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You searched for subject:(beginning teacher support). Showing records 1 – 15 of 15 total matches.

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North Carolina State University

1. Horne, Erin Thomas. The Contribution of Teachers' Roles to Beginning Teachers' Perceptions of Success.

Degree: PhD, Curriculum and Instruction, 2010, North Carolina State University

Beginning teachers leave the profession at an alarming rate. Role expansion and role intensification have become more predominate in the profession as a result of… (more)

Subjects/Keywords: Role Intensification; Teacher Retention; Beginning Teacher; Teacher Roles; Beginning Teacher Support

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APA (6th Edition):

Horne, E. T. (2010). The Contribution of Teachers' Roles to Beginning Teachers' Perceptions of Success. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/6153

Chicago Manual of Style (16th Edition):

Horne, Erin Thomas. “The Contribution of Teachers' Roles to Beginning Teachers' Perceptions of Success.” 2010. Doctoral Dissertation, North Carolina State University. Accessed April 19, 2019. http://www.lib.ncsu.edu/resolver/1840.16/6153.

MLA Handbook (7th Edition):

Horne, Erin Thomas. “The Contribution of Teachers' Roles to Beginning Teachers' Perceptions of Success.” 2010. Web. 19 Apr 2019.

Vancouver:

Horne ET. The Contribution of Teachers' Roles to Beginning Teachers' Perceptions of Success. [Internet] [Doctoral dissertation]. North Carolina State University; 2010. [cited 2019 Apr 19]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6153.

Council of Science Editors:

Horne ET. The Contribution of Teachers' Roles to Beginning Teachers' Perceptions of Success. [Doctoral Dissertation]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6153


University of Houston

2. Taulton, Bryan T. Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role.

Degree: Educational Leadership and Policy Studies, Department of, 2014, University of Houston

 Retaining teachers, especially those new to the profession, continues to emerge as a problematic task that is plaguing public school systems throughout the United States.… (more)

Subjects/Keywords: Beginning Teacher Mentoring; Administrative Support; School Leadership

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APA (6th Edition):

Taulton, B. T. (2014). Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1617

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

Chicago Manual of Style (16th Edition):

Taulton, Bryan T. “Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role.” 2014. Thesis, University of Houston. Accessed April 19, 2019. http://hdl.handle.net/10657/1617.

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

MLA Handbook (7th Edition):

Taulton, Bryan T. “Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role.” 2014. Web. 19 Apr 2019.

Vancouver:

Taulton BT. Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10657/1617.

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

Council of Science Editors:

Taulton BT. Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1617

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


University of Arizona

3. Dumler, Carolyn Marie. Principal Behaviors That Support First-Year Teacher Retention .

Degree: 2010, University of Arizona

 High attrition during the first few years of teaching is a long-standing dilemma. Research findings vary somewhat according to specific studies, but it is estimated… (more)

Subjects/Keywords: Beginning Teacher; First-Year Teacher; New Teacher Attrition; New Teacher Retention; Principal Support Behaviors

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APA (6th Edition):

Dumler, C. M. (2010). Principal Behaviors That Support First-Year Teacher Retention . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195697

Chicago Manual of Style (16th Edition):

Dumler, Carolyn Marie. “Principal Behaviors That Support First-Year Teacher Retention .” 2010. Doctoral Dissertation, University of Arizona. Accessed April 19, 2019. http://hdl.handle.net/10150/195697.

MLA Handbook (7th Edition):

Dumler, Carolyn Marie. “Principal Behaviors That Support First-Year Teacher Retention .” 2010. Web. 19 Apr 2019.

Vancouver:

Dumler CM. Principal Behaviors That Support First-Year Teacher Retention . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10150/195697.

Council of Science Editors:

Dumler CM. Principal Behaviors That Support First-Year Teacher Retention . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/195697


NSYSU

4. Huang, I-Wen. The Study of The Relationship among TeachersâPerceived Organizational Support, Collegiality, and Teacher Efficacy Behavior among Junior High School Beginning Teachers in Social Studies.

Degree: Master, Education, 2017, NSYSU

 After being graduated from the teacher's training organization, beginning teachers often got stuck in their school job, and felt the reality shock. However, there is… (more)

Subjects/Keywords: Social Studies; Novice Teacher; Beginning Teacher; Perceived Organizational Support; Teacher Efficacy; Collegiality

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APA (6th Edition):

Huang, I. (2017). The Study of The Relationship among TeachersâPerceived Organizational Support, Collegiality, and Teacher Efficacy Behavior among Junior High School Beginning Teachers in Social Studies. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0519117-144622

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

Chicago Manual of Style (16th Edition):

Huang, I-Wen. “The Study of The Relationship among TeachersâPerceived Organizational Support, Collegiality, and Teacher Efficacy Behavior among Junior High School Beginning Teachers in Social Studies.” 2017. Thesis, NSYSU. Accessed April 19, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0519117-144622.

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

MLA Handbook (7th Edition):

Huang, I-Wen. “The Study of The Relationship among TeachersâPerceived Organizational Support, Collegiality, and Teacher Efficacy Behavior among Junior High School Beginning Teachers in Social Studies.” 2017. Web. 19 Apr 2019.

Vancouver:

Huang I. The Study of The Relationship among TeachersâPerceived Organizational Support, Collegiality, and Teacher Efficacy Behavior among Junior High School Beginning Teachers in Social Studies. [Internet] [Thesis]. NSYSU; 2017. [cited 2019 Apr 19]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0519117-144622.

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

Council of Science Editors:

Huang I. The Study of The Relationship among TeachersâPerceived Organizational Support, Collegiality, and Teacher Efficacy Behavior among Junior High School Beginning Teachers in Social Studies. [Thesis]. NSYSU; 2017. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0519117-144622

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


University of Auckland

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

Degree: 2008, University of Auckland

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Main, Andrea Squirrel. “Induction experts: An analysis of beginning teacher support in low-socioeconomic New Zealand primary schools.” 2008. Doctoral Dissertation, University of Auckland. Accessed April 19, 2019. http://hdl.handle.net/2292/3302.

MLA Handbook (7th Edition):

Main, Andrea Squirrel. “Induction experts: An analysis of beginning teacher support in low-socioeconomic New Zealand primary schools.” 2008. Web. 19 Apr 2019.

Vancouver:

Main AS. Induction experts: An analysis of beginning teacher support in low-socioeconomic New Zealand primary schools. [Internet] [Doctoral dissertation]. University of Auckland; 2008. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/2292/3302.

Council of Science Editors:

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


North Carolina State University

6. Corbell, Kristen Anne. The Construction and Evaluation of the Perceptions of Success Inventory for Beginning Teachers.

Degree: MS, Curriculum and Instruction, 2005, North Carolina State University

 There were many factors that led to beginning teachers' perceptions of success. These factors included administrative support, mentor support, colleague support, resource support, teaching assignment… (more)

Subjects/Keywords: psychometric properties; Beginning Teacher Support; Beginning Teacher Inventory

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APA (6th Edition):

Corbell, K. A. (2005). The Construction and Evaluation of the Perceptions of Success Inventory for Beginning Teachers. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/1970

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

Chicago Manual of Style (16th Edition):

Corbell, Kristen Anne. “The Construction and Evaluation of the Perceptions of Success Inventory for Beginning Teachers.” 2005. Thesis, North Carolina State University. Accessed April 19, 2019. http://www.lib.ncsu.edu/resolver/1840.16/1970.

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

MLA Handbook (7th Edition):

Corbell, Kristen Anne. “The Construction and Evaluation of the Perceptions of Success Inventory for Beginning Teachers.” 2005. Web. 19 Apr 2019.

Vancouver:

Corbell KA. The Construction and Evaluation of the Perceptions of Success Inventory for Beginning Teachers. [Internet] [Thesis]. North Carolina State University; 2005. [cited 2019 Apr 19]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/1970.

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

Council of Science Editors:

Corbell KA. The Construction and Evaluation of the Perceptions of Success Inventory for Beginning Teachers. [Thesis]. North Carolina State University; 2005. Available from: http://www.lib.ncsu.edu/resolver/1840.16/1970

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


North Carolina State University

7. Corbell, Kristen Anne. Evaluating the Perceptions of Success Inventory for Beginning Teachers and its Connection to Teacher Retention.

Degree: PhD, Curriculum and Instruction, 2008, North Carolina State University

 This study evaluated the psychometric properties of the Perceptions of Success Inventory for Beginning Teachers (PSI-BT). The PSI-BT assessed areas that contribute to beginning teachers'… (more)

Subjects/Keywords: teacher retention; psychometrics; beginning teacher support

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APA (6th Edition):

Corbell, K. A. (2008). Evaluating the Perceptions of Success Inventory for Beginning Teachers and its Connection to Teacher Retention. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/5364

Chicago Manual of Style (16th Edition):

Corbell, Kristen Anne. “Evaluating the Perceptions of Success Inventory for Beginning Teachers and its Connection to Teacher Retention.” 2008. Doctoral Dissertation, North Carolina State University. Accessed April 19, 2019. http://www.lib.ncsu.edu/resolver/1840.16/5364.

MLA Handbook (7th Edition):

Corbell, Kristen Anne. “Evaluating the Perceptions of Success Inventory for Beginning Teachers and its Connection to Teacher Retention.” 2008. Web. 19 Apr 2019.

Vancouver:

Corbell KA. Evaluating the Perceptions of Success Inventory for Beginning Teachers and its Connection to Teacher Retention. [Internet] [Doctoral dissertation]. North Carolina State University; 2008. [cited 2019 Apr 19]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5364.

Council of Science Editors:

Corbell KA. Evaluating the Perceptions of Success Inventory for Beginning Teachers and its Connection to Teacher Retention. [Doctoral Dissertation]. North Carolina State University; 2008. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5364


Virginia Tech

8. Alexander, Rebecca Jean. Examining the Layers of Beginning Teacher Retention: A Cross-Case Analysis at the Elementary Level.

Degree: EdD, Educational Leadership and Policy Studies, 2008, Virginia Tech

 Abstract The cross-case analysis described in this study examined the patterns of practice that support the beginning teacher in the elementary school environment of a… (more)

Subjects/Keywords: Beginning Teacher; Leadership Support; Teacher Preparation Support

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APA (6th Edition):

Alexander, R. J. (2008). Examining the Layers of Beginning Teacher Retention: A Cross-Case Analysis at the Elementary Level. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26543

Chicago Manual of Style (16th Edition):

Alexander, Rebecca Jean. “Examining the Layers of Beginning Teacher Retention: A Cross-Case Analysis at the Elementary Level.” 2008. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/26543.

MLA Handbook (7th Edition):

Alexander, Rebecca Jean. “Examining the Layers of Beginning Teacher Retention: A Cross-Case Analysis at the Elementary Level.” 2008. Web. 19 Apr 2019.

Vancouver:

Alexander RJ. Examining the Layers of Beginning Teacher Retention: A Cross-Case Analysis at the Elementary Level. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/26543.

Council of Science Editors:

Alexander RJ. Examining the Layers of Beginning Teacher Retention: A Cross-Case Analysis at the Elementary Level. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/26543


Brigham Young University

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

Degree: MA, 2012, Brigham Young University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Miley, Tiffanie Joy. “Balancing Support and Challenge within the Mentoring Relationship.” 2012. Masters Thesis, Brigham Young University. Accessed April 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4582&context=etd.

MLA Handbook (7th Edition):

Miley, Tiffanie Joy. “Balancing Support and Challenge within the Mentoring Relationship.” 2012. Web. 19 Apr 2019.

Vancouver:

Miley TJ. Balancing Support and Challenge within the Mentoring Relationship. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2019 Apr 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4582&context=etd.

Council of Science Editors:

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


University of Florida

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Asta, Laura. “A Content Analysis of Induction Policies in Seven Selected Florida School Districts.” 2009. Doctoral Dissertation, University of Florida. Accessed April 19, 2019. http://ufdc.ufl.edu/UFE0041058.

MLA Handbook (7th Edition):

Asta, Laura. “A Content Analysis of Induction Policies in Seven Selected Florida School Districts.” 2009. Web. 19 Apr 2019.

Vancouver:

Asta L. A Content Analysis of Induction Policies in Seven Selected Florida School Districts. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Apr 19]. Available from: http://ufdc.ufl.edu/UFE0041058.

Council of Science Editors:

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


University of Florida

11. Russo, James. Exploration of the Relationships between Elementary Principals', Mentors', and Novice Teachers' Beliefs and Practices in a Teacher Induction Program.

Degree: EdD, Educational Leadership - Educational Administration and Policy, 2008, University of Florida

 The purpose of this study was to examine a district-wide teacher induction program and evaluate the relationship between the believed importance and actual delivery of… (more)

Subjects/Keywords: Beginning teachers; Classrooms; Educational administration; Employee orientation; Mentors; School principals; Schools; Teacher administrator relationships; Teacher orientation; Teachers; administrator, alternative, beginning, certification, elementary, induction, mentor, novice, support, teacher

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APA (6th Edition):

Russo, J. (2008). Exploration of the Relationships between Elementary Principals', Mentors', and Novice Teachers' Beliefs and Practices in a Teacher Induction Program. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0022520

Chicago Manual of Style (16th Edition):

Russo, James. “Exploration of the Relationships between Elementary Principals', Mentors', and Novice Teachers' Beliefs and Practices in a Teacher Induction Program.” 2008. Doctoral Dissertation, University of Florida. Accessed April 19, 2019. http://ufdc.ufl.edu/UFE0022520.

MLA Handbook (7th Edition):

Russo, James. “Exploration of the Relationships between Elementary Principals', Mentors', and Novice Teachers' Beliefs and Practices in a Teacher Induction Program.” 2008. Web. 19 Apr 2019.

Vancouver:

Russo J. Exploration of the Relationships between Elementary Principals', Mentors', and Novice Teachers' Beliefs and Practices in a Teacher Induction Program. [Internet] [Doctoral dissertation]. University of Florida; 2008. [cited 2019 Apr 19]. Available from: http://ufdc.ufl.edu/UFE0022520.

Council of Science Editors:

Russo J. Exploration of the Relationships between Elementary Principals', Mentors', and Novice Teachers' Beliefs and Practices in a Teacher Induction Program. [Doctoral Dissertation]. University of Florida; 2008. Available from: http://ufdc.ufl.edu/UFE0022520


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Avagyan, Marine. “District implementation of California's induction policy: key elements and challenges of developing a high quality program.” 2008. Doctoral Dissertation, University of Southern California. Accessed April 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/88655/rec/2057.

MLA Handbook (7th Edition):

Avagyan, Marine. “District implementation of California's induction policy: key elements and challenges of developing a high quality program.” 2008. Web. 19 Apr 2019.

Vancouver:

Avagyan M. District implementation of California's induction policy: key elements and challenges of developing a high quality program. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Apr 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/88655/rec/2057.

Council of Science Editors:

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

13. Ivey, Toni Ann. High School Science Teacher Induction in Texas: Implications for Policy.

Degree: 2011, Texas A&M University

 Texas public high schools induct beginning science teachers each year; yet, little is known about how schools induct beginning teachers. The three studies included in… (more)

Subjects/Keywords: secondary science teachers; induction; mentoring; beginning teacher support; principal perceptions; teacher perceptions; learning enviorment

…argument in support of teacher induction claiming that beginning teacher support programs, and in… …programs, in various forms, as a means to support beginning teachers and reduce new teacher… …116 4.11 Proportion of beginning science teacher Stayers’ responses (n=144)… …Proportion of beginning science teacher Movers’ responses (n=30) regarding the best… …beginning science teacher Leavers’ responses (n=39) regarding the best school-level… 

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APA (6th Edition):

Ivey, T. A. (2011). High School Science Teacher Induction in Texas: Implications for Policy. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7408

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

Chicago Manual of Style (16th Edition):

Ivey, Toni Ann. “High School Science Teacher Induction in Texas: Implications for Policy.” 2011. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7408.

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

MLA Handbook (7th Edition):

Ivey, Toni Ann. “High School Science Teacher Induction in Texas: Implications for Policy.” 2011. Web. 19 Apr 2019.

Vancouver:

Ivey TA. High School Science Teacher Induction in Texas: Implications for Policy. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7408.

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

Council of Science Editors:

Ivey TA. High School Science Teacher Induction in Texas: Implications for Policy. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7408

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


Texas A&M University

14. Moon Merchant, Vickie V. A longitudinal trend study of a university-based teacher induction program: observable behaviors of urban teachers and their perceptions of program components five years after participation.

Degree: 2006, Texas A&M University

 This longitudinal trend study (Gall, Borg & Gall, 1996) examined the effectiveness of a one-semester university-based teacher induction program as compared to a two-semester university-based… (more)

Subjects/Keywords: Beginning teachers; Culturally Responsive Pedagogy; Formative Observations; Induction; Mentoring; Multicultural Education; Peer Support; Professional Development; Retention; University-based Teacher Induction Program

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APA (6th Edition):

Moon Merchant, V. V. (2006). A longitudinal trend study of a university-based teacher induction program: observable behaviors of urban teachers and their perceptions of program components five years after participation. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4265

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

Chicago Manual of Style (16th Edition):

Moon Merchant, Vickie V. “A longitudinal trend study of a university-based teacher induction program: observable behaviors of urban teachers and their perceptions of program components five years after participation.” 2006. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/4265.

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

MLA Handbook (7th Edition):

Moon Merchant, Vickie V. “A longitudinal trend study of a university-based teacher induction program: observable behaviors of urban teachers and their perceptions of program components five years after participation.” 2006. Web. 19 Apr 2019.

Vancouver:

Moon Merchant VV. A longitudinal trend study of a university-based teacher induction program: observable behaviors of urban teachers and their perceptions of program components five years after participation. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/4265.

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

Council of Science Editors:

Moon Merchant VV. A longitudinal trend study of a university-based teacher induction program: observable behaviors of urban teachers and their perceptions of program components five years after participation. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/4265

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

15. Taylor, Marilys deLong. Survival of the fittest : perceptions of the effectiveness of California's BTSA induction program.

Degree: Doctor of Education (EdD), Leadership Studies, 2009, University of San Francisco

unavailable

Subjects/Keywords: San Ramon Valley Unified School District (Calif.); Beginning Teacher Support and Assessment; Teacher effectiveness; California; Mentoring in education; San Ramon Valley; Education

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APA (6th Edition):

Taylor, M. d. (2009). Survival of the fittest : perceptions of the effectiveness of California's BTSA induction program. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/181

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

Chicago Manual of Style (16th Edition):

Taylor, Marilys deLong. “Survival of the fittest : perceptions of the effectiveness of California's BTSA induction program.” 2009. Thesis, University of San Francisco. Accessed April 19, 2019. https://repository.usfca.edu/diss/181.

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

MLA Handbook (7th Edition):

Taylor, Marilys deLong. “Survival of the fittest : perceptions of the effectiveness of California's BTSA induction program.” 2009. Web. 19 Apr 2019.

Vancouver:

Taylor Md. Survival of the fittest : perceptions of the effectiveness of California's BTSA induction program. [Internet] [Thesis]. University of San Francisco; 2009. [cited 2019 Apr 19]. Available from: https://repository.usfca.edu/diss/181.

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

Council of Science Editors:

Taylor Md. Survival of the fittest : perceptions of the effectiveness of California's BTSA induction program. [Thesis]. University of San Francisco; 2009. Available from: https://repository.usfca.edu/diss/181

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

.