questionnaire to identify personal and professional profile, as well as reasons for the transition to university teaching career; questionnaire to identify the career anchor and the motivational type of each participant. The data analysis is qualitative and quantitative. The results indicate that the main reasons for the transition were found the opportunity rise and "old dream". The career anchor more present is Service and Dedication to a Cause and the motivational type Universalism. It is found at the end of the work that the results coincide with the characteristics of career transition particularities and characteristics inherent to university teaching, studied in this work

É cada vez mais natural que os profissionais façam transições em suas carreiras, ou seja, mudança na natureza do trabalho, nas atribuições, atividades e responsabilidades, que configurem uma mudança de identidade. A transição é o momento pelo qual o indivíduo está mudando as configurações de seu trabalho, está saindo de uma atividade rumo a outra com características e exigências diferentes; quando há uma mudança, podendo ser profunda ou não, no papel profissional. O presente estudo tem como objetivo analisar as razões da transição de carreira para a docência universitária, as âncoras de carreira e tipos motivacionais mais predominantes no público pesquisado. Foi realizado um levantamento bibliográfico para identificar os principais conceitos de carreira, tipos de carreira, transição, valores pessoais, desafios e oportunidades da docência universitária. Esta pesquisa é de caráter exploratório e o tipo é um estudo de caso com professores de administração em uma instituição de ensino superior da cidade de São Paulo. Os instrumentos utilizados são: questionário para identificar perfil…

Advisors/Committee Members: Trevisan, Leonardo Nelmi.

Subjects/Keywords: Carreira; Transição de carreira; Âncoras de carreira; Valores pessoais; Docência universitária; Career; Career transition; Career anchors; Personal values; University teaching; CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Pereira, L. d. M. (2016). Transição profissional para docência universitária: um estudo sobre a influência dos valores pessoais e âncoras de carreira. (Masters Thesis). Pontifical Catholic University of São Paulo. Retrieved from https://tede2.pucsp.br/handle/handle/1154

Chicago Manual of Style (16^th Edition):

Pereira, Luciana de Magalhães. “Transição profissional para docência universitária: um estudo sobre a influência dos valores pessoais e âncoras de carreira.” 2016. Masters Thesis, Pontifical Catholic University of São Paulo. Accessed April 12, 2021. https://tede2.pucsp.br/handle/handle/1154.

MLA Handbook (7^th Edition):

Pereira, Luciana de Magalhães. “Transição profissional para docência universitária: um estudo sobre a influência dos valores pessoais e âncoras de carreira.” 2016. Web. 12 Apr 2021.

Vancouver:

Pereira LdM. Transição profissional para docência universitária: um estudo sobre a influência dos valores pessoais e âncoras de carreira. [Internet] [Masters thesis]. Pontifical Catholic University of São Paulo; 2016. [cited 2021 Apr 12]. Available from: https://tede2.pucsp.br/handle/handle/1154.

Council of Science Editors:

Pereira LdM. Transição profissional para docência universitária: um estudo sobre a influência dos valores pessoais e âncoras de carreira. [Masters Thesis]. Pontifical Catholic University of São Paulo; 2016. Available from: https://tede2.pucsp.br/handle/handle/1154

Cape Peninsula University of Technology

23. Gala, Celiwe Anathi. The extent of knowledge about the hospitality industry among life orientation teachers and learners in previously disadvantaged black schools in Cape Town, South Africa .

Degree: 2017, Cape Peninsula University of Technology

URL: http://etd.cput.ac.za/handle/20.500.11838/2429

► The hospitality industry is one of the most popular industries in Cape Town, where it plays a major role in the economy and offers many… (more)

Subjects/Keywords: Hospitality industry; Hospitality industry – Study and teaching (Secondary); Hospitality industry – Vocational guidance; Career education

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Gala, C. A. (2017). The extent of knowledge about the hospitality industry among life orientation teachers and learners in previously disadvantaged black schools in Cape Town, South Africa . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2429

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

Chicago Manual of Style (16^th Edition):

Gala, Celiwe Anathi. “The extent of knowledge about the hospitality industry among life orientation teachers and learners in previously disadvantaged black schools in Cape Town, South Africa .” 2017. Thesis, Cape Peninsula University of Technology. Accessed April 12, 2021. http://etd.cput.ac.za/handle/20.500.11838/2429.

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

MLA Handbook (7^th Edition):

Gala, Celiwe Anathi. “The extent of knowledge about the hospitality industry among life orientation teachers and learners in previously disadvantaged black schools in Cape Town, South Africa .” 2017. Web. 12 Apr 2021.

Vancouver:

Gala CA. The extent of knowledge about the hospitality industry among life orientation teachers and learners in previously disadvantaged black schools in Cape Town, South Africa . [Internet] [Thesis]. Cape Peninsula University of Technology; 2017. [cited 2021 Apr 12]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2429.

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

Council of Science Editors:

Gala CA. The extent of knowledge about the hospitality industry among life orientation teachers and learners in previously disadvantaged black schools in Cape Town, South Africa . [Thesis]. Cape Peninsula University of Technology; 2017. Available from: http://etd.cput.ac.za/handle/20.500.11838/2429

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

24. Rogério Fernandes Gurgel. Trabalho docente: políticas de financiamento da carreira e da remuneração dos professores da educação básica de sistemas públicos de ensino.

Degree: 2012, Universidade Federal da Paraíba

URL: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2328

►

This study has as its objective the situation of the teaching of basic public education systems of states and capitals in different regions of the… (more)

▼

This study has as its objective the situation of the teaching of basic public education systems of states and capitals in different regions of the country, compared to funding policies administered from the year 1990. The focus of the study lies in examining the career and remuneration of these professionals. In the 1990s the movement of teachers deployed around wage demands and working conditions of poor functional status before the class started to gain greater visibility by the expectations of social reforms. In this context, was settling certain consensus around the need to value the teaching of basic public education, the point of setting up as a matter of law that reform. It starts with the central hypothesis that the mechanisms of recovery teacher, fired in the Decade of Education were unable to raise the minimum level to a teaching career and compensation required by teachers, but rather contributed to a greater deterioration of conditions work of teachers. With a view to meeting the proposed objectives was undertaken a historical-documentary consisted of an examination of official documents of governments and unions, focusing on wage policies adopted in the context of current reform. The examination of these documents enabled the mapping of the trajectory of struggles of teachers Brazilian scored achievements that served as reference for the development or modification in the Statute of the Teaching and Career Plans and Compensation of public school systems. The survey data on the composition and configuration of the remuneration of public teaching career Paraiba expressed in career plans of the state and the municipality of João Pessoa was achieved through arrays and wage paychecks and / or annual financial statements of the teachers. The emphasis of the analysis focused on the mechanisms of regulation of access, retention and performance in professional activities. The results show progress during the execution and adjustments in the teaching career plans Paraiba public teaching of basic education. However, the uncertainty of a career that includes teachers with degrees in higher education highlights the fragility of the educational policies of school systems under study, the minor impact to the enhancement of public teaching.

O estudo tem por objetivo analisar a situação do magistério de sistemas públicos de educação básica de estados e capitais de diferentes regiões geográficas do país, frente às políticas de financiamento gestadas a partir dos anos de 1990. O foco do estudo situa-se no exame da carreira e da remuneração dessa categoria profissional. Na década de 1990 o movimento dos docentes desdobrou-se em torno de reivindicações salariais e de condições de trabalho diante da precária situação funcional da categoria, passando a ganhar maior visibilidade social pelas expectativas das reformas. Nesse contexto, foi se conformando certo consenso, em torno da necessidade de valorização do magistério da educação básica pública, a ponto de configurar-se como matéria da legislação da referida reforma.…

Advisors/Committee Members: Luiz de Sousa Júnior.

Subjects/Keywords: Carreira e Remuneração; Magistério; Políticas de Financiamento; EDUCACAO; Financing Policies; Teaching; Career and Remuneration

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Gurgel, R. F. (2012). Trabalho docente: políticas de financiamento da carreira e da remuneração dos professores da educação básica de sistemas públicos de ensino. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2328

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

Chicago Manual of Style (16^th Edition):

Gurgel, Rogério Fernandes. “Trabalho docente: políticas de financiamento da carreira e da remuneração dos professores da educação básica de sistemas públicos de ensino.” 2012. Thesis, Universidade Federal da Paraíba. Accessed April 12, 2021. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2328.

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

MLA Handbook (7^th Edition):

Gurgel, Rogério Fernandes. “Trabalho docente: políticas de financiamento da carreira e da remuneração dos professores da educação básica de sistemas públicos de ensino.” 2012. Web. 12 Apr 2021.

Vancouver:

Gurgel RF. Trabalho docente: políticas de financiamento da carreira e da remuneração dos professores da educação básica de sistemas públicos de ensino. [Internet] [Thesis]. Universidade Federal da Paraíba; 2012. [cited 2021 Apr 12]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2328.

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

Council of Science Editors:

Gurgel RF. Trabalho docente: políticas de financiamento da carreira e da remuneração dos professores da educação básica de sistemas públicos de ensino. [Thesis]. Universidade Federal da Paraíba; 2012. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2328

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

25. Luciene Pereira Barreto. Formação docente: a percepção de professores.

Degree: 2007, HACKEADO! By @PACKETXGROUP

URL: http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=77

► Este trabalho tem por objetivo analisar como o professor percebe sua formação inicial, primeira etapa para o desenvolvimento da profissão docente. É um estudo descritivo-interpretativo… (more)

▼ Este trabalho tem por objetivo analisar como o professor percebe sua formação inicial, primeira etapa para o desenvolvimento da profissão docente. É um estudo descritivo-interpretativo das representações por eles manifestadas em relação à formação inicial. A fundamentação teórica que embasa a parte empírica da pesquisa referiu-se a representações sociais e percepção de professores, aspectos históricos da formação docente no Brasil, dificuldades, paradigmas da formação inicial, saberes docentes a serem formados e formação para a competência. A investigação envolveu trinta e cinco professores de educação básica que atuam no ensino fundamental (cicloII) e médio em duas escolas estaduais do município de Santo Anastácio, estado de São Paulo. Em duas reuniões de HTPC (horário de trabalho pedagógico coletivo) em cada unidade escolar foi realizada a aplicação de um questionário. A análise dos dados coletados demonstrou que a percepção dos professores indica formação inicial precária pela ênfase dada à teoria e negligência da prática. Os cursos de licenciaturas, responsáveis pela formação docente estão estruturados nos moldes da racionalidade técnica. Concebidos como técnicos, os professores ao final de seus cursos de licenciatura, vêem-se desprovidos de conhecimentos, habilidades e atitudes que levem às ações que dão conta da complexidade do ato pedagógico e dos desafios impostos pela sociedade contemporânea à escola e que é marcada por uma globalização perversa e desumana imposta pelo sistema capitalista neoliberal. O estudo evidencia a necessidade de uma formação inicial que articule, dialeticamente, teoria e prática e que promova atividades que leve à formação do professor investigador da sua própria prática pedagógica, que permita a ele o desenvolvimento de uma consciência crítica sobre o mundo e o resgate do processo de humanização do homem, numa perspectiva de formação continuada, nestes tempos de homogeneização e pasteurização dos discursos. Advisors/Committee Members: José Milton de Lima, Tereza de Jesus Ferreira Scheide, Helena Faria de Barros.

Subjects/Keywords: EDUCACAO; Professores – Formação; Pratica de ensino; carreira – Formação; Teacher education; Practice teaching; Career training

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Barreto, L. P. (2007). Formação docente: a percepção de professores. (Thesis). HACKEADO! By @PACKETXGROUP. Retrieved from http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=77

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

Chicago Manual of Style (16^th Edition):

Barreto, Luciene Pereira. “Formação docente: a percepção de professores.” 2007. Thesis, HACKEADO! By @PACKETXGROUP. Accessed April 12, 2021. http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=77.

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

MLA Handbook (7^th Edition):

Barreto, Luciene Pereira. “Formação docente: a percepção de professores.” 2007. Web. 12 Apr 2021.

Vancouver:

Barreto LP. Formação docente: a percepção de professores. [Internet] [Thesis]. HACKEADO! By @PACKETXGROUP; 2007. [cited 2021 Apr 12]. Available from: http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=77.

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

Council of Science Editors:

Barreto LP. Formação docente: a percepção de professores. [Thesis]. HACKEADO! By @PACKETXGROUP; 2007. Available from: http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=77

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

Penn State University

26. Abd Wahid, Nur Husna. LIVING SKILLS TEACHER PERCEPTION OF TEACHING PREPAREDNESS: AN EXPLORATION OF MALAYSIAN TEACHER EDUCATION SYSTEM.

Degree: 2016, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/w3763676r

► This mixed method sequential explanatory study examines the perception of teaching preparedness of Living Skills teachers who graduated from Universiti Teknologi Malaysia. Teaching competencies related… (more)

▼ This mixed method sequential explanatory study examines the perception of teaching preparedness of Living Skills teachers who graduated from Universiti Teknologi Malaysia. Teaching competencies related to future teacher preparation, proposed by Darlin-Hammond et al. (2005) served as the conceptual framework. One hundred and six participants who graduated from the year 2010-2013 responded to an online Teacher Preparedness Survey making up about 55% return rate. A follow-up interview was conducted with twelve participation, which include participants who scored on the high end and scored at the lower end of the survey scale. One of the most consistent themes that come through this study− quantitative and qualitative− was diversity. In the quantitative part of this study, the aspect of supporting diverse learners found to have the lowest overall mean score among other aspects of teaching preparedness. Multivariate analysis detected a significant effect of diversity, teacher characteristics and school placement variables on aspects of teaching preparedness jointly. Significant differences in participants’ perceptions was found associated with demographic factors were participants’ year of graduation, school location, students’ ethnic diversity and teachers’ ethnic diversity. In addition to the quantitative findings, interview data found several themes that further explained the quantitative results. Thematic analysis identified four themes emerging in relation to aspects for which participants’ felt very well prepared, including a) planning and delivering the Living Skills curriculum, b) managing extra-curricular activities, c) using technology to facilitate tasks outside of the classroom, and d) collaborating with other teachers. While participants felt less prepared to a) deliver lessons to Non-Malay students, b) handle classroom discipline, c) teach with the lack of instructional materials, and d) use School Based Assessment (SBA). Advisors/Committee Members: Cynthia Pellock, Dissertation Advisor/Co-Advisor, Cynthia Pellock, Committee Chair/Co-Chair, Mark D Threeton, Committee Member, Wesley Edward Donahue, Committee Member, Daniel Douglas Foster, Outside Member.

Subjects/Keywords: Teacher Preparation; Career and Technical Education; Teaching Preparedness; workforce education and development

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Abd Wahid, N. H. (2016). LIVING SKILLS TEACHER PERCEPTION OF TEACHING PREPAREDNESS: AN EXPLORATION OF MALAYSIAN TEACHER EDUCATION SYSTEM. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/w3763676r

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

Chicago Manual of Style (16^th Edition):

Abd Wahid, Nur Husna. “LIVING SKILLS TEACHER PERCEPTION OF TEACHING PREPAREDNESS: AN EXPLORATION OF MALAYSIAN TEACHER EDUCATION SYSTEM.” 2016. Thesis, Penn State University. Accessed April 12, 2021. https://submit-etda.libraries.psu.edu/catalog/w3763676r.

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

MLA Handbook (7^th Edition):

Abd Wahid, Nur Husna. “LIVING SKILLS TEACHER PERCEPTION OF TEACHING PREPAREDNESS: AN EXPLORATION OF MALAYSIAN TEACHER EDUCATION SYSTEM.” 2016. Web. 12 Apr 2021.

Vancouver:

Abd Wahid NH. LIVING SKILLS TEACHER PERCEPTION OF TEACHING PREPAREDNESS: AN EXPLORATION OF MALAYSIAN TEACHER EDUCATION SYSTEM. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Apr 12]. Available from: https://submit-etda.libraries.psu.edu/catalog/w3763676r.

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

Council of Science Editors:

Abd Wahid NH. LIVING SKILLS TEACHER PERCEPTION OF TEACHING PREPAREDNESS: AN EXPLORATION OF MALAYSIAN TEACHER EDUCATION SYSTEM. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/w3763676r

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

University of Johannesburg

27. Diale, Boitumelo Molebogeng. Educational-psychological practice framework for the personal and professional development of life-orientation teachers in the Gauteng Province : a mixed method study.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/5346

►

D.Phil.

Since the inception of democracy in 1994 the country’s educational system has radically changed as one reform rapidly succeeded another. The changing curriculum meant… (more)

▼

D.Phil.

Since the inception of democracy in 1994 the country’s educational system has radically changed as one reform rapidly succeeded another. The changing curriculum meant an end to the sole emphasis on academic achievement. Instead, the introduction of Life Orientation (LO) meant that schools had to be concerned with the development of the whole person, placing personal and individual needs in a social context to encourage acceptance of diversity and promote the quality of life for all. Whilst the transformation and curriculum changes have brought about a breakthrough in the education system, LO teachers in the Gauteng Province were presented with new challenges as they found themselves faced with multiple moral and emotional problems that learners brought to school and yet they were not professionally prepared for nor were they trained to deal with. Such problems brought about ambiguity and created confusion in their roles, raising personal and professional dilemmas such as their limited knowledge of the curriculum and specific tools and practice skills needed to teach Life Orientation meaningfully. It is in context of the above that I decided to conduct a study focusing on what should be entailed in the personal and professional development (PPD) of LO teachers in the Gauteng province. I also considered how their personal and professional experiences contributed to the meaningful teaching of LO. Furthermore, these experiences would be used to develop an Educational-Psychological Practice Framework for the PPD of LO teachers in the Gauteng Province. LO teachers and provincial coordinators in Gauteng were identified as study participants. A three-phased sequential explanatory mixed methods design was used in this study. Phase one of the study was quantitative in nature and data was collected using a questionnaire distributed to 154 LO teachers in the province. The main aim of this phase was to obtain descriptive data that would be used to enhance the qualitative data in phase two of the study. Of the total distribution, 130 questionnaires were returned and analysed using the SPSS software package. Synopsis vi In phase two of the study a qualitative approach was used with the aim of obtaining LO teachers’ experiences of their personal and professional development. Individual and focus group interviews were held with a total of 18 participants. In addition, two participants took part through creating collages. The study yielded eight themes namely: 1) LO teachers’ life experiences; 2) Attitudes towards LO; 3) LO curriculum delivery; 4) complex roles of LO teachers; 5) essential characteristics of LO teachers; 6) LO teachers’ needs; 7) dealing with challenging social issues; and finally, 8) support circle for LO teachers. In the third phase of the study an educational-psychological practice framework for the personal and professional development of LO teachers in the Gauteng Province was described. Empowerment and support were identified as key aspects of that should be used in the development of LO teachers in…

Subjects/Keywords: Educational psychology; Life orientation; Life orientation - Study and teaching; Career development; Curriculum change

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Diale, B. M. (2012). Educational-psychological practice framework for the personal and professional development of life-orientation teachers in the Gauteng Province : a mixed method study. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5346

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

Chicago Manual of Style (16^th Edition):

Diale, Boitumelo Molebogeng. “Educational-psychological practice framework for the personal and professional development of life-orientation teachers in the Gauteng Province : a mixed method study.” 2012. Thesis, University of Johannesburg. Accessed April 12, 2021. http://hdl.handle.net/10210/5346.

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

MLA Handbook (7^th Edition):

Diale, Boitumelo Molebogeng. “Educational-psychological practice framework for the personal and professional development of life-orientation teachers in the Gauteng Province : a mixed method study.” 2012. Web. 12 Apr 2021.

Vancouver:

Diale BM. Educational-psychological practice framework for the personal and professional development of life-orientation teachers in the Gauteng Province : a mixed method study. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Apr 12]. Available from: http://hdl.handle.net/10210/5346.

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

Council of Science Editors:

Diale BM. Educational-psychological practice framework for the personal and professional development of life-orientation teachers in the Gauteng Province : a mixed method study. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5346

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

Virginia Commonwealth University

28. Willis, Cassandra B. EXAMINING THE RELATIONSHIP OF ADMINISTRATIVE SUPPORT ON EARLY CAREER SPECIAL EDUCATION TEACHERS’ RETENTION DECISIONS.

Degree: PhD, Special Education, 2019, Virginia Commonwealth University

URL: https://doi.org/10.25772/KSXX-BY43 ; https://scholarscompass.vcu.edu/etd/5751

► The purpose of this study was to examine the relationship between administrative support and retention of early career special education teachers. Research has shown… (more)

Subjects/Keywords: Early career; Special education; retention; principal; administrators; support; Special Education and Teaching

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Willis, C. B. (2019). EXAMINING THE RELATIONSHIP OF ADMINISTRATIVE SUPPORT ON EARLY CAREER SPECIAL EDUCATION TEACHERS’ RETENTION DECISIONS. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/KSXX-BY43 ; https://scholarscompass.vcu.edu/etd/5751

Chicago Manual of Style (16^th Edition):

Willis, Cassandra B. “EXAMINING THE RELATIONSHIP OF ADMINISTRATIVE SUPPORT ON EARLY CAREER SPECIAL EDUCATION TEACHERS’ RETENTION DECISIONS.” 2019. Doctoral Dissertation, Virginia Commonwealth University. Accessed April 12, 2021. https://doi.org/10.25772/KSXX-BY43 ; https://scholarscompass.vcu.edu/etd/5751.

MLA Handbook (7^th Edition):

Willis, Cassandra B. “EXAMINING THE RELATIONSHIP OF ADMINISTRATIVE SUPPORT ON EARLY CAREER SPECIAL EDUCATION TEACHERS’ RETENTION DECISIONS.” 2019. Web. 12 Apr 2021.

Vancouver:

Willis CB. EXAMINING THE RELATIONSHIP OF ADMINISTRATIVE SUPPORT ON EARLY CAREER SPECIAL EDUCATION TEACHERS’ RETENTION DECISIONS. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2019. [cited 2021 Apr 12]. Available from: https://doi.org/10.25772/KSXX-BY43 ; https://scholarscompass.vcu.edu/etd/5751.

Council of Science Editors:

Willis CB. EXAMINING THE RELATIONSHIP OF ADMINISTRATIVE SUPPORT ON EARLY CAREER SPECIAL EDUCATION TEACHERS’ RETENTION DECISIONS. [Doctoral Dissertation]. Virginia Commonwealth University; 2019. Available from: https://doi.org/10.25772/KSXX-BY43 ; https://scholarscompass.vcu.edu/etd/5751

University of Delaware

29. Dingle, Catherine Green. Shifting mathematics planning and instructional practices to align with the expectations of the Common Core State Standards: a multi-faceted approach.

Degree: D.Ed., University of Delaware, School of Education, 2014, University of Delaware

URL: http://udspace.udel.edu/handle/19716/16803

► As a result of the shift to the Common Core State Standards (CCSS), the expectations for teaching and learning have changed significantly. During the time… (more)

▼ As a result of the shift to the Common Core State Standards (CCSS), the expectations for teaching and learning have changed significantly. During the time of No Child Left Behind, the state department of education provided grade level standards on which Fairview County Public Schools based their curriculum. The curriculum was circular in nature and focused on exposure to concepts and skills, rather than mastery. The same concepts and skills were introduced throughout many grade levels, which promoted surface level learning. The CCSS, however, are focused on depth of understanding and mastery; the standards build on one another from year to year, and students are expected to use that knowledge to expand and deepen their understanding as the years go on. The expectations for learning at each grade level have also become more rigorous; for example, complex texts and complex mathematical concepts are now introduced in earlier grade levels. In order for students to be successful with the CCSS, teachers must change the way that they plan for instruction as well as the way that they deliver instruction. This Education Leadership Portfolio describes strategies that were designed and implemented at one elementary school in an effort to shift mathematics planning and instructional practices to better align with the CCSS expectations. I engaged in activities to increase my knowledge of mathematics and professional learning so that I could lead the improvement efforts successfully and support teachers in a meaningful way. A variety of professional learning experiences was provided to help teachers increase their content-area knowledge and expand their repertoire of strategies to teach mathematics. The results of these professional development strategies on teacher practices are discussed and recommendations are made to inform future professional learning activities focused on shifting mathematics planning and instructional practices. Advisors/Committee Members: Buttram, Joan.

Subjects/Keywords: Common Core State Standards (Education); Mathematics – Study and teaching (Elementary); Career development.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Dingle, C. G. (2014). Shifting mathematics planning and instructional practices to align with the expectations of the Common Core State Standards: a multi-faceted approach. (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/16803

Chicago Manual of Style (16^th Edition):

Dingle, Catherine Green. “Shifting mathematics planning and instructional practices to align with the expectations of the Common Core State Standards: a multi-faceted approach.” 2014. Doctoral Dissertation, University of Delaware. Accessed April 12, 2021. http://udspace.udel.edu/handle/19716/16803.

MLA Handbook (7^th Edition):

Dingle, Catherine Green. “Shifting mathematics planning and instructional practices to align with the expectations of the Common Core State Standards: a multi-faceted approach.” 2014. Web. 12 Apr 2021.

Vancouver:

Dingle CG. Shifting mathematics planning and instructional practices to align with the expectations of the Common Core State Standards: a multi-faceted approach. [Internet] [Doctoral dissertation]. University of Delaware; 2014. [cited 2021 Apr 12]. Available from: http://udspace.udel.edu/handle/19716/16803.

Council of Science Editors:

Dingle CG. Shifting mathematics planning and instructional practices to align with the expectations of the Common Core State Standards: a multi-faceted approach. [Doctoral Dissertation]. University of Delaware; 2014. Available from: http://udspace.udel.edu/handle/19716/16803

Columbia University

30. Bang, April Hyoeun. How Artists Teach Leadership: Eight Portraits of Artist-Educators.

Degree: 2020, Columbia University

URL: https://doi.org/10.7916/d8-4byb-6s81

► This dissertation explored how eight artists who are also faculty in academic institutions and adult professional development programs teach leadership. As such, the purpose of… (more)

Subjects/Keywords: Leadership – Study and teaching; Educational leadership; Adult education; Artists as teachers; Career development

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Bang, A. H. (2020). How Artists Teach Leadership: Eight Portraits of Artist-Educators. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-4byb-6s81

Chicago Manual of Style (16^th Edition):

Bang, April Hyoeun. “How Artists Teach Leadership: Eight Portraits of Artist-Educators.” 2020. Doctoral Dissertation, Columbia University. Accessed April 12, 2021. https://doi.org/10.7916/d8-4byb-6s81.

MLA Handbook (7^th Edition):

Bang, April Hyoeun. “How Artists Teach Leadership: Eight Portraits of Artist-Educators.” 2020. Web. 12 Apr 2021.

Vancouver:

Bang AH. How Artists Teach Leadership: Eight Portraits of Artist-Educators. [Internet] [Doctoral dissertation]. Columbia University; 2020. [cited 2021 Apr 12]. Available from: https://doi.org/10.7916/d8-4byb-6s81.

Council of Science Editors:

Bang AH. How Artists Teach Leadership: Eight Portraits of Artist-Educators. [Doctoral Dissertation]. Columbia University; 2020. Available from: https://doi.org/10.7916/d8-4byb-6s81

		in
And / Or
		in
And / Or
		in
And / Or
		in

Open Access Theses and Dissertations