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You searched for subject:(early career teacher). Showing records 1 – 30 of 40 total matches.

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University of Sydney

1. French, Stephanie Jane. Supporting early career teachers: mentoring in NSW government schools .

Degree: 2017, University of Sydney

 In Australia, the majority of teachers enter the profession with positive motivations to teach and a strong desire to be effective. Despite these positive intentions… (more)

Subjects/Keywords: early; career; teacher; mentoring; attrition; beginning

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APA (6th Edition):

French, S. J. (2017). Supporting early career teachers: mentoring in NSW government schools . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/18099

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):

French, Stephanie Jane. “Supporting early career teachers: mentoring in NSW government schools .” 2017. Thesis, University of Sydney. Accessed February 27, 2021. http://hdl.handle.net/2123/18099.

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

MLA Handbook (7th Edition):

French, Stephanie Jane. “Supporting early career teachers: mentoring in NSW government schools .” 2017. Web. 27 Feb 2021.

Vancouver:

French SJ. Supporting early career teachers: mentoring in NSW government schools . [Internet] [Thesis]. University of Sydney; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2123/18099.

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

Council of Science Editors:

French SJ. Supporting early career teachers: mentoring in NSW government schools . [Thesis]. University of Sydney; 2017. Available from: http://hdl.handle.net/2123/18099

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


University of New Mexico

2. Mercer-Smith, Rachel. MODELING EARLY-CAREER TEACHER RETENTION IN NEW MEXICO USING LOGISTIC REGRESSION.

Degree: School of Public Administration, 2014, University of New Mexico

 Teachers are the single-greatest predictor of student achievement, and teacher effectiveness tends to improve with experience. Yet, roughly half of all new teachers leave the… (more)

Subjects/Keywords: teacher attrition; teacher retention; New Mexico; early career teacher

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APA (6th Edition):

Mercer-Smith, R. (2014). MODELING EARLY-CAREER TEACHER RETENTION IN NEW MEXICO USING LOGISTIC REGRESSION. (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/24499

Chicago Manual of Style (16th Edition):

Mercer-Smith, Rachel. “MODELING EARLY-CAREER TEACHER RETENTION IN NEW MEXICO USING LOGISTIC REGRESSION.” 2014. Masters Thesis, University of New Mexico. Accessed February 27, 2021. http://hdl.handle.net/1928/24499.

MLA Handbook (7th Edition):

Mercer-Smith, Rachel. “MODELING EARLY-CAREER TEACHER RETENTION IN NEW MEXICO USING LOGISTIC REGRESSION.” 2014. Web. 27 Feb 2021.

Vancouver:

Mercer-Smith R. MODELING EARLY-CAREER TEACHER RETENTION IN NEW MEXICO USING LOGISTIC REGRESSION. [Internet] [Masters thesis]. University of New Mexico; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1928/24499.

Council of Science Editors:

Mercer-Smith R. MODELING EARLY-CAREER TEACHER RETENTION IN NEW MEXICO USING LOGISTIC REGRESSION. [Masters Thesis]. University of New Mexico; 2014. Available from: http://hdl.handle.net/1928/24499


University of Western Ontario

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

Degree: 2016, University of Western Ontario

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Gonyou-Brown, Jennifer M. “The Work of Elementary Principals in Supporting New Teachers in Ontario, Publicly-Funded, English Speaking Schools.” 2016. Thesis, University of Western Ontario. Accessed February 27, 2021. https://ir.lib.uwo.ca/etd/4317.

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

MLA Handbook (7th Edition):

Gonyou-Brown, Jennifer M. “The Work of Elementary Principals in Supporting New Teachers in Ontario, Publicly-Funded, English Speaking Schools.” 2016. Web. 27 Feb 2021.

Vancouver:

Gonyou-Brown JM. The Work of Elementary Principals in Supporting New Teachers in Ontario, Publicly-Funded, English Speaking Schools. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2021 Feb 27]. Available from: https://ir.lib.uwo.ca/etd/4317.

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

Council of Science Editors:

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

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


University of Alberta

4. Schaefer, Lee. A narrative inquiry into the experiences of two beginning physical education teachers' shifting stories to live by.

Degree: MEd, Department of Secondary Education, 2010, University of Alberta

 The purpose of this research was to inquire into the phenomenon of beginning teacher attrition, and more specifically, beginning physical education teacher attrition and retention.… (more)

Subjects/Keywords: Early career attrition, teacher identity, narrative inquiry, physical education

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APA (6th Edition):

Schaefer, L. (2010). A narrative inquiry into the experiences of two beginning physical education teachers' shifting stories to live by. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/8p58pd074

Chicago Manual of Style (16th Edition):

Schaefer, Lee. “A narrative inquiry into the experiences of two beginning physical education teachers' shifting stories to live by.” 2010. Masters Thesis, University of Alberta. Accessed February 27, 2021. https://era.library.ualberta.ca/files/8p58pd074.

MLA Handbook (7th Edition):

Schaefer, Lee. “A narrative inquiry into the experiences of two beginning physical education teachers' shifting stories to live by.” 2010. Web. 27 Feb 2021.

Vancouver:

Schaefer L. A narrative inquiry into the experiences of two beginning physical education teachers' shifting stories to live by. [Internet] [Masters thesis]. University of Alberta; 2010. [cited 2021 Feb 27]. Available from: https://era.library.ualberta.ca/files/8p58pd074.

Council of Science Editors:

Schaefer L. A narrative inquiry into the experiences of two beginning physical education teachers' shifting stories to live by. [Masters Thesis]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/8p58pd074

5. McCurdy, Kathryn. Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire.

Degree: PhD, 2016, University of New Hampshire

  The past 20 years has seen a rise in the number of induction programs for beginning teachers, including those with mentoring. However, the way… (more)

Subjects/Keywords: early career teachers; professional learning of teachers; teacher learning; Education

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

APA (6th Edition):

McCurdy, K. (2016). Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/2249

Chicago Manual of Style (16th Edition):

McCurdy, Kathryn. “Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire.” 2016. Doctoral Dissertation, University of New Hampshire. Accessed February 27, 2021. https://scholars.unh.edu/dissertation/2249.

MLA Handbook (7th Edition):

McCurdy, Kathryn. “Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire.” 2016. Web. 27 Feb 2021.

Vancouver:

McCurdy K. Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire. [Internet] [Doctoral dissertation]. University of New Hampshire; 2016. [cited 2021 Feb 27]. Available from: https://scholars.unh.edu/dissertation/2249.

Council of Science Editors:

McCurdy K. Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire. [Doctoral Dissertation]. University of New Hampshire; 2016. Available from: https://scholars.unh.edu/dissertation/2249


University of Manitoba

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

Degree: Education, 2019, University of Manitoba

 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

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APA (6th 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 (16th Edition):

Petersen, Christie. “The hidden work: early career teachers' experiences of becoming teacher.” 2019. Masters Thesis, University of Manitoba. Accessed February 27, 2021. http://hdl.handle.net/1993/34284.

MLA Handbook (7th Edition):

Petersen, Christie. “The hidden work: early career teachers' experiences of becoming teacher.” 2019. Web. 27 Feb 2021.

Vancouver:

Petersen C. The hidden work: early career teachers' experiences of becoming teacher. [Internet] [Masters thesis]. University of Manitoba; 2019. [cited 2021 Feb 27]. 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


Boston College

7. Vuilleumier, Caroline Elizabeth. Should I Stay or Should I Go?: Exploring the Predictors of Beginning Teacher Turnover in Secondary Public Schools.

Degree: PhD, Educational Research, Measurement and Evaluation, 2019, Boston College

 In recent decades, the plight of early career teacher turnover has had significant financial ramifications for our nation’s schools and has posed a serious threat… (more)

Subjects/Keywords: competing risks; early career turnover; secondary teachers; survival analysis; teacher turnover

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APA (6th Edition):

Vuilleumier, C. E. (2019). Should I Stay or Should I Go?: Exploring the Predictors of Beginning Teacher Turnover in Secondary Public Schools. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108369

Chicago Manual of Style (16th Edition):

Vuilleumier, Caroline Elizabeth. “Should I Stay or Should I Go?: Exploring the Predictors of Beginning Teacher Turnover in Secondary Public Schools.” 2019. Doctoral Dissertation, Boston College. Accessed February 27, 2021. http://dlib.bc.edu/islandora/object/bc-ir:108369.

MLA Handbook (7th Edition):

Vuilleumier, Caroline Elizabeth. “Should I Stay or Should I Go?: Exploring the Predictors of Beginning Teacher Turnover in Secondary Public Schools.” 2019. Web. 27 Feb 2021.

Vancouver:

Vuilleumier CE. Should I Stay or Should I Go?: Exploring the Predictors of Beginning Teacher Turnover in Secondary Public Schools. [Internet] [Doctoral dissertation]. Boston College; 2019. [cited 2021 Feb 27]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108369.

Council of Science Editors:

Vuilleumier CE. Should I Stay or Should I Go?: Exploring the Predictors of Beginning Teacher Turnover in Secondary Public Schools. [Doctoral Dissertation]. Boston College; 2019. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108369


University of Kansas

8. Newton, Jennifer Ryan. A Qualitative Study of Early-Career Special Education Faculty Perceptions of Preparation and Induction.

Degree: PhD, Special Education, 2011, University of Kansas

 Abstract Much time and attention is given to questions about what effective teachers need to know; however, proportionately little effort is spent on answering related… (more)

Subjects/Keywords: Special education; Higher education; Teacher education; Doctoral preparation; Early-career faculty

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APA (6th Edition):

Newton, J. R. (2011). A Qualitative Study of Early-Career Special Education Faculty Perceptions of Preparation and Induction. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/9760

Chicago Manual of Style (16th Edition):

Newton, Jennifer Ryan. “A Qualitative Study of Early-Career Special Education Faculty Perceptions of Preparation and Induction.” 2011. Doctoral Dissertation, University of Kansas. Accessed February 27, 2021. http://hdl.handle.net/1808/9760.

MLA Handbook (7th Edition):

Newton, Jennifer Ryan. “A Qualitative Study of Early-Career Special Education Faculty Perceptions of Preparation and Induction.” 2011. Web. 27 Feb 2021.

Vancouver:

Newton JR. A Qualitative Study of Early-Career Special Education Faculty Perceptions of Preparation and Induction. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1808/9760.

Council of Science Editors:

Newton JR. A Qualitative Study of Early-Career Special Education Faculty Perceptions of Preparation and Induction. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/9760


Queensland University of Technology

9. Hall, Kathleen Mary. Early career teacher attrition: A case study of independent Catholic girls' schools in Queensland.

Degree: 2013, Queensland University of Technology

 This research study sought to understand why so many early career teachers in an Australian Religious Institute education sector were leaving teaching. Previous studies on… (more)

Subjects/Keywords: being a teacher, career theory, charism, distributive rule, early career teachers, early career teacher attrition, evaluative rule, pedagogic identity, religious sector schools, teachers’ personal time; ODTA

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APA (6th Edition):

Hall, K. M. (2013). Early career teacher attrition: A case study of independent Catholic girls' schools in Queensland. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/63286/

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):

Hall, Kathleen Mary. “Early career teacher attrition: A case study of independent Catholic girls' schools in Queensland.” 2013. Thesis, Queensland University of Technology. Accessed February 27, 2021. http://eprints.qut.edu.au/63286/.

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

MLA Handbook (7th Edition):

Hall, Kathleen Mary. “Early career teacher attrition: A case study of independent Catholic girls' schools in Queensland.” 2013. Web. 27 Feb 2021.

Vancouver:

Hall KM. Early career teacher attrition: A case study of independent Catholic girls' schools in Queensland. [Internet] [Thesis]. Queensland University of Technology; 2013. [cited 2021 Feb 27]. Available from: http://eprints.qut.edu.au/63286/.

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

Council of Science Editors:

Hall KM. Early career teacher attrition: A case study of independent Catholic girls' schools in Queensland. [Thesis]. Queensland University of Technology; 2013. Available from: http://eprints.qut.edu.au/63286/

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


University of Saskatchewan

10. Jaunzems Fernuk, Judy L. Exploring the Knowledge, Skills, and Attitudes of Four Thriving Early Career Teachers in Saskatchewan.

Degree: 2020, University of Saskatchewan

 Governments and institutions who train teachers have developed high performing systems, which aim to advance teaching competencies (i.e. knowledge, skills, and attitudes) and strengthen teacher(more)

Subjects/Keywords: Qualitative Research; Interpretive Case Study; Thematic Analysis; Social Constructivism; Thriving Early Career Teachers; Teacher Competencies; Teacher Education; Teacher Resilience

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APA (6th Edition):

Jaunzems Fernuk, J. L. (2020). Exploring the Knowledge, Skills, and Attitudes of Four Thriving Early Career Teachers in Saskatchewan. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/13142

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):

Jaunzems Fernuk, Judy L. “Exploring the Knowledge, Skills, and Attitudes of Four Thriving Early Career Teachers in Saskatchewan.” 2020. Thesis, University of Saskatchewan. Accessed February 27, 2021. http://hdl.handle.net/10388/13142.

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

MLA Handbook (7th Edition):

Jaunzems Fernuk, Judy L. “Exploring the Knowledge, Skills, and Attitudes of Four Thriving Early Career Teachers in Saskatchewan.” 2020. Web. 27 Feb 2021.

Vancouver:

Jaunzems Fernuk JL. Exploring the Knowledge, Skills, and Attitudes of Four Thriving Early Career Teachers in Saskatchewan. [Internet] [Thesis]. University of Saskatchewan; 2020. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10388/13142.

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

Council of Science Editors:

Jaunzems Fernuk JL. Exploring the Knowledge, Skills, and Attitudes of Four Thriving Early Career Teachers in Saskatchewan. [Thesis]. University of Saskatchewan; 2020. Available from: http://hdl.handle.net/10388/13142

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


University of Alberta

11. Wnuk, Sheri L. Finding Spaces for Inquiry: An autobiographical narrative inquiry into shifting teaching experiences.

Degree: MEd, Department of Elementary Education, 2013, University of Alberta

 This work is an autobiographical narrative inquiry into my lived experiences teaching and my struggle to make sense of my shifting stories to live by… (more)

Subjects/Keywords: Stories of experience; professional knowledge landscape; early career teacher attrition; narrative inquiry

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APA (6th Edition):

Wnuk, S. L. (2013). Finding Spaces for Inquiry: An autobiographical narrative inquiry into shifting teaching experiences. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/t148fh895

Chicago Manual of Style (16th Edition):

Wnuk, Sheri L. “Finding Spaces for Inquiry: An autobiographical narrative inquiry into shifting teaching experiences.” 2013. Masters Thesis, University of Alberta. Accessed February 27, 2021. https://era.library.ualberta.ca/files/t148fh895.

MLA Handbook (7th Edition):

Wnuk, Sheri L. “Finding Spaces for Inquiry: An autobiographical narrative inquiry into shifting teaching experiences.” 2013. Web. 27 Feb 2021.

Vancouver:

Wnuk SL. Finding Spaces for Inquiry: An autobiographical narrative inquiry into shifting teaching experiences. [Internet] [Masters thesis]. University of Alberta; 2013. [cited 2021 Feb 27]. Available from: https://era.library.ualberta.ca/files/t148fh895.

Council of Science Editors:

Wnuk SL. Finding Spaces for Inquiry: An autobiographical narrative inquiry into shifting teaching experiences. [Masters Thesis]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/t148fh895

12. Hermanutz, Kirsten Denisemarie. Early Career Teachers' Efficacy in Working with Families.

Degree: PhD, Child, Family and School Psychology, 2015, U of Denver

  Partnering effectively with families is an important skill for teachers to have to support student achievement, and one that is especially important for early(more)

Subjects/Keywords: Early career teachers; Family-school partnering; Self-efficacy; Teacher preparation; Educational Psychology

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APA (6th Edition):

Hermanutz, K. D. (2015). Early Career Teachers' Efficacy in Working with Families. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1029

Chicago Manual of Style (16th Edition):

Hermanutz, Kirsten Denisemarie. “Early Career Teachers' Efficacy in Working with Families.” 2015. Doctoral Dissertation, U of Denver. Accessed February 27, 2021. https://digitalcommons.du.edu/etd/1029.

MLA Handbook (7th Edition):

Hermanutz, Kirsten Denisemarie. “Early Career Teachers' Efficacy in Working with Families.” 2015. Web. 27 Feb 2021.

Vancouver:

Hermanutz KD. Early Career Teachers' Efficacy in Working with Families. [Internet] [Doctoral dissertation]. U of Denver; 2015. [cited 2021 Feb 27]. Available from: https://digitalcommons.du.edu/etd/1029.

Council of Science Editors:

Hermanutz KD. Early Career Teachers' Efficacy in Working with Families. [Doctoral Dissertation]. U of Denver; 2015. Available from: https://digitalcommons.du.edu/etd/1029


University of Hawaii

13. Tiffany-Kinder, Ronnie. IF YOU CAN HEAR MY VOICE: A NARRATIVE INQUIRY INTO THE PROFESSIONAL JOURNEY OF EIGHT FIRST-YEAR TEACHERS.

Degree: 2021, University of Hawaii

Subjects/Keywords: Education; early career teacher; narrative inquiry; new teacher

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

APA (6th Edition):

Tiffany-Kinder, R. (2021). IF YOU CAN HEAR MY VOICE: A NARRATIVE INQUIRY INTO THE PROFESSIONAL JOURNEY OF EIGHT FIRST-YEAR TEACHERS. (Thesis). University of Hawaii. Retrieved from http://hdl.handle.net/10125/73330

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):

Tiffany-Kinder, Ronnie. “IF YOU CAN HEAR MY VOICE: A NARRATIVE INQUIRY INTO THE PROFESSIONAL JOURNEY OF EIGHT FIRST-YEAR TEACHERS.” 2021. Thesis, University of Hawaii. Accessed February 27, 2021. http://hdl.handle.net/10125/73330.

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

MLA Handbook (7th Edition):

Tiffany-Kinder, Ronnie. “IF YOU CAN HEAR MY VOICE: A NARRATIVE INQUIRY INTO THE PROFESSIONAL JOURNEY OF EIGHT FIRST-YEAR TEACHERS.” 2021. Web. 27 Feb 2021.

Vancouver:

Tiffany-Kinder R. IF YOU CAN HEAR MY VOICE: A NARRATIVE INQUIRY INTO THE PROFESSIONAL JOURNEY OF EIGHT FIRST-YEAR TEACHERS. [Internet] [Thesis]. University of Hawaii; 2021. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10125/73330.

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

Council of Science Editors:

Tiffany-Kinder R. IF YOU CAN HEAR MY VOICE: A NARRATIVE INQUIRY INTO THE PROFESSIONAL JOURNEY OF EIGHT FIRST-YEAR TEACHERS. [Thesis]. University of Hawaii; 2021. Available from: http://hdl.handle.net/10125/73330

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

14. Hunter, Janet. Knowing and teaching: the impact of teachers’ knowledge on students’ early literacy achievement.

Degree: 2015, Edith Cowan University

 Children in rural and remote schools typically underperform in measures of literacy achievement (e.g., NAPLAN) from as early as year three. Data collected over time… (more)

Subjects/Keywords: early literacy development; Indigenous students; rural schools; early career teachers; teacher knowledge; teacher training; Western Australia; Curriculum and Instruction; Educational Administration and Supervision

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APA (6th Edition):

Hunter, J. (2015). Knowing and teaching: the impact of teachers’ knowledge on students’ early literacy achievement. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/1688

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):

Hunter, Janet. “Knowing and teaching: the impact of teachers’ knowledge on students’ early literacy achievement.” 2015. Thesis, Edith Cowan University. Accessed February 27, 2021. https://ro.ecu.edu.au/theses/1688.

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

MLA Handbook (7th Edition):

Hunter, Janet. “Knowing and teaching: the impact of teachers’ knowledge on students’ early literacy achievement.” 2015. Web. 27 Feb 2021.

Vancouver:

Hunter J. Knowing and teaching: the impact of teachers’ knowledge on students’ early literacy achievement. [Internet] [Thesis]. Edith Cowan University; 2015. [cited 2021 Feb 27]. Available from: https://ro.ecu.edu.au/theses/1688.

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

Council of Science Editors:

Hunter J. Knowing and teaching: the impact of teachers’ knowledge on students’ early literacy achievement. [Thesis]. Edith Cowan University; 2015. Available from: https://ro.ecu.edu.au/theses/1688

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


Edith Cowan University

15. Edwards, Samantha Jade. The perceived ‘classroom readiness’ and support of Western Australian primary graduate teachers.

Degree: 2020, Edith Cowan University

 Graduate teachers are expected to be ‘classroom ready’ upon graduation, yet research suggests they are not. The difficulties faced by graduate teachers in their first… (more)

Subjects/Keywords: classroom readiness; graduate teachers; early career teachers; support; teacher self-efficacy; graduate teacher modules; mentor; in-class coaching; Australia; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Edwards, S. J. (2020). The perceived ‘classroom readiness’ and support of Western Australian primary graduate teachers. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/2314

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):

Edwards, Samantha Jade. “The perceived ‘classroom readiness’ and support of Western Australian primary graduate teachers.” 2020. Thesis, Edith Cowan University. Accessed February 27, 2021. https://ro.ecu.edu.au/theses/2314.

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

MLA Handbook (7th Edition):

Edwards, Samantha Jade. “The perceived ‘classroom readiness’ and support of Western Australian primary graduate teachers.” 2020. Web. 27 Feb 2021.

Vancouver:

Edwards SJ. The perceived ‘classroom readiness’ and support of Western Australian primary graduate teachers. [Internet] [Thesis]. Edith Cowan University; 2020. [cited 2021 Feb 27]. Available from: https://ro.ecu.edu.au/theses/2314.

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

Council of Science Editors:

Edwards SJ. The perceived ‘classroom readiness’ and support of Western Australian primary graduate teachers. [Thesis]. Edith Cowan University; 2020. Available from: https://ro.ecu.edu.au/theses/2314

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


Florida International University

16. Aguila, Elizabeth M. An Examination of Motivation and Teacher Identity in Minority High School Students Enrolled in a Career and Technical Education Teacher Preparation Program.

Degree: PhD, Teaching and Learning, 2020, Florida International University

  This quantitative research describes the measures of motivating factors, through a social learning lens, that empower minority high school students in a CTE program… (more)

Subjects/Keywords: CTE; Career and Technical Education; teacher preparation; vocational education; motivation; teacher identity; MSLQ; Early Childhood Education; Educational Methods; Secondary Education; Teacher Education and Professional Development; Vocational Education

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APA (6th Edition):

Aguila, E. M. (2020). An Examination of Motivation and Teacher Identity in Minority High School Students Enrolled in a Career and Technical Education Teacher Preparation Program. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/4384 ; FIDC008961

Chicago Manual of Style (16th Edition):

Aguila, Elizabeth M. “An Examination of Motivation and Teacher Identity in Minority High School Students Enrolled in a Career and Technical Education Teacher Preparation Program.” 2020. Doctoral Dissertation, Florida International University. Accessed February 27, 2021. https://digitalcommons.fiu.edu/etd/4384 ; FIDC008961.

MLA Handbook (7th Edition):

Aguila, Elizabeth M. “An Examination of Motivation and Teacher Identity in Minority High School Students Enrolled in a Career and Technical Education Teacher Preparation Program.” 2020. Web. 27 Feb 2021.

Vancouver:

Aguila EM. An Examination of Motivation and Teacher Identity in Minority High School Students Enrolled in a Career and Technical Education Teacher Preparation Program. [Internet] [Doctoral dissertation]. Florida International University; 2020. [cited 2021 Feb 27]. Available from: https://digitalcommons.fiu.edu/etd/4384 ; FIDC008961.

Council of Science Editors:

Aguila EM. An Examination of Motivation and Teacher Identity in Minority High School Students Enrolled in a Career and Technical Education Teacher Preparation Program. [Doctoral Dissertation]. Florida International University; 2020. Available from: https://digitalcommons.fiu.edu/etd/4384 ; FIDC008961


University of Western Ontario

17. Hansen, Kathryn D. Psychosocial Factors and Early Career College Faculty: Teacher Identity, Teaching Self-efficacy, and Sense of Belonging.

Degree: 2020, University of Western Ontario

 The purpose of this integrated article dissertation is to present my investigation into the roles played by teacher identity, teaching self-efficacy, and organizational sense of… (more)

Subjects/Keywords: early career; college faculty; teaching identity; teaching self-efficacy; sense of belonging; teacher engagement; Higher Education

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APA (6th Edition):

Hansen, K. D. (2020). Psychosocial Factors and Early Career College Faculty: Teacher Identity, Teaching Self-efficacy, and Sense of Belonging. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/6887

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):

Hansen, Kathryn D. “Psychosocial Factors and Early Career College Faculty: Teacher Identity, Teaching Self-efficacy, and Sense of Belonging.” 2020. Thesis, University of Western Ontario. Accessed February 27, 2021. https://ir.lib.uwo.ca/etd/6887.

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

MLA Handbook (7th Edition):

Hansen, Kathryn D. “Psychosocial Factors and Early Career College Faculty: Teacher Identity, Teaching Self-efficacy, and Sense of Belonging.” 2020. Web. 27 Feb 2021.

Vancouver:

Hansen KD. Psychosocial Factors and Early Career College Faculty: Teacher Identity, Teaching Self-efficacy, and Sense of Belonging. [Internet] [Thesis]. University of Western Ontario; 2020. [cited 2021 Feb 27]. Available from: https://ir.lib.uwo.ca/etd/6887.

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

Council of Science Editors:

Hansen KD. Psychosocial Factors and Early Career College Faculty: Teacher Identity, Teaching Self-efficacy, and Sense of Belonging. [Thesis]. University of Western Ontario; 2020. Available from: https://ir.lib.uwo.ca/etd/6887

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


University of Maryland

18. Sherman, Dawn Marie. Framing Novice Teacher Persistence: A Collective Case Study of Early-Career African-American Teachers in Urban Public Schools.

Degree: Education Policy, and Leadership, 2016, University of Maryland

 Efforts to recruit high-quality minority teachers have proven successful over the past two decades, particularly for low-income, high-minority, and urban schools. Unfortunately, increases in minority… (more)

Subjects/Keywords: Education; Education policy; Teacher education; African-American teachers; case study; early-career teachers; Novice teachers; public schools; urban education

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

APA (6th Edition):

Sherman, D. M. (2016). Framing Novice Teacher Persistence: A Collective Case Study of Early-Career African-American Teachers in Urban Public Schools. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/18987

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):

Sherman, Dawn Marie. “Framing Novice Teacher Persistence: A Collective Case Study of Early-Career African-American Teachers in Urban Public Schools.” 2016. Thesis, University of Maryland. Accessed February 27, 2021. http://hdl.handle.net/1903/18987.

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

MLA Handbook (7th Edition):

Sherman, Dawn Marie. “Framing Novice Teacher Persistence: A Collective Case Study of Early-Career African-American Teachers in Urban Public Schools.” 2016. Web. 27 Feb 2021.

Vancouver:

Sherman DM. Framing Novice Teacher Persistence: A Collective Case Study of Early-Career African-American Teachers in Urban Public Schools. [Internet] [Thesis]. University of Maryland; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1903/18987.

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

Council of Science Editors:

Sherman DM. Framing Novice Teacher Persistence: A Collective Case Study of Early-Career African-American Teachers in Urban Public Schools. [Thesis]. University of Maryland; 2016. Available from: http://hdl.handle.net/1903/18987

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


Universidade do Rio Grande do Sul

19. Gomes, Marta Quintanilha. Trilhas profissionais na educação infantil : os sentidos atribuídos ao lugar de atuação pelas professoras da rede municipal de ensino de Porto Alegre.

Degree: 2012, Universidade do Rio Grande do Sul

Esta tese investiga os sentidos atribuídos ao lugar profissional da professora de educação infantil. Parte da constatação de que um número elevado de professoras que… (more)

Subjects/Keywords: Early childhood education; Educação infantil; Professor; Teacher of early childhood education; Trabalho; Career; Professional development; Teaching; Educación infantil; Profesora de educación infantil; Trayectoria profesional; Desarrollo Profesional; Enseñanza

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APA (6th Edition):

Gomes, M. Q. (2012). Trilhas profissionais na educação infantil : os sentidos atribuídos ao lugar de atuação pelas professoras da rede municipal de ensino de Porto Alegre. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/63174

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):

Gomes, Marta Quintanilha. “Trilhas profissionais na educação infantil : os sentidos atribuídos ao lugar de atuação pelas professoras da rede municipal de ensino de Porto Alegre.” 2012. Thesis, Universidade do Rio Grande do Sul. Accessed February 27, 2021. http://hdl.handle.net/10183/63174.

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

MLA Handbook (7th Edition):

Gomes, Marta Quintanilha. “Trilhas profissionais na educação infantil : os sentidos atribuídos ao lugar de atuação pelas professoras da rede municipal de ensino de Porto Alegre.” 2012. Web. 27 Feb 2021.

Vancouver:

Gomes MQ. Trilhas profissionais na educação infantil : os sentidos atribuídos ao lugar de atuação pelas professoras da rede municipal de ensino de Porto Alegre. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10183/63174.

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

Council of Science Editors:

Gomes MQ. Trilhas profissionais na educação infantil : os sentidos atribuídos ao lugar de atuação pelas professoras da rede municipal de ensino de Porto Alegre. [Thesis]. Universidade do Rio Grande do Sul; 2012. Available from: http://hdl.handle.net/10183/63174

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


University of Illinois – Urbana-Champaign

20. Rhodes, Andrew Land. Early-career music teachers’ perceptions of the Facebook Band Directors Group as professional induction.

Degree: EdD, Music Education, 2017, University of Illinois – Urbana-Champaign

 The dissertation investigates how early-stage teachers choose to engage with Facebook Band Directors Group (FBDG) and their perceptions of FBDG as a form of teacher(more)

Subjects/Keywords: Early-career teachers; Early-stage teachers; Music teachers; Facebook Band Directors Group; Professional teacher induction; Online community of practice; Distributed community of practice

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APA (6th Edition):

Rhodes, A. L. (2017). Early-career music teachers’ perceptions of the Facebook Band Directors Group as professional induction. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99347

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):

Rhodes, Andrew Land. “Early-career music teachers’ perceptions of the Facebook Band Directors Group as professional induction.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed February 27, 2021. http://hdl.handle.net/2142/99347.

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

MLA Handbook (7th Edition):

Rhodes, Andrew Land. “Early-career music teachers’ perceptions of the Facebook Band Directors Group as professional induction.” 2017. Web. 27 Feb 2021.

Vancouver:

Rhodes AL. Early-career music teachers’ perceptions of the Facebook Band Directors Group as professional induction. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2142/99347.

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

Council of Science Editors:

Rhodes AL. Early-career music teachers’ perceptions of the Facebook Band Directors Group as professional induction. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99347

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


Queens University

21. Fittler, Samantha. Teachers in the Trenches: Exploring Canadian-Certified Early-Career Teachers' Experiences of Turnover and Retention in International Schools in China .

Degree: Education, Queens University

Teacher turnover, often referred to as teacher attrition or migration, has been a growing worldwide concern for many years, particularly for teachers within their first… (more)

Subjects/Keywords: teacher turnover ; teacher retention ; international schools ; China ; early-career teachers ; Canadian-certified teachers

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APA (6th Edition):

Fittler, S. (n.d.). Teachers in the Trenches: Exploring Canadian-Certified Early-Career Teachers' Experiences of Turnover and Retention in International Schools in China . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/26746

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fittler, Samantha. “Teachers in the Trenches: Exploring Canadian-Certified Early-Career Teachers' Experiences of Turnover and Retention in International Schools in China .” Thesis, Queens University. Accessed February 27, 2021. http://hdl.handle.net/1974/26746.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fittler, Samantha. “Teachers in the Trenches: Exploring Canadian-Certified Early-Career Teachers' Experiences of Turnover and Retention in International Schools in China .” Web. 27 Feb 2021.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Fittler S. Teachers in the Trenches: Exploring Canadian-Certified Early-Career Teachers' Experiences of Turnover and Retention in International Schools in China . [Internet] [Thesis]. Queens University; [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1974/26746.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Fittler S. Teachers in the Trenches: Exploring Canadian-Certified Early-Career Teachers' Experiences of Turnover and Retention in International Schools in China . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/26746

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Queensland University of Technology

22. Ballantyne, Julie. Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers.

Degree: 2005, Queensland University of Technology

 The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important… (more)

Subjects/Keywords: Music teacher education; teacher education; curriculum; music education; early-career teachers

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

APA (6th Edition):

Ballantyne, J. (2005). Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/16074/

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):

Ballantyne, Julie. “Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers.” 2005. Thesis, Queensland University of Technology. Accessed February 27, 2021. https://eprints.qut.edu.au/16074/.

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

MLA Handbook (7th Edition):

Ballantyne, Julie. “Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers.” 2005. Web. 27 Feb 2021.

Vancouver:

Ballantyne J. Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers. [Internet] [Thesis]. Queensland University of Technology; 2005. [cited 2021 Feb 27]. Available from: https://eprints.qut.edu.au/16074/.

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

Council of Science Editors:

Ballantyne J. Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers. [Thesis]. Queensland University of Technology; 2005. Available from: https://eprints.qut.edu.au/16074/

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


University of Arkansas

23. Jennings, Jennifer A. "Untrain their Brains for Creativity to Feel Normal": A Case Study of Four Early Career Secondary English Teachers' Perceptions and Practices for Cultivating Creativity.

Degree: PhD, 2020, University of Arkansas

  Creativity in the context of teaching and learning has renewed its popularity in today’s social discourse. Journalists, business leaders, economists, government officials, entrepreneurs, and… (more)

Subjects/Keywords: Creativity; Early Career Teacher; English Education; Secondary Education; Teaching and Learning Environment; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods; Secondary Education

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

APA (6th Edition):

Jennings, J. A. (2020). "Untrain their Brains for Creativity to Feel Normal": A Case Study of Four Early Career Secondary English Teachers' Perceptions and Practices for Cultivating Creativity. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3620

Chicago Manual of Style (16th Edition):

Jennings, Jennifer A. “"Untrain their Brains for Creativity to Feel Normal": A Case Study of Four Early Career Secondary English Teachers' Perceptions and Practices for Cultivating Creativity.” 2020. Doctoral Dissertation, University of Arkansas. Accessed February 27, 2021. https://scholarworks.uark.edu/etd/3620.

MLA Handbook (7th Edition):

Jennings, Jennifer A. “"Untrain their Brains for Creativity to Feel Normal": A Case Study of Four Early Career Secondary English Teachers' Perceptions and Practices for Cultivating Creativity.” 2020. Web. 27 Feb 2021.

Vancouver:

Jennings JA. "Untrain their Brains for Creativity to Feel Normal": A Case Study of Four Early Career Secondary English Teachers' Perceptions and Practices for Cultivating Creativity. [Internet] [Doctoral dissertation]. University of Arkansas; 2020. [cited 2021 Feb 27]. Available from: https://scholarworks.uark.edu/etd/3620.

Council of Science Editors:

Jennings JA. "Untrain their Brains for Creativity to Feel Normal": A Case Study of Four Early Career Secondary English Teachers' Perceptions and Practices for Cultivating Creativity. [Doctoral Dissertation]. University of Arkansas; 2020. Available from: https://scholarworks.uark.edu/etd/3620

24. Preisler, Teri Marie. Early Career Principal Development: A qualitative case study of Principals' Perceptions of Participation in the Institute of Engaged Principal Leadership.

Degree: 2015, Minnesota State University – Mankato

 This dissertation examines the perceptions of the participants in the Institute of Engaged Principal Leadership at the start and conclusion of their first year of… (more)

Subjects/Keywords: early career principal; equity; Institute of Engaged Principal Leadership; leadership; principal; Educational Leadership; Elementary and Middle and Secondary Education Administration; Other Teacher Education and Professional Development

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APA (6th Edition):

Preisler, T. M. (2015). Early Career Principal Development: A qualitative case study of Principals' Perceptions of Participation in the Institute of Engaged Principal Leadership. (Thesis). Minnesota State University – Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/etds/430

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):

Preisler, Teri Marie. “Early Career Principal Development: A qualitative case study of Principals' Perceptions of Participation in the Institute of Engaged Principal Leadership.” 2015. Thesis, Minnesota State University – Mankato. Accessed February 27, 2021. https://cornerstone.lib.mnsu.edu/etds/430.

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

MLA Handbook (7th Edition):

Preisler, Teri Marie. “Early Career Principal Development: A qualitative case study of Principals' Perceptions of Participation in the Institute of Engaged Principal Leadership.” 2015. Web. 27 Feb 2021.

Vancouver:

Preisler TM. Early Career Principal Development: A qualitative case study of Principals' Perceptions of Participation in the Institute of Engaged Principal Leadership. [Internet] [Thesis]. Minnesota State University – Mankato; 2015. [cited 2021 Feb 27]. Available from: https://cornerstone.lib.mnsu.edu/etds/430.

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

Council of Science Editors:

Preisler TM. Early Career Principal Development: A qualitative case study of Principals' Perceptions of Participation in the Institute of Engaged Principal Leadership. [Thesis]. Minnesota State University – Mankato; 2015. Available from: https://cornerstone.lib.mnsu.edu/etds/430

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


Michigan State University

25. Skogsberg, Erik. Sustaining sustainers : moving culturally sustaining pedagogies across classrooms and communities.

Degree: 2017, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education 2017

This alternative format dissertation explores how four early career teachers and their early(more)

Subjects/Keywords: Culturally relevant pedagogy; Teachers; Teacher educators; Teachers and community; Social justice and education; Critical pedagogy; Education; Secondary education; English literature; Early-career teaching

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APA (6th Edition):

Skogsberg, E. (2017). Sustaining sustainers : moving culturally sustaining pedagogies across classrooms and communities. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:6698

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):

Skogsberg, Erik. “Sustaining sustainers : moving culturally sustaining pedagogies across classrooms and communities.” 2017. Thesis, Michigan State University. Accessed February 27, 2021. http://etd.lib.msu.edu/islandora/object/etd:6698.

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

MLA Handbook (7th Edition):

Skogsberg, Erik. “Sustaining sustainers : moving culturally sustaining pedagogies across classrooms and communities.” 2017. Web. 27 Feb 2021.

Vancouver:

Skogsberg E. Sustaining sustainers : moving culturally sustaining pedagogies across classrooms and communities. [Internet] [Thesis]. Michigan State University; 2017. [cited 2021 Feb 27]. Available from: http://etd.lib.msu.edu/islandora/object/etd:6698.

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

Council of Science Editors:

Skogsberg E. Sustaining sustainers : moving culturally sustaining pedagogies across classrooms and communities. [Thesis]. Michigan State University; 2017. Available from: http://etd.lib.msu.edu/islandora/object/etd:6698

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


University of Louisville

26. Dennis, Rebecca, 1983-. Passion for little people : personal paths for teaching elementary general music.

Degree: M.M. Ed., 2010, University of Louisville

 This phenomenological study examines the experiences of current music teachers to determine what influences them to pursue a career teaching at the elementary level. Eight… (more)

Subjects/Keywords: Music education; Elementary education; General music; Career choice; Teacher training; Early childhood

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APA (6th Edition):

Dennis, Rebecca, 1. (2010). Passion for little people : personal paths for teaching elementary general music. (Masters Thesis). University of Louisville. Retrieved from 10.18297/etd/334 ; https://ir.library.louisville.edu/etd/334

Chicago Manual of Style (16th Edition):

Dennis, Rebecca, 1983-. “Passion for little people : personal paths for teaching elementary general music.” 2010. Masters Thesis, University of Louisville. Accessed February 27, 2021. 10.18297/etd/334 ; https://ir.library.louisville.edu/etd/334.

MLA Handbook (7th Edition):

Dennis, Rebecca, 1983-. “Passion for little people : personal paths for teaching elementary general music.” 2010. Web. 27 Feb 2021.

Vancouver:

Dennis, Rebecca 1. Passion for little people : personal paths for teaching elementary general music. [Internet] [Masters thesis]. University of Louisville; 2010. [cited 2021 Feb 27]. Available from: 10.18297/etd/334 ; https://ir.library.louisville.edu/etd/334.

Council of Science Editors:

Dennis, Rebecca 1. Passion for little people : personal paths for teaching elementary general music. [Masters Thesis]. University of Louisville; 2010. Available from: 10.18297/etd/334 ; https://ir.library.louisville.edu/etd/334

27. Surrette, Timothy N. Beyond Traditional School-Based Teacher Induction.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2016, University of Cincinnati

 A challenge for public schools is to successfully support and professionally develop early career teachers and thereby prepare them for long and successful careers in… (more)

Subjects/Keywords: Education; teacher induction; communities of practice; mentoring; early career teachers

…matching an early career teacher (ECT) with an on-site veteran teacher with pedagogical… …significant research that indicates early career teachers (ECTs) are often given the most… …challenges. The mentoring I received during my early years as a teacher consisted of perfunctory… …education. Teachers categorized as being in the early stage of their career typically have three… …during the early years in a teacher’s career (Darling-Hammond, 2010; Fulton, Yoon, & Lee… 

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

APA (6th Edition):

Surrette, T. N. (2016). Beyond Traditional School-Based Teacher Induction. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479820825785625

Chicago Manual of Style (16th Edition):

Surrette, Timothy N. “Beyond Traditional School-Based Teacher Induction.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed February 27, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479820825785625.

MLA Handbook (7th Edition):

Surrette, Timothy N. “Beyond Traditional School-Based Teacher Induction.” 2016. Web. 27 Feb 2021.

Vancouver:

Surrette TN. Beyond Traditional School-Based Teacher Induction. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2021 Feb 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479820825785625.

Council of Science Editors:

Surrette TN. Beyond Traditional School-Based Teacher Induction. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479820825785625

28. -2138-116X. Early-career agricultural science teachers’ preparation, practice, and perceptions of instructional methods.

Degree: MS, Agricultural Education, 2018, Texas Tech University

 The purpose of this study was to determine early career teachers’ preparation in, use of, and perceptions of various instructional methods in agricultural education. Training… (more)

Subjects/Keywords: Instructional Methods; Teaching Methods; Agricultural Education; Secondary Education; Early-career Teacher; Agricultural Science Teacher; Teacher Preparation Program; Teacher Education

…petroleum” (Texas Education Agency, 2017, para. 2). ● Early Career Teacher – an… …or 2016. Early career 25 Texas Tech University, Samantha Voges, May 2018 teacher was… …to determine early career teachers’ preparation in, use of, and perceptions of various… …4.1 Demographic Characteristics of Early-Career Agricultural Science Teachers… …for students to become confident in using a variety of methods. Early career teachers will… 

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

APA (6th Edition):

-2138-116X. (2018). Early-career agricultural science teachers’ preparation, practice, and perceptions of instructional methods. (Masters Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/73811

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

Chicago Manual of Style (16th Edition):

-2138-116X. “Early-career agricultural science teachers’ preparation, practice, and perceptions of instructional methods.” 2018. Masters Thesis, Texas Tech University. Accessed February 27, 2021. http://hdl.handle.net/2346/73811.

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

MLA Handbook (7th Edition):

-2138-116X. “Early-career agricultural science teachers’ preparation, practice, and perceptions of instructional methods.” 2018. Web. 27 Feb 2021.

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

Vancouver:

-2138-116X. Early-career agricultural science teachers’ preparation, practice, and perceptions of instructional methods. [Internet] [Masters thesis]. Texas Tech University; 2018. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2346/73811.

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

Council of Science Editors:

-2138-116X. Early-career agricultural science teachers’ preparation, practice, and perceptions of instructional methods. [Masters Thesis]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/73811

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

29. Driedger-Enns, Lynnette. A NARRATIVE INQUIRY INTO THE IDENTITY MAKING OF TWO EARLY-CAREER TEACHERS: UNDERSTANDING THE PERSONAL IN PERSONAL PRACTICAL KNOWLEDGE.

Degree: 2014, University of Saskatchewan

 This narrative inquiry began with queries into the identity-making experiences of two teachers, Anna and Penny, at the beginning of their careers. Through weekly research… (more)

Subjects/Keywords: teacher identity; narrative inquiry; early career teachers; teacher education; sustaining teachers; teachers as curriculum makers

…151 Chapter Seven: Teacher Knowledge at the Beginning of a Career… …early-career teachers. I wanted to understand my own experience as a sessional lecturer, as a… …1 Awakening to Experiences as a Beginning Teacher, Again… …12 Teacher knowledge… …87 Possibilities for Reshaping Teacher Education: Personal Worlds Inform Practical… 

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

APA (6th Edition):

Driedger-Enns, L. (2014). A NARRATIVE INQUIRY INTO THE IDENTITY MAKING OF TWO EARLY-CAREER TEACHERS: UNDERSTANDING THE PERSONAL IN PERSONAL PRACTICAL KNOWLEDGE. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2014-12-1890

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):

Driedger-Enns, Lynnette. “A NARRATIVE INQUIRY INTO THE IDENTITY MAKING OF TWO EARLY-CAREER TEACHERS: UNDERSTANDING THE PERSONAL IN PERSONAL PRACTICAL KNOWLEDGE.” 2014. Thesis, University of Saskatchewan. Accessed February 27, 2021. http://hdl.handle.net/10388/ETD-2014-12-1890.

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

MLA Handbook (7th Edition):

Driedger-Enns, Lynnette. “A NARRATIVE INQUIRY INTO THE IDENTITY MAKING OF TWO EARLY-CAREER TEACHERS: UNDERSTANDING THE PERSONAL IN PERSONAL PRACTICAL KNOWLEDGE.” 2014. Web. 27 Feb 2021.

Vancouver:

Driedger-Enns L. A NARRATIVE INQUIRY INTO THE IDENTITY MAKING OF TWO EARLY-CAREER TEACHERS: UNDERSTANDING THE PERSONAL IN PERSONAL PRACTICAL KNOWLEDGE. [Internet] [Thesis]. University of Saskatchewan; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10388/ETD-2014-12-1890.

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

Council of Science Editors:

Driedger-Enns L. A NARRATIVE INQUIRY INTO THE IDENTITY MAKING OF TWO EARLY-CAREER TEACHERS: UNDERSTANDING THE PERSONAL IN PERSONAL PRACTICAL KNOWLEDGE. [Thesis]. University of Saskatchewan; 2014. Available from: http://hdl.handle.net/10388/ETD-2014-12-1890

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


Humboldt State University

30. Watts, Jacinda M. Professionalism in early childhood education.

Degree: MA, Education, 2009, Humboldt State University

 In this explorative research project, data from questionnaires, interviews, and a focus group was collected and analyzed in order to explore aspects of the self-perception… (more)

Subjects/Keywords: ECE; Early childhood education; Professionalism; Pre-school teacher; Cognitive dissonance; Career ladder; Self-perception; Infant/toddler teacher

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

APA (6th Edition):

Watts, J. M. (2009). Professionalism in early childhood education. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/493

Chicago Manual of Style (16th Edition):

Watts, Jacinda M. “Professionalism in early childhood education.” 2009. Masters Thesis, Humboldt State University. Accessed February 27, 2021. http://hdl.handle.net/2148/493.

MLA Handbook (7th Edition):

Watts, Jacinda M. “Professionalism in early childhood education.” 2009. Web. 27 Feb 2021.

Vancouver:

Watts JM. Professionalism in early childhood education. [Internet] [Masters thesis]. Humboldt State University; 2009. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2148/493.

Council of Science Editors:

Watts JM. Professionalism in early childhood education. [Masters Thesis]. Humboldt State University; 2009. Available from: http://hdl.handle.net/2148/493

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