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You searched for subject:(new teacher). Showing records 1 – 30 of 322 total matches.

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University of Houston

1. Martinez, Roberto. An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas.

Degree: EdD, Professional Leadership, 2014, University of Houston

 The purpose of this study was to evaluate the new teacher perceptions of the New Teacher Induction Program in a suburban school district in southwest… (more)

Subjects/Keywords: New teacher induction

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APA (6th Edition):

Martinez, R. (2014). An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1681

Chicago Manual of Style (16th Edition):

Martinez, Roberto. “An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas.” 2014. Doctoral Dissertation, University of Houston. Accessed July 14, 2020. http://hdl.handle.net/10657/1681.

MLA Handbook (7th Edition):

Martinez, Roberto. “An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas.” 2014. Web. 14 Jul 2020.

Vancouver:

Martinez R. An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10657/1681.

Council of Science Editors:

Martinez R. An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1681


University of Ottawa

2. Topp, James. An Analysis of the Experiences of New Teachers Involved in an Induction Program: Closing the Gap between Expectations and Reality .

Degree: 2018, University of Ottawa

 International literature on induction within education consistently states that induction programs provide a variety of benefits for new teachers. In Ontario in 2006, to support… (more)

Subjects/Keywords: New Teacher Induction; Mentoring

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APA (6th Edition):

Topp, J. (2018). An Analysis of the Experiences of New Teachers Involved in an Induction Program: Closing the Gap between Expectations and Reality . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/38128

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):

Topp, James. “An Analysis of the Experiences of New Teachers Involved in an Induction Program: Closing the Gap between Expectations and Reality .” 2018. Thesis, University of Ottawa. Accessed July 14, 2020. http://hdl.handle.net/10393/38128.

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

MLA Handbook (7th Edition):

Topp, James. “An Analysis of the Experiences of New Teachers Involved in an Induction Program: Closing the Gap between Expectations and Reality .” 2018. Web. 14 Jul 2020.

Vancouver:

Topp J. An Analysis of the Experiences of New Teachers Involved in an Induction Program: Closing the Gap between Expectations and Reality . [Internet] [Thesis]. University of Ottawa; 2018. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10393/38128.

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

Council of Science Editors:

Topp J. An Analysis of the Experiences of New Teachers Involved in an Induction Program: Closing the Gap between Expectations and Reality . [Thesis]. University of Ottawa; 2018. Available from: http://hdl.handle.net/10393/38128

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


Arizona State University

3. Hallquist, Rachel Anne. New Teachers and Wellbeing.

Degree: Educational Leadership and Policy Studies, 2018, Arizona State University

New teachers quit the profession at high levels, particularly in rural and urban schools. These high rates of turnover create staffing issues, particularly in high-needs… (more)

Subjects/Keywords: Education; New teachers; teacher burnout; teacher emotions; teacher renewal; teacher retention; teacher wellbeing

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APA (6th Edition):

Hallquist, R. A. (2018). New Teachers and Wellbeing. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/51593

Chicago Manual of Style (16th Edition):

Hallquist, Rachel Anne. “New Teachers and Wellbeing.” 2018. Doctoral Dissertation, Arizona State University. Accessed July 14, 2020. http://repository.asu.edu/items/51593.

MLA Handbook (7th Edition):

Hallquist, Rachel Anne. “New Teachers and Wellbeing.” 2018. Web. 14 Jul 2020.

Vancouver:

Hallquist RA. New Teachers and Wellbeing. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2020 Jul 14]. Available from: http://repository.asu.edu/items/51593.

Council of Science Editors:

Hallquist RA. New Teachers and Wellbeing. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/51593


Queens University

4. Tregunna, Leigha. Trials, Triumphs, and Transitions: Examining Perceptions of New Teacher Induction in Relation to Mentoring and School Culture .

Degree: Education, 2013, Queens University

 It is a well-known fact that entering the teaching profession can be a challenge for nearly anyone (Kronowitz, 2004). Recently, the discussion has shifted to… (more)

Subjects/Keywords: Teacher Induction; New Teacher Induction Program; New teachers; Mentoring

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APA (6th Edition):

Tregunna, L. (2013). Trials, Triumphs, and Transitions: Examining Perceptions of New Teacher Induction in Relation to Mentoring and School Culture . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/8161

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):

Tregunna, Leigha. “Trials, Triumphs, and Transitions: Examining Perceptions of New Teacher Induction in Relation to Mentoring and School Culture .” 2013. Thesis, Queens University. Accessed July 14, 2020. http://hdl.handle.net/1974/8161.

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

MLA Handbook (7th Edition):

Tregunna, Leigha. “Trials, Triumphs, and Transitions: Examining Perceptions of New Teacher Induction in Relation to Mentoring and School Culture .” 2013. Web. 14 Jul 2020.

Vancouver:

Tregunna L. Trials, Triumphs, and Transitions: Examining Perceptions of New Teacher Induction in Relation to Mentoring and School Culture . [Internet] [Thesis]. Queens University; 2013. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1974/8161.

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

Council of Science Editors:

Tregunna L. Trials, Triumphs, and Transitions: Examining Perceptions of New Teacher Induction in Relation to Mentoring and School Culture . [Thesis]. Queens University; 2013. Available from: http://hdl.handle.net/1974/8161

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


University of Western Ontario

5. 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 July 14, 2020. 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. 14 Jul 2020.

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 2020 Jul 14]. 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


Georgia State University

6. Matthews, Cassandra. Creating Space For New Teacher Voices: Examining Mentoring From the Perspective of New Teacher Residents.

Degree: PhD, Early Childhood Education, 2015, Georgia State University

  Educators and policy makers recognize the need to provide a continuum of support for beginning teachers to facilitate the transition from preservice preparation to… (more)

Subjects/Keywords: New teacher mentoring; Teacher induction; Urban teacher residency programs

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APA (6th Edition):

Matthews, C. (2015). Creating Space For New Teacher Voices: Examining Mentoring From the Perspective of New Teacher Residents. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/23

Chicago Manual of Style (16th Edition):

Matthews, Cassandra. “Creating Space For New Teacher Voices: Examining Mentoring From the Perspective of New Teacher Residents.” 2015. Doctoral Dissertation, Georgia State University. Accessed July 14, 2020. https://scholarworks.gsu.edu/ece_diss/23.

MLA Handbook (7th Edition):

Matthews, Cassandra. “Creating Space For New Teacher Voices: Examining Mentoring From the Perspective of New Teacher Residents.” 2015. Web. 14 Jul 2020.

Vancouver:

Matthews C. Creating Space For New Teacher Voices: Examining Mentoring From the Perspective of New Teacher Residents. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2020 Jul 14]. Available from: https://scholarworks.gsu.edu/ece_diss/23.

Council of Science Editors:

Matthews C. Creating Space For New Teacher Voices: Examining Mentoring From the Perspective of New Teacher Residents. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/ece_diss/23


University of New Mexico

7. Williams Stapleton, Sheryl M. Teachers' Perceptions of New Mexico's Three-Tiered Licensure System.

Degree: Teacher Education, Educational Leadership & Policy, 2013, University of New Mexico

 This qualitative research study seeks to explore the question, What has been the impact of New Mexico's three-tiered Teacher licensure system?' This study uses the… (more)

Subjects/Keywords: Dossier; Three-Tier; Teacher Licensure; New Mexico Teacher Licensure; Teacher Salary

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APA (6th Edition):

Williams Stapleton, S. M. (2013). Teachers' Perceptions of New Mexico's Three-Tiered Licensure System. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23156

Chicago Manual of Style (16th Edition):

Williams Stapleton, Sheryl M. “Teachers' Perceptions of New Mexico's Three-Tiered Licensure System.” 2013. Doctoral Dissertation, University of New Mexico. Accessed July 14, 2020. http://hdl.handle.net/1928/23156.

MLA Handbook (7th Edition):

Williams Stapleton, Sheryl M. “Teachers' Perceptions of New Mexico's Three-Tiered Licensure System.” 2013. Web. 14 Jul 2020.

Vancouver:

Williams Stapleton SM. Teachers' Perceptions of New Mexico's Three-Tiered Licensure System. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1928/23156.

Council of Science Editors:

Williams Stapleton SM. Teachers' Perceptions of New Mexico's Three-Tiered Licensure System. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23156


University of New Mexico

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

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 July 14, 2020. 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. 14 Jul 2020.

Vancouver:

Mercer-Smith R. MODELING EARLY-CAREER TEACHER RETENTION IN NEW MEXICO USING LOGISTIC REGRESSION. [Internet] [Masters thesis]. University of New Mexico; 2014. [cited 2020 Jul 14]. 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


Penn State University

9. Hanawalt, Christina Ann. Collage as Critical Practice: Mapping New Art Teacher Experiences within Contemporary Assemblages of Education.

Degree: PhD, Art Education, 2016, Penn State University

 In this dissertation, I examine the experiences generated by a year-long support initiative for new art teachers guided by collage as critical practice. Based on… (more)

Subjects/Keywords: new art teachers; new teacher induction; new teacher socialization; collage; contemporary theories of art education; school culture; teacher identity; accountability

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APA (6th Edition):

Hanawalt, C. A. (2016). Collage as Critical Practice: Mapping New Art Teacher Experiences within Contemporary Assemblages of Education. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/r494vk167

Chicago Manual of Style (16th Edition):

Hanawalt, Christina Ann. “Collage as Critical Practice: Mapping New Art Teacher Experiences within Contemporary Assemblages of Education.” 2016. Doctoral Dissertation, Penn State University. Accessed July 14, 2020. https://etda.libraries.psu.edu/catalog/r494vk167.

MLA Handbook (7th Edition):

Hanawalt, Christina Ann. “Collage as Critical Practice: Mapping New Art Teacher Experiences within Contemporary Assemblages of Education.” 2016. Web. 14 Jul 2020.

Vancouver:

Hanawalt CA. Collage as Critical Practice: Mapping New Art Teacher Experiences within Contemporary Assemblages of Education. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2020 Jul 14]. Available from: https://etda.libraries.psu.edu/catalog/r494vk167.

Council of Science Editors:

Hanawalt CA. Collage as Critical Practice: Mapping New Art Teacher Experiences within Contemporary Assemblages of Education. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/r494vk167


University of Georgia

10. Bickmore, Steven Tueller. Conceptualizing induction through professional development activities: a case study of a novice teacher's entrance into the teaching profession.

Degree: PhD, English Education, 2005, University of Georgia

 This dissertation is a case study of one novice teacher s induction into the teaching profession. It discusses the high attrition rate of novice teachers… (more)

Subjects/Keywords: New Teacher Induction

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APA (6th Edition):

Bickmore, S. T. (2005). Conceptualizing induction through professional development activities: a case study of a novice teacher's entrance into the teaching profession. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bickmore_steven_t_200508_phd

Chicago Manual of Style (16th Edition):

Bickmore, Steven Tueller. “Conceptualizing induction through professional development activities: a case study of a novice teacher's entrance into the teaching profession.” 2005. Doctoral Dissertation, University of Georgia. Accessed July 14, 2020. http://purl.galileo.usg.edu/uga_etd/bickmore_steven_t_200508_phd.

MLA Handbook (7th Edition):

Bickmore, Steven Tueller. “Conceptualizing induction through professional development activities: a case study of a novice teacher's entrance into the teaching profession.” 2005. Web. 14 Jul 2020.

Vancouver:

Bickmore ST. Conceptualizing induction through professional development activities: a case study of a novice teacher's entrance into the teaching profession. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2020 Jul 14]. Available from: http://purl.galileo.usg.edu/uga_etd/bickmore_steven_t_200508_phd.

Council of Science Editors:

Bickmore ST. Conceptualizing induction through professional development activities: a case study of a novice teacher's entrance into the teaching profession. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/bickmore_steven_t_200508_phd


Louisiana State University

11. Woods, David Frank. Getting off the ground with AP Calculus.

Degree: MNS, Physical Sciences and Mathematics, 2010, Louisiana State University

 “The study of mathematics, like the Nile, begins in minuteness but ends in magnificence.” – Charles Caleb Colton Caught in a downward spiral, American mathematical… (more)

Subjects/Keywords: New Teacher Development; MyMathLab; Educational Technology

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APA (6th Edition):

Woods, D. F. (2010). Getting off the ground with AP Calculus. (Masters Thesis). Louisiana State University. Retrieved from etd-07072010-193605 ; https://digitalcommons.lsu.edu/gradschool_theses/4209

Chicago Manual of Style (16th Edition):

Woods, David Frank. “Getting off the ground with AP Calculus.” 2010. Masters Thesis, Louisiana State University. Accessed July 14, 2020. etd-07072010-193605 ; https://digitalcommons.lsu.edu/gradschool_theses/4209.

MLA Handbook (7th Edition):

Woods, David Frank. “Getting off the ground with AP Calculus.” 2010. Web. 14 Jul 2020.

Vancouver:

Woods DF. Getting off the ground with AP Calculus. [Internet] [Masters thesis]. Louisiana State University; 2010. [cited 2020 Jul 14]. Available from: etd-07072010-193605 ; https://digitalcommons.lsu.edu/gradschool_theses/4209.

Council of Science Editors:

Woods DF. Getting off the ground with AP Calculus. [Masters Thesis]. Louisiana State University; 2010. Available from: etd-07072010-193605 ; https://digitalcommons.lsu.edu/gradschool_theses/4209


Linnaeus University

12. Bergehamn, Marcus. Transformation? : A case study of teacher trainees' views on their future work as teachers compared to new teachers' views on their work.

Degree: Language and Literature, 2011, Linnaeus University

  The purpose of this essay is to find out if there are any differences between what teacher trainees expect and what teachers claim in… (more)

Subjects/Keywords: English teaching; new teachers; teacher trainees

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APA (6th Edition):

Bergehamn, M. (2011). Transformation? : A case study of teacher trainees' views on their future work as teachers compared to new teachers' views on their work. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10636

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):

Bergehamn, Marcus. “Transformation? : A case study of teacher trainees' views on their future work as teachers compared to new teachers' views on their work.” 2011. Thesis, Linnaeus University. Accessed July 14, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10636.

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

MLA Handbook (7th Edition):

Bergehamn, Marcus. “Transformation? : A case study of teacher trainees' views on their future work as teachers compared to new teachers' views on their work.” 2011. Web. 14 Jul 2020.

Vancouver:

Bergehamn M. Transformation? : A case study of teacher trainees' views on their future work as teachers compared to new teachers' views on their work. [Internet] [Thesis]. Linnaeus University; 2011. [cited 2020 Jul 14]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10636.

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

Council of Science Editors:

Bergehamn M. Transformation? : A case study of teacher trainees' views on their future work as teachers compared to new teachers' views on their work. [Thesis]. Linnaeus University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10636

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

13. Gauthier, Leah. AN EXAMINATION OF THE INDUCTION AND TEACHER MENTORING PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

  The teacher mentoring program is an essential part of a teacher’s success during the first years at a school. It is important that a… (more)

Subjects/Keywords: mentoring; new teachers; teacher preparation; retention; Teacher Education and Professional Development

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APA (6th Edition):

Gauthier, L. (2017). AN EXAMINATION OF THE INDUCTION AND TEACHER MENTORING PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/246

Chicago Manual of Style (16th Edition):

Gauthier, Leah. “AN EXAMINATION OF THE INDUCTION AND TEACHER MENTORING PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT.” 2017. Doctoral Dissertation, National-Louis University. Accessed July 14, 2020. https://digitalcommons.nl.edu/diss/246.

MLA Handbook (7th Edition):

Gauthier, Leah. “AN EXAMINATION OF THE INDUCTION AND TEACHER MENTORING PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT.” 2017. Web. 14 Jul 2020.

Vancouver:

Gauthier L. AN EXAMINATION OF THE INDUCTION AND TEACHER MENTORING PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2020 Jul 14]. Available from: https://digitalcommons.nl.edu/diss/246.

Council of Science Editors:

Gauthier L. AN EXAMINATION OF THE INDUCTION AND TEACHER MENTORING PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/246


University of Wollongong

14. Kearney, Sean Patrick. New Scheme Teacher induction in New South Wales independent schools: challenges and opportunities.

Degree: PhD, Faculty of Education, 2012, University of Wollongong

  The problems that beginning teachers face early in their careers are a major factor in growing rates of attrition among neophyte teachers. Coupled with… (more)

Subjects/Keywords: induction; beginning teacher; new scheme teacher; independent schools; organisational socialisation

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APA (6th Edition):

Kearney, S. P. (2012). New Scheme Teacher induction in New South Wales independent schools: challenges and opportunities. (Doctoral Dissertation). University of Wollongong. Retrieved from 1301 EDUCATION SYSTEMS, 1399 OTHER EDUCATION ; https://ro.uow.edu.au/theses/3723

Chicago Manual of Style (16th Edition):

Kearney, Sean Patrick. “New Scheme Teacher induction in New South Wales independent schools: challenges and opportunities.” 2012. Doctoral Dissertation, University of Wollongong. Accessed July 14, 2020. 1301 EDUCATION SYSTEMS, 1399 OTHER EDUCATION ; https://ro.uow.edu.au/theses/3723.

MLA Handbook (7th Edition):

Kearney, Sean Patrick. “New Scheme Teacher induction in New South Wales independent schools: challenges and opportunities.” 2012. Web. 14 Jul 2020.

Vancouver:

Kearney SP. New Scheme Teacher induction in New South Wales independent schools: challenges and opportunities. [Internet] [Doctoral dissertation]. University of Wollongong; 2012. [cited 2020 Jul 14]. Available from: 1301 EDUCATION SYSTEMS, 1399 OTHER EDUCATION ; https://ro.uow.edu.au/theses/3723.

Council of Science Editors:

Kearney SP. New Scheme Teacher induction in New South Wales independent schools: challenges and opportunities. [Doctoral Dissertation]. University of Wollongong; 2012. Available from: 1301 EDUCATION SYSTEMS, 1399 OTHER EDUCATION ; https://ro.uow.edu.au/theses/3723


University of Illinois – Chicago

15. Kennedy, William. Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities.

Degree: 2017, University of Illinois – Chicago

 This research explores the Critical Dialogue that I facilitated and engaged in as part of a dialogic Praxis cycle with four first year teachers in… (more)

Subjects/Keywords: urban teacher education; dialogue; praxis; teacher induction; new teachers

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APA (6th Edition):

Kennedy, W. (2017). Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21851

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):

Kennedy, William. “Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities.” 2017. Thesis, University of Illinois – Chicago. Accessed July 14, 2020. http://hdl.handle.net/10027/21851.

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

MLA Handbook (7th Edition):

Kennedy, William. “Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities.” 2017. Web. 14 Jul 2020.

Vancouver:

Kennedy W. Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10027/21851.

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

Council of Science Editors:

Kennedy W. Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21851

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


University of Houston

16. Russell, Jasmin Elena. An Examination of Instructional Coaching and Teacher Retention: A Case Study.

Degree: EdD, Professional Leadership, Education, 2019, University of Houston

 Background: Teacher retention remains a crisis nationally. While a variety of interventions have sought to curtail the number of teachers exiting the field each year,… (more)

Subjects/Keywords: Teacher retention; Instructional coaching; Teacher retention; New teachers

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APA (6th Edition):

Russell, J. E. (2019). An Examination of Instructional Coaching and Teacher Retention: A Case Study. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5567

Chicago Manual of Style (16th Edition):

Russell, Jasmin Elena. “An Examination of Instructional Coaching and Teacher Retention: A Case Study.” 2019. Doctoral Dissertation, University of Houston. Accessed July 14, 2020. http://hdl.handle.net/10657/5567.

MLA Handbook (7th Edition):

Russell, Jasmin Elena. “An Examination of Instructional Coaching and Teacher Retention: A Case Study.” 2019. Web. 14 Jul 2020.

Vancouver:

Russell JE. An Examination of Instructional Coaching and Teacher Retention: A Case Study. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10657/5567.

Council of Science Editors:

Russell JE. An Examination of Instructional Coaching and Teacher Retention: A Case Study. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5567


University of Toronto

17. Molitor, Jane Suzanne. Understanding the Experience of Mentor Teachers as Teacher Leaders in a Secondary School Context.

Degree: PhD, 2014, University of Toronto

 Recognition that beginning teachers require ongoing support in their first year of teaching gave rise to Ontario's New Teacher Induction Program which started in September… (more)

Subjects/Keywords: Educational Change; Education Policy; Mentoring; New Teacher Induction; Teacher Leadership; 0458

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APA (6th Edition):

Molitor, J. S. (2014). Understanding the Experience of Mentor Teachers as Teacher Leaders in a Secondary School Context. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68355

Chicago Manual of Style (16th Edition):

Molitor, Jane Suzanne. “Understanding the Experience of Mentor Teachers as Teacher Leaders in a Secondary School Context.” 2014. Doctoral Dissertation, University of Toronto. Accessed July 14, 2020. http://hdl.handle.net/1807/68355.

MLA Handbook (7th Edition):

Molitor, Jane Suzanne. “Understanding the Experience of Mentor Teachers as Teacher Leaders in a Secondary School Context.” 2014. Web. 14 Jul 2020.

Vancouver:

Molitor JS. Understanding the Experience of Mentor Teachers as Teacher Leaders in a Secondary School Context. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1807/68355.

Council of Science Editors:

Molitor JS. Understanding the Experience of Mentor Teachers as Teacher Leaders in a Secondary School Context. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68355


Massey University

18. Aspden, Karyn Michelle. Illuminating the assessment of practicum in New Zealand early childhood initial teacher education.

Degree: PhD, Education, 2014, Massey University

 Practicum is a core feature of initial teacher education. It is the site of induction and mentoring, intended to support the student teacher in their… (more)

Subjects/Keywords: Teacher education; Early childhood teacher training; Teacher training; Early childhood teaching, New Zealand; Practicum

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

APA (6th Edition):

Aspden, K. M. (2014). Illuminating the assessment of practicum in New Zealand early childhood initial teacher education. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/6473

Chicago Manual of Style (16th Edition):

Aspden, Karyn Michelle. “Illuminating the assessment of practicum in New Zealand early childhood initial teacher education.” 2014. Doctoral Dissertation, Massey University. Accessed July 14, 2020. http://hdl.handle.net/10179/6473.

MLA Handbook (7th Edition):

Aspden, Karyn Michelle. “Illuminating the assessment of practicum in New Zealand early childhood initial teacher education.” 2014. Web. 14 Jul 2020.

Vancouver:

Aspden KM. Illuminating the assessment of practicum in New Zealand early childhood initial teacher education. [Internet] [Doctoral dissertation]. Massey University; 2014. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10179/6473.

Council of Science Editors:

Aspden KM. Illuminating the assessment of practicum in New Zealand early childhood initial teacher education. [Doctoral Dissertation]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6473


Iowa State University

19. Powers, Kristi. New teachers' perceptions on their preparation: A follow-up study.

Degree: 2012, Iowa State University

 This research investigated new public school teachers' perceptions of their level of preparation in the area classroom management and how prepared they were during their… (more)

Subjects/Keywords: classroom management preparation; new teacher attrition and retention; new teacher preparation; new teacher professional development needs; student teaching; teacher education programs; Educational Administration and Supervision

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APA (6th Edition):

Powers, K. (2012). New teachers' perceptions on their preparation: A follow-up study. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/12438

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):

Powers, Kristi. “New teachers' perceptions on their preparation: A follow-up study.” 2012. Thesis, Iowa State University. Accessed July 14, 2020. https://lib.dr.iastate.edu/etd/12438.

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

MLA Handbook (7th Edition):

Powers, Kristi. “New teachers' perceptions on their preparation: A follow-up study.” 2012. Web. 14 Jul 2020.

Vancouver:

Powers K. New teachers' perceptions on their preparation: A follow-up study. [Internet] [Thesis]. Iowa State University; 2012. [cited 2020 Jul 14]. Available from: https://lib.dr.iastate.edu/etd/12438.

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

Council of Science Editors:

Powers K. New teachers' perceptions on their preparation: A follow-up study. [Thesis]. Iowa State University; 2012. Available from: https://lib.dr.iastate.edu/etd/12438

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


Brigham Young University

20. Chou, Po N. The Asher and Dane School Districts' Mentoring Models: The Relationship Between Mentoring and Retention of Beginning Teachers.

Degree: PhD, 2010, Brigham Young University

 Diverse mentoring models have been implemented by educational organizations to address teacher retention, but debate continues over which mentoring model is most beneficial. Two school… (more)

Subjects/Keywords: mentoring; mentoring relationship; mentoring model; mentor; teacher retention; teacher attrition; new teacher; beginning teacher; Educational Leadership

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

APA (6th Edition):

Chou, P. N. (2010). The Asher and Dane School Districts' Mentoring Models: The Relationship Between Mentoring and Retention of Beginning Teachers. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3369&context=etd

Chicago Manual of Style (16th Edition):

Chou, Po N. “The Asher and Dane School Districts' Mentoring Models: The Relationship Between Mentoring and Retention of Beginning Teachers.” 2010. Doctoral Dissertation, Brigham Young University. Accessed July 14, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3369&context=etd.

MLA Handbook (7th Edition):

Chou, Po N. “The Asher and Dane School Districts' Mentoring Models: The Relationship Between Mentoring and Retention of Beginning Teachers.” 2010. Web. 14 Jul 2020.

Vancouver:

Chou PN. The Asher and Dane School Districts' Mentoring Models: The Relationship Between Mentoring and Retention of Beginning Teachers. [Internet] [Doctoral dissertation]. Brigham Young University; 2010. [cited 2020 Jul 14]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3369&context=etd.

Council of Science Editors:

Chou PN. The Asher and Dane School Districts' Mentoring Models: The Relationship Between Mentoring and Retention of Beginning Teachers. [Doctoral Dissertation]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3369&context=etd


University of Louisville

21. Webb, Aimee G. New teacher job satisfaction : effects of general job facets and teacher job specific facets.

Degree: PhD, Department of Leadership, Foundations, and Human Resource Education, 2007, University of Louisville

 This study addressed the job satisfaction of new teachers in Jefferson County Public Schools (JCPS). in Jefferson County, Kentucky. The JCPS district is the 29th… (more)

Subjects/Keywords: Job satisfaction; New teacher turnover; Teacher job satisfaction; New teacher retention; New teacher satisfaction; Teacher retention; Turnover; New teacher

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

APA (6th Edition):

Webb, A. G. (2007). New teacher job satisfaction : effects of general job facets and teacher job specific facets. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1541 ; https://ir.library.louisville.edu/etd/1541

Chicago Manual of Style (16th Edition):

Webb, Aimee G. “New teacher job satisfaction : effects of general job facets and teacher job specific facets.” 2007. Doctoral Dissertation, University of Louisville. Accessed July 14, 2020. 10.18297/etd/1541 ; https://ir.library.louisville.edu/etd/1541.

MLA Handbook (7th Edition):

Webb, Aimee G. “New teacher job satisfaction : effects of general job facets and teacher job specific facets.” 2007. Web. 14 Jul 2020.

Vancouver:

Webb AG. New teacher job satisfaction : effects of general job facets and teacher job specific facets. [Internet] [Doctoral dissertation]. University of Louisville; 2007. [cited 2020 Jul 14]. Available from: 10.18297/etd/1541 ; https://ir.library.louisville.edu/etd/1541.

Council of Science Editors:

Webb AG. New teacher job satisfaction : effects of general job facets and teacher job specific facets. [Doctoral Dissertation]. University of Louisville; 2007. Available from: 10.18297/etd/1541 ; https://ir.library.louisville.edu/etd/1541


Brigham Young University

22. Larsen, Carol S. Content Analysis of New Teacher Induction and Mentoring Documents in Five Partnership Districts: Reflections and Acknowledgments of Complexity.

Degree: MA, 2013, Brigham Young University

 The purpose of this study is to examine how documents used in new teacher induction and mentoring programs from five different school districts reflect and… (more)

Subjects/Keywords: new teacher induction; mentoring program; complexity theory; document analysis; Teacher Education and Professional Development

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APA (6th Edition):

Larsen, C. S. (2013). Content Analysis of New Teacher Induction and Mentoring Documents in Five Partnership Districts: Reflections and Acknowledgments of Complexity. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4943&context=etd

Chicago Manual of Style (16th Edition):

Larsen, Carol S. “Content Analysis of New Teacher Induction and Mentoring Documents in Five Partnership Districts: Reflections and Acknowledgments of Complexity.” 2013. Masters Thesis, Brigham Young University. Accessed July 14, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4943&context=etd.

MLA Handbook (7th Edition):

Larsen, Carol S. “Content Analysis of New Teacher Induction and Mentoring Documents in Five Partnership Districts: Reflections and Acknowledgments of Complexity.” 2013. Web. 14 Jul 2020.

Vancouver:

Larsen CS. Content Analysis of New Teacher Induction and Mentoring Documents in Five Partnership Districts: Reflections and Acknowledgments of Complexity. [Internet] [Masters thesis]. Brigham Young University; 2013. [cited 2020 Jul 14]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4943&context=etd.

Council of Science Editors:

Larsen CS. Content Analysis of New Teacher Induction and Mentoring Documents in Five Partnership Districts: Reflections and Acknowledgments of Complexity. [Masters Thesis]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4943&context=etd


Massey University

23. Irving, Stephen Earl. Using student evaluations for teacher development in nine urban secondary schools : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration, Massey University .

Degree: 1996, Massey University

 Student evaluations are becoming more common in education, particularly in the tertiary sector. They have been used by students and by the authorities to make… (more)

Subjects/Keywords: New Zealand; Teacher training; Teacher evaluation

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APA (6th Edition):

Irving, S. E. (1996). Using student evaluations for teacher development in nine urban secondary schools : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration, Massey University . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/8472

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):

Irving, Stephen Earl. “Using student evaluations for teacher development in nine urban secondary schools : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration, Massey University .” 1996. Thesis, Massey University. Accessed July 14, 2020. http://hdl.handle.net/10179/8472.

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

MLA Handbook (7th Edition):

Irving, Stephen Earl. “Using student evaluations for teacher development in nine urban secondary schools : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration, Massey University .” 1996. Web. 14 Jul 2020.

Vancouver:

Irving SE. Using student evaluations for teacher development in nine urban secondary schools : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration, Massey University . [Internet] [Thesis]. Massey University; 1996. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10179/8472.

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

Council of Science Editors:

Irving SE. Using student evaluations for teacher development in nine urban secondary schools : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration, Massey University . [Thesis]. Massey University; 1996. Available from: http://hdl.handle.net/10179/8472

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


Massey University

24. Ball, Teresa. "Desirable models of behaviour" : learning to teach as a rite of passage : an historical study of initial teacher education in New Zealand.

Degree: PhD, Education, 2009, Massey University

 This thesis critically examines the historical construction of initial teacher education at the turn of the 20th century. It focuses particularly on the extent of… (more)

Subjects/Keywords: Teacher education; Teacher training; New Zealand

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APA (6th Edition):

Ball, T. (2009). "Desirable models of behaviour" : learning to teach as a rite of passage : an historical study of initial teacher education in New Zealand. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/1238

Chicago Manual of Style (16th Edition):

Ball, Teresa. “"Desirable models of behaviour" : learning to teach as a rite of passage : an historical study of initial teacher education in New Zealand.” 2009. Doctoral Dissertation, Massey University. Accessed July 14, 2020. http://hdl.handle.net/10179/1238.

MLA Handbook (7th Edition):

Ball, Teresa. “"Desirable models of behaviour" : learning to teach as a rite of passage : an historical study of initial teacher education in New Zealand.” 2009. Web. 14 Jul 2020.

Vancouver:

Ball T. "Desirable models of behaviour" : learning to teach as a rite of passage : an historical study of initial teacher education in New Zealand. [Internet] [Doctoral dissertation]. Massey University; 2009. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10179/1238.

Council of Science Editors:

Ball T. "Desirable models of behaviour" : learning to teach as a rite of passage : an historical study of initial teacher education in New Zealand. [Doctoral Dissertation]. Massey University; 2009. Available from: http://hdl.handle.net/10179/1238


Massey University

25. Kenrick, Peti Mihiroa Mere Jessie. Beginning teachers' preparedness to teach Māori children.

Degree: EdD, 2010, Massey University

 The preparation of teachers is complicated by a plethora of competing elements seeking consensus as to what a teacher education curriculum might look like for… (more)

Subjects/Keywords: Maori children; Education; Beginning teachers; First year teachers; Teacher training; Teacher education; New Zealand

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APA (6th Edition):

Kenrick, P. M. M. J. (2010). Beginning teachers' preparedness to teach Māori children. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/2059

Chicago Manual of Style (16th Edition):

Kenrick, Peti Mihiroa Mere Jessie. “Beginning teachers' preparedness to teach Māori children.” 2010. Doctoral Dissertation, Massey University. Accessed July 14, 2020. http://hdl.handle.net/10179/2059.

MLA Handbook (7th Edition):

Kenrick, Peti Mihiroa Mere Jessie. “Beginning teachers' preparedness to teach Māori children.” 2010. Web. 14 Jul 2020.

Vancouver:

Kenrick PMMJ. Beginning teachers' preparedness to teach Māori children. [Internet] [Doctoral dissertation]. Massey University; 2010. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10179/2059.

Council of Science Editors:

Kenrick PMMJ. Beginning teachers' preparedness to teach Māori children. [Doctoral Dissertation]. Massey University; 2010. Available from: http://hdl.handle.net/10179/2059


AUT University

26. Yau, Hay-yiu. Language teacher motivation: a study of teachers of English as a Second Language (ESL) in New Zealand language schools .

Degree: 2010, AUT University

 Research on the motivation of teachers of English as a Second Language (ESL) has been scarce and fragmented. This study aims to bridge the gap… (more)

Subjects/Keywords: New Zealand language schools; ESL teacher motivation; Teacher motivation; Motivation; Mixed methods approach

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APA (6th Edition):

Yau, H. (2010). Language teacher motivation: a study of teachers of English as a Second Language (ESL) in New Zealand language schools . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/1080

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):

Yau, Hay-yiu. “Language teacher motivation: a study of teachers of English as a Second Language (ESL) in New Zealand language schools .” 2010. Thesis, AUT University. Accessed July 14, 2020. http://hdl.handle.net/10292/1080.

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

MLA Handbook (7th Edition):

Yau, Hay-yiu. “Language teacher motivation: a study of teachers of English as a Second Language (ESL) in New Zealand language schools .” 2010. Web. 14 Jul 2020.

Vancouver:

Yau H. Language teacher motivation: a study of teachers of English as a Second Language (ESL) in New Zealand language schools . [Internet] [Thesis]. AUT University; 2010. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10292/1080.

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

Council of Science Editors:

Yau H. Language teacher motivation: a study of teachers of English as a Second Language (ESL) in New Zealand language schools . [Thesis]. AUT University; 2010. Available from: http://hdl.handle.net/10292/1080

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

27. Baker-Drayton, Tamara. An Evaluation Of The New Teacher Mentoring And Induction Program At A Title One Elementary School.

Degree: EdD Doctor of Education, Educational Leadership, 2019, National-Louis University

  Low performing Title I schools often experience a lower teacher retention rate when compared to schools with higher academic achievement. Vacancies are typically filled… (more)

Subjects/Keywords: Mentoring; Teacher Retention; New Teacher; Title I; Curriculum and Instruction; Other Education; Teacher Education and Professional Development

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

APA (6th Edition):

Baker-Drayton, T. (2019). An Evaluation Of The New Teacher Mentoring And Induction Program At A Title One Elementary School. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/348

Chicago Manual of Style (16th Edition):

Baker-Drayton, Tamara. “An Evaluation Of The New Teacher Mentoring And Induction Program At A Title One Elementary School.” 2019. Doctoral Dissertation, National-Louis University. Accessed July 14, 2020. https://digitalcommons.nl.edu/diss/348.

MLA Handbook (7th Edition):

Baker-Drayton, Tamara. “An Evaluation Of The New Teacher Mentoring And Induction Program At A Title One Elementary School.” 2019. Web. 14 Jul 2020.

Vancouver:

Baker-Drayton T. An Evaluation Of The New Teacher Mentoring And Induction Program At A Title One Elementary School. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2020 Jul 14]. Available from: https://digitalcommons.nl.edu/diss/348.

Council of Science Editors:

Baker-Drayton T. An Evaluation Of The New Teacher Mentoring And Induction Program At A Title One Elementary School. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/348


Texas Tech University

28. Chan, Yoke M. Examining teacher hoped-for selves among pre-service, new, and experienced teachers.

Degree: Education, 2006, Texas Tech University

 The concept of possible selves is used to examine differences among teachers based on level of teaching experience. Possible selves are future-oriented selves that individuals… (more)

Subjects/Keywords: Experienced teacher; Pre-service teacher; New teacher

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APA (6th Edition):

Chan, Y. M. (2006). Examining teacher hoped-for selves among pre-service, new, and experienced teachers. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/9151

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):

Chan, Yoke M. “Examining teacher hoped-for selves among pre-service, new, and experienced teachers.” 2006. Thesis, Texas Tech University. Accessed July 14, 2020. http://hdl.handle.net/2346/9151.

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

MLA Handbook (7th Edition):

Chan, Yoke M. “Examining teacher hoped-for selves among pre-service, new, and experienced teachers.” 2006. Web. 14 Jul 2020.

Vancouver:

Chan YM. Examining teacher hoped-for selves among pre-service, new, and experienced teachers. [Internet] [Thesis]. Texas Tech University; 2006. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/2346/9151.

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

Council of Science Editors:

Chan YM. Examining teacher hoped-for selves among pre-service, new, and experienced teachers. [Thesis]. Texas Tech University; 2006. Available from: http://hdl.handle.net/2346/9151

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


Duquesne University

29. Bosnic, Daniel. Well-Trained Mentors: The Missing Component of the Comprehensive New Teacher Induction Program in the Silver Oak Area School.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2018, Duquesne University

  “If well-trained, competent, caring teachers were present in every classroom, we would witness a staggering increase in student achievement, motivation, and character improvement along… (more)

Subjects/Keywords: Well-trained mentors; Mentoring; New teacher induction; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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

APA (6th Edition):

Bosnic, D. (2018). Well-Trained Mentors: The Missing Component of the Comprehensive New Teacher Induction Program in the Silver Oak Area School. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1464

Chicago Manual of Style (16th Edition):

Bosnic, Daniel. “Well-Trained Mentors: The Missing Component of the Comprehensive New Teacher Induction Program in the Silver Oak Area School.” 2018. Doctoral Dissertation, Duquesne University. Accessed July 14, 2020. https://dsc.duq.edu/etd/1464.

MLA Handbook (7th Edition):

Bosnic, Daniel. “Well-Trained Mentors: The Missing Component of the Comprehensive New Teacher Induction Program in the Silver Oak Area School.” 2018. Web. 14 Jul 2020.

Vancouver:

Bosnic D. Well-Trained Mentors: The Missing Component of the Comprehensive New Teacher Induction Program in the Silver Oak Area School. [Internet] [Doctoral dissertation]. Duquesne University; 2018. [cited 2020 Jul 14]. Available from: https://dsc.duq.edu/etd/1464.

Council of Science Editors:

Bosnic D. Well-Trained Mentors: The Missing Component of the Comprehensive New Teacher Induction Program in the Silver Oak Area School. [Doctoral Dissertation]. Duquesne University; 2018. Available from: https://dsc.duq.edu/etd/1464


Massey University

30. Knight-de-Blois, Lynda. 'O mātou 'o le fatu 'o le fa'amoemoe - fesili mai! : we are the heart of the matter - ask us!.

Degree: MEd, 2015, Massey University

 This study explored the perspectives of junior secondary school students of Pacific heritage and asked them what enhanced their learning. A qualitative, interpretive framework was… (more)

Subjects/Keywords: Pacific Islanders, New Zealand; Secondary school students, New Zealand; Teacher-student relationships; Learning; Pacific Island school students, New Zealand

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APA (6th Edition):

Knight-de-Blois, L. (2015). 'O mātou 'o le fatu 'o le fa'amoemoe - fesili mai! : we are the heart of the matter - ask us!. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6898

Chicago Manual of Style (16th Edition):

Knight-de-Blois, Lynda. “'O mātou 'o le fatu 'o le fa'amoemoe - fesili mai! : we are the heart of the matter - ask us!.” 2015. Masters Thesis, Massey University. Accessed July 14, 2020. http://hdl.handle.net/10179/6898.

MLA Handbook (7th Edition):

Knight-de-Blois, Lynda. “'O mātou 'o le fatu 'o le fa'amoemoe - fesili mai! : we are the heart of the matter - ask us!.” 2015. Web. 14 Jul 2020.

Vancouver:

Knight-de-Blois L. 'O mātou 'o le fatu 'o le fa'amoemoe - fesili mai! : we are the heart of the matter - ask us!. [Internet] [Masters thesis]. Massey University; 2015. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10179/6898.

Council of Science Editors:

Knight-de-Blois L. 'O mātou 'o le fatu 'o le fa'amoemoe - fesili mai! : we are the heart of the matter - ask us!. [Masters Thesis]. Massey University; 2015. Available from: http://hdl.handle.net/10179/6898

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