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You searched for subject:(teacher induction). Showing records 1 – 30 of 186 total matches.

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Texas A&M University

1. Charleston-Cormier, Phyllis A. Novice teachers' perceptions of their first year induction program in urban schools.

Degree: 2009, Texas A&M University

 The study examined and evaluated perceptions of first year teachers on the effectiveness of induction activities, assistance, and support following participation in their induction program.… (more)

Subjects/Keywords: teacher; induction

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APA (6th Edition):

Charleston-Cormier, P. A. (2009). Novice teachers' perceptions of their first year induction program in urban schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1775

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):

Charleston-Cormier, Phyllis A. “Novice teachers' perceptions of their first year induction program in urban schools.” 2009. Thesis, Texas A&M University. Accessed July 10, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1775.

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

MLA Handbook (7th Edition):

Charleston-Cormier, Phyllis A. “Novice teachers' perceptions of their first year induction program in urban schools.” 2009. Web. 10 Jul 2020.

Vancouver:

Charleston-Cormier PA. Novice teachers' perceptions of their first year induction program in urban schools. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1775.

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

Council of Science Editors:

Charleston-Cormier PA. Novice teachers' perceptions of their first year induction program in urban schools. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1775

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


University of Houston

2. 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 10, 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. 10 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 10]. 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


Boston College

3. Cannady, Matthew A. Modeling Teacher Attrition: Teacher Characteristics and Working Conditions.

Degree: PhD, Educational Research, Measurement, and Evaluation, 2011, Boston College

 This paper describes the literature on teacher attrition as either focusing on the working conditions faced by beginning teachers or highlighting variations in teachers' characteristics… (more)

Subjects/Keywords: Teacher Attrition; Teacher Induction; Teacher Turnover

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APA (6th Edition):

Cannady, M. A. (2011). Modeling Teacher Attrition: Teacher Characteristics and Working Conditions. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101297

Chicago Manual of Style (16th Edition):

Cannady, Matthew A. “Modeling Teacher Attrition: Teacher Characteristics and Working Conditions.” 2011. Doctoral Dissertation, Boston College. Accessed July 10, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101297.

MLA Handbook (7th Edition):

Cannady, Matthew A. “Modeling Teacher Attrition: Teacher Characteristics and Working Conditions.” 2011. Web. 10 Jul 2020.

Vancouver:

Cannady MA. Modeling Teacher Attrition: Teacher Characteristics and Working Conditions. [Internet] [Doctoral dissertation]. Boston College; 2011. [cited 2020 Jul 10]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101297.

Council of Science Editors:

Cannady MA. Modeling Teacher Attrition: Teacher Characteristics and Working Conditions. [Doctoral Dissertation]. Boston College; 2011. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101297


University of Ottawa

4. 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 10, 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. 10 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 10]. 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


University of Minnesota

5. Fisher, Lee. The Storied Lives of New Teachers: Sociocultural Enactments of Professional Identities During New Teacher Induction.

Degree: PhD, Education, Curriculum and Instruction, 2019, University of Minnesota

 Using narrative inquiry (Chase, 2011; Clandinin & Connelly, 2000), this dissertation investigates the stories new teachers encounter during their licensure program and first years of… (more)

Subjects/Keywords: Story Circles; Storytelling; Teacher Induction

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

APA (6th Edition):

Fisher, L. (2019). The Storied Lives of New Teachers: Sociocultural Enactments of Professional Identities During New Teacher Induction. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/206286

Chicago Manual of Style (16th Edition):

Fisher, Lee. “The Storied Lives of New Teachers: Sociocultural Enactments of Professional Identities During New Teacher Induction.” 2019. Doctoral Dissertation, University of Minnesota. Accessed July 10, 2020. http://hdl.handle.net/11299/206286.

MLA Handbook (7th Edition):

Fisher, Lee. “The Storied Lives of New Teachers: Sociocultural Enactments of Professional Identities During New Teacher Induction.” 2019. Web. 10 Jul 2020.

Vancouver:

Fisher L. The Storied Lives of New Teachers: Sociocultural Enactments of Professional Identities During New Teacher Induction. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/11299/206286.

Council of Science Editors:

Fisher L. The Storied Lives of New Teachers: Sociocultural Enactments of Professional Identities During New Teacher Induction. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/206286


University of Minnesota

6. Titu, Preethi. Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice.

Degree: PhD, Education, Curriculum and Instruction, 2019, University of Minnesota

 Teachers' beliefs about science teaching are established and nurtured through their own experiences as learners. While teacher beliefs have a significant impact on their classroom… (more)

Subjects/Keywords: Induction; Reflective Practice; Teacher Beliefs; Teacher Identity

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APA (6th Edition):

Titu, P. (2019). Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/209009

Chicago Manual of Style (16th Edition):

Titu, Preethi. “Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice.” 2019. Doctoral Dissertation, University of Minnesota. Accessed July 10, 2020. http://hdl.handle.net/11299/209009.

MLA Handbook (7th Edition):

Titu, Preethi. “Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice.” 2019. Web. 10 Jul 2020.

Vancouver:

Titu P. Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/11299/209009.

Council of Science Editors:

Titu P. Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/209009


University of Arizona

7. Lydum, Matthew F. Patterns in a Novice Teacher's Success Stories .

Degree: 2011, University of Arizona

 This study looked at the transition from preservice teacher to teacher by considering novice teacher success stories. This investigation rested on the presumption that the… (more)

Subjects/Keywords: Teaching & Teacher Education; induction; novice teacher

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APA (6th Edition):

Lydum, M. F. (2011). Patterns in a Novice Teacher's Success Stories . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/202520

Chicago Manual of Style (16th Edition):

Lydum, Matthew F. “Patterns in a Novice Teacher's Success Stories .” 2011. Doctoral Dissertation, University of Arizona. Accessed July 10, 2020. http://hdl.handle.net/10150/202520.

MLA Handbook (7th Edition):

Lydum, Matthew F. “Patterns in a Novice Teacher's Success Stories .” 2011. Web. 10 Jul 2020.

Vancouver:

Lydum MF. Patterns in a Novice Teacher's Success Stories . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10150/202520.

Council of Science Editors:

Lydum MF. Patterns in a Novice Teacher's Success Stories . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/202520


University of South Carolina

8. Counts, Christina Lind. Preventing the Catch and Release of Teachers In South Carolina: A Look Into the Induction Program Components That Influence Induction Teacher Retention.

Degree: PhD, Educational Leadership and Policies, 2012, University of South Carolina

  Catch and release is a practice within recreational fishing intended as a technique of conservation. After capture, the fish are unhooked and returned to… (more)

Subjects/Keywords: Education; Educational Administration and Supervision; beginning teacher; induction components; teacher induction

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APA (6th Edition):

Counts, C. L. (2012). Preventing the Catch and Release of Teachers In South Carolina: A Look Into the Induction Program Components That Influence Induction Teacher Retention. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/955

Chicago Manual of Style (16th Edition):

Counts, Christina Lind. “Preventing the Catch and Release of Teachers In South Carolina: A Look Into the Induction Program Components That Influence Induction Teacher Retention.” 2012. Doctoral Dissertation, University of South Carolina. Accessed July 10, 2020. https://scholarcommons.sc.edu/etd/955.

MLA Handbook (7th Edition):

Counts, Christina Lind. “Preventing the Catch and Release of Teachers In South Carolina: A Look Into the Induction Program Components That Influence Induction Teacher Retention.” 2012. Web. 10 Jul 2020.

Vancouver:

Counts CL. Preventing the Catch and Release of Teachers In South Carolina: A Look Into the Induction Program Components That Influence Induction Teacher Retention. [Internet] [Doctoral dissertation]. University of South Carolina; 2012. [cited 2020 Jul 10]. Available from: https://scholarcommons.sc.edu/etd/955.

Council of Science Editors:

Counts CL. Preventing the Catch and Release of Teachers In South Carolina: A Look Into the Induction Program Components That Influence Induction Teacher Retention. [Doctoral Dissertation]. University of South Carolina; 2012. Available from: https://scholarcommons.sc.edu/etd/955


Queens University

9. 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 10, 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. 10 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 10]. 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


Louisiana State University

10. Reames, Heather Marie. The Effects of Teacher Induction Programs on Teacher Retention in Early Childhood.

Degree: MEd, Education, 2016, Louisiana State University

Teacher retention has become an increasing problem in today’s school systems. This vast amount of teacher turnover, or teachers leaving the field prior to… (more)

Subjects/Keywords: teacher induction; teacher retention; teacher attrition; early childhood

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APA (6th Edition):

Reames, H. M. (2016). The Effects of Teacher Induction Programs on Teacher Retention in Early Childhood. (Masters Thesis). Louisiana State University. Retrieved from etd-04042016-121816 ; https://digitalcommons.lsu.edu/gradschool_theses/376

Chicago Manual of Style (16th Edition):

Reames, Heather Marie. “The Effects of Teacher Induction Programs on Teacher Retention in Early Childhood.” 2016. Masters Thesis, Louisiana State University. Accessed July 10, 2020. etd-04042016-121816 ; https://digitalcommons.lsu.edu/gradschool_theses/376.

MLA Handbook (7th Edition):

Reames, Heather Marie. “The Effects of Teacher Induction Programs on Teacher Retention in Early Childhood.” 2016. Web. 10 Jul 2020.

Vancouver:

Reames HM. The Effects of Teacher Induction Programs on Teacher Retention in Early Childhood. [Internet] [Masters thesis]. Louisiana State University; 2016. [cited 2020 Jul 10]. Available from: etd-04042016-121816 ; https://digitalcommons.lsu.edu/gradschool_theses/376.

Council of Science Editors:

Reames HM. The Effects of Teacher Induction Programs on Teacher Retention in Early Childhood. [Masters Thesis]. Louisiana State University; 2016. Available from: etd-04042016-121816 ; https://digitalcommons.lsu.edu/gradschool_theses/376


Georgia State University

11. 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 10, 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. 10 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 10]. 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 Southern California

12. Márquez, Jorge Alberto. BTSA mentors: the costs and benefits to mentors and their fidelity to constructivist practice.

Degree: EdD, Education, 2011, University of Southern California

 This study explored the perspectives of current and former California Beginning Teacher Support and Assessment (BTSA) mentors with respect to the benefits and costs of… (more)

Subjects/Keywords: BTSA mentor; induction teacher; beginning teacher; teacher; mentoring

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APA (6th Edition):

Márquez, J. A. (2011). BTSA mentors: the costs and benefits to mentors and their fidelity to constructivist practice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/431156/rec/1171

Chicago Manual of Style (16th Edition):

Márquez, Jorge Alberto. “BTSA mentors: the costs and benefits to mentors and their fidelity to constructivist practice.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/431156/rec/1171.

MLA Handbook (7th Edition):

Márquez, Jorge Alberto. “BTSA mentors: the costs and benefits to mentors and their fidelity to constructivist practice.” 2011. Web. 10 Jul 2020.

Vancouver:

Márquez JA. BTSA mentors: the costs and benefits to mentors and their fidelity to constructivist practice. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/431156/rec/1171.

Council of Science Editors:

Márquez JA. BTSA mentors: the costs and benefits to mentors and their fidelity to constructivist practice. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/431156/rec/1171


Ohio University

13. Beam, Pamela C. Investigation of Needs/Concerns of Teachers within an Induction Year Program.

Degree: PhD, Curriculum and Instruction (Education), 2009, Ohio University

  This mixed method investigation looked at induction year teachers' perceptions of their needs and the match between these needs and the support offered by… (more)

Subjects/Keywords: Education; Mentoring; Induction Year Teacher; Induction Year Program

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APA (6th Edition):

Beam, P. C. (2009). Investigation of Needs/Concerns of Teachers within an Induction Year Program. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1236949276

Chicago Manual of Style (16th Edition):

Beam, Pamela C. “Investigation of Needs/Concerns of Teachers within an Induction Year Program.” 2009. Doctoral Dissertation, Ohio University. Accessed July 10, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1236949276.

MLA Handbook (7th Edition):

Beam, Pamela C. “Investigation of Needs/Concerns of Teachers within an Induction Year Program.” 2009. Web. 10 Jul 2020.

Vancouver:

Beam PC. Investigation of Needs/Concerns of Teachers within an Induction Year Program. [Internet] [Doctoral dissertation]. Ohio University; 2009. [cited 2020 Jul 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1236949276.

Council of Science Editors:

Beam PC. Investigation of Needs/Concerns of Teachers within an Induction Year Program. [Doctoral Dissertation]. Ohio University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1236949276


Boston University

14. Crocco, Karen. An aleatoric Odyssey: exploring mentoring practices in the Florida Bandmasters Association.

Degree: DMA, Music Education, 2015, Boston University

 Mentoring first-year teachers has become a standard induction practice in most public school systems. To enhance this practice, in 2005 the Florida Bandmasters Association established… (more)

Subjects/Keywords: Music education; Induction; Mentoring; Music education; Teacher induction

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APA (6th Edition):

Crocco, K. (2015). An aleatoric Odyssey: exploring mentoring practices in the Florida Bandmasters Association. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/16082

Chicago Manual of Style (16th Edition):

Crocco, Karen. “An aleatoric Odyssey: exploring mentoring practices in the Florida Bandmasters Association.” 2015. Doctoral Dissertation, Boston University. Accessed July 10, 2020. http://hdl.handle.net/2144/16082.

MLA Handbook (7th Edition):

Crocco, Karen. “An aleatoric Odyssey: exploring mentoring practices in the Florida Bandmasters Association.” 2015. Web. 10 Jul 2020.

Vancouver:

Crocco K. An aleatoric Odyssey: exploring mentoring practices in the Florida Bandmasters Association. [Internet] [Doctoral dissertation]. Boston University; 2015. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2144/16082.

Council of Science Editors:

Crocco K. An aleatoric Odyssey: exploring mentoring practices in the Florida Bandmasters Association. [Doctoral Dissertation]. Boston University; 2015. Available from: http://hdl.handle.net/2144/16082


University of Georgia

15. 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 10, 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. 10 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 10]. 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


University of Louisville

16. Johnson-Leuze, Vicki. New teacher development in an urban district : a mixed-method study of a new teacher induction institute as professional development.

Degree: PhD, Department of Teaching and Learning, 2012, University of Louisville

 Experts attribute the teacher shortage to an increase in population while others cite the retirement of a critical mass of baby boomers who came into… (more)

Subjects/Keywords: Teacher induction; Mentoring; Factor analysis; Socialization

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

APA (6th Edition):

Johnson-Leuze, V. (2012). New teacher development in an urban district : a mixed-method study of a new teacher induction institute as professional development. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/704 ; https://ir.library.louisville.edu/etd/704

Chicago Manual of Style (16th Edition):

Johnson-Leuze, Vicki. “New teacher development in an urban district : a mixed-method study of a new teacher induction institute as professional development.” 2012. Doctoral Dissertation, University of Louisville. Accessed July 10, 2020. 10.18297/etd/704 ; https://ir.library.louisville.edu/etd/704.

MLA Handbook (7th Edition):

Johnson-Leuze, Vicki. “New teacher development in an urban district : a mixed-method study of a new teacher induction institute as professional development.” 2012. Web. 10 Jul 2020.

Vancouver:

Johnson-Leuze V. New teacher development in an urban district : a mixed-method study of a new teacher induction institute as professional development. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2020 Jul 10]. Available from: 10.18297/etd/704 ; https://ir.library.louisville.edu/etd/704.

Council of Science Editors:

Johnson-Leuze V. New teacher development in an urban district : a mixed-method study of a new teacher induction institute as professional development. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/704 ; https://ir.library.louisville.edu/etd/704


Iowa State University

17. Ihrig, Lori. The effects of socialization on beginning science teachers' pedagogical decision making and science instruction.

Degree: 2014, Iowa State University

 Teaching induction and mentoring programs are often promoted as ways to improve teacher effectiveness and reduce attrition by supporting beginning teachers. However, new teachers' establishment… (more)

Subjects/Keywords: Induction; Instruction; Mentoring; Science; Socialization; Teacher; Education

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APA (6th Edition):

Ihrig, L. (2014). The effects of socialization on beginning science teachers' pedagogical decision making and science instruction. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/13755

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):

Ihrig, Lori. “The effects of socialization on beginning science teachers' pedagogical decision making and science instruction.” 2014. Thesis, Iowa State University. Accessed July 10, 2020. https://lib.dr.iastate.edu/etd/13755.

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

MLA Handbook (7th Edition):

Ihrig, Lori. “The effects of socialization on beginning science teachers' pedagogical decision making and science instruction.” 2014. Web. 10 Jul 2020.

Vancouver:

Ihrig L. The effects of socialization on beginning science teachers' pedagogical decision making and science instruction. [Internet] [Thesis]. Iowa State University; 2014. [cited 2020 Jul 10]. Available from: https://lib.dr.iastate.edu/etd/13755.

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

Council of Science Editors:

Ihrig L. The effects of socialization on beginning science teachers' pedagogical decision making and science instruction. [Thesis]. Iowa State University; 2014. Available from: https://lib.dr.iastate.edu/etd/13755

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


Virginia Commonwealth University

18. Reinhardt, Arleen. Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention.

Degree: PhD, Education, 2011, Virginia Commonwealth University

 Due to teacher shortages, school districts have offered incentives and alternative licensure programs. Recently, however, school districts have shifted the focus from recruitment to one… (more)

Subjects/Keywords: teacher; induction; workshops; mentoring; orientation; coaching; Education

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APA (6th Edition):

Reinhardt, A. (2011). Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/6MPB-D066 ; https://scholarscompass.vcu.edu/etd/2388

Chicago Manual of Style (16th Edition):

Reinhardt, Arleen. “Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention.” 2011. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 10, 2020. https://doi.org/10.25772/6MPB-D066 ; https://scholarscompass.vcu.edu/etd/2388.

MLA Handbook (7th Edition):

Reinhardt, Arleen. “Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention.” 2011. Web. 10 Jul 2020.

Vancouver:

Reinhardt A. Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2011. [cited 2020 Jul 10]. Available from: https://doi.org/10.25772/6MPB-D066 ; https://scholarscompass.vcu.edu/etd/2388.

Council of Science Editors:

Reinhardt A. Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention. [Doctoral Dissertation]. Virginia Commonwealth University; 2011. Available from: https://doi.org/10.25772/6MPB-D066 ; https://scholarscompass.vcu.edu/etd/2388


Washington State University

19. [No author]. AN EXPLORATION OF RECRUITMENT AND RETENTION OF BEGINNING LATINO TEACHERS: AN EXAMINATION OF NEW TEACHERS WITH LESS THAN THREE YEARS OF EXPERIENCE AND NEW TO THEIR POSITION .

Degree: 2011, Washington State University

 The purpose of this study was to examine beginning Latino/a teachers' perceptions of recruitment and retention. A qualitative research approach was used to gain insight… (more)

Subjects/Keywords: Educational leadership; INDUCTION; LATINO; RECRUITMENT; RETENTION; TEACHER

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

APA (6th Edition):

author], [. (2011). AN EXPLORATION OF RECRUITMENT AND RETENTION OF BEGINNING LATINO TEACHERS: AN EXAMINATION OF NEW TEACHERS WITH LESS THAN THREE YEARS OF EXPERIENCE AND NEW TO THEIR POSITION . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/2926

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):

author], [No. “AN EXPLORATION OF RECRUITMENT AND RETENTION OF BEGINNING LATINO TEACHERS: AN EXAMINATION OF NEW TEACHERS WITH LESS THAN THREE YEARS OF EXPERIENCE AND NEW TO THEIR POSITION .” 2011. Thesis, Washington State University. Accessed July 10, 2020. http://hdl.handle.net/2376/2926.

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

MLA Handbook (7th Edition):

author], [No. “AN EXPLORATION OF RECRUITMENT AND RETENTION OF BEGINNING LATINO TEACHERS: AN EXAMINATION OF NEW TEACHERS WITH LESS THAN THREE YEARS OF EXPERIENCE AND NEW TO THEIR POSITION .” 2011. Web. 10 Jul 2020.

Vancouver:

author] [. AN EXPLORATION OF RECRUITMENT AND RETENTION OF BEGINNING LATINO TEACHERS: AN EXAMINATION OF NEW TEACHERS WITH LESS THAN THREE YEARS OF EXPERIENCE AND NEW TO THEIR POSITION . [Internet] [Thesis]. Washington State University; 2011. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2376/2926.

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

Council of Science Editors:

author] [. AN EXPLORATION OF RECRUITMENT AND RETENTION OF BEGINNING LATINO TEACHERS: AN EXAMINATION OF NEW TEACHERS WITH LESS THAN THREE YEARS OF EXPERIENCE AND NEW TO THEIR POSITION . [Thesis]. Washington State University; 2011. Available from: http://hdl.handle.net/2376/2926

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


University of Minnesota

20. Ellis, Joshua. Develop, Discuss, and Decide: How New Science Teachers Use Technologies to Advance Their Practice.

Degree: PhD, Education, Curriculum and Instruction, 2015, University of Minnesota

 For decades, there has been a nationwide demand to increase the number of science teachers in K-12 education (National Commission on Excellence in Education, 1983;… (more)

Subjects/Keywords: distance; induction; online; reflection; science; teacher

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

APA (6th Edition):

Ellis, J. (2015). Develop, Discuss, and Decide: How New Science Teachers Use Technologies to Advance Their Practice. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175430

Chicago Manual of Style (16th Edition):

Ellis, Joshua. “Develop, Discuss, and Decide: How New Science Teachers Use Technologies to Advance Their Practice.” 2015. Doctoral Dissertation, University of Minnesota. Accessed July 10, 2020. http://hdl.handle.net/11299/175430.

MLA Handbook (7th Edition):

Ellis, Joshua. “Develop, Discuss, and Decide: How New Science Teachers Use Technologies to Advance Their Practice.” 2015. Web. 10 Jul 2020.

Vancouver:

Ellis J. Develop, Discuss, and Decide: How New Science Teachers Use Technologies to Advance Their Practice. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/11299/175430.

Council of Science Editors:

Ellis J. Develop, Discuss, and Decide: How New Science Teachers Use Technologies to Advance Their Practice. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175430


University of Southern California

21. Robertson, David Lee. The impact of induction: a study of program designs and teacher quality outcomes.

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

 The purpose of this study is to investigate what variations of induction program design features define teacher quality. First, the study will discover and classify… (more)

Subjects/Keywords: induction; teacher education

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APA (6th Edition):

Robertson, D. L. (2008). The impact of induction: a study of program designs and teacher quality outcomes. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/86325/rec/6819

Chicago Manual of Style (16th Edition):

Robertson, David Lee. “The impact of induction: a study of program designs and teacher quality outcomes.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/86325/rec/6819.

MLA Handbook (7th Edition):

Robertson, David Lee. “The impact of induction: a study of program designs and teacher quality outcomes.” 2008. Web. 10 Jul 2020.

Vancouver:

Robertson DL. The impact of induction: a study of program designs and teacher quality outcomes. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/86325/rec/6819.

Council of Science Editors:

Robertson DL. The impact of induction: a study of program designs and teacher quality outcomes. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/86325/rec/6819


SUNY College at Brockport

22. Carpenter, Nicole. The Perceived Effectiveness of Mentoring or Induction Programs of Rural/Suburban Schools in Western New York.

Degree: MSEd, Education and Human Development, 2011, SUNY College at Brockport

  In recent years mentoring programs have become very prevalent around the world, especially in the United States, in which in many states it is… (more)

Subjects/Keywords: Mentoring Programs; Induction Programs; teacher attrition; Education

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APA (6th Edition):

Carpenter, N. (2011). The Perceived Effectiveness of Mentoring or Induction Programs of Rural/Suburban Schools in Western New York. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/51

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):

Carpenter, Nicole. “The Perceived Effectiveness of Mentoring or Induction Programs of Rural/Suburban Schools in Western New York.” 2011. Thesis, SUNY College at Brockport. Accessed July 10, 2020. https://digitalcommons.brockport.edu/ehd_theses/51.

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

MLA Handbook (7th Edition):

Carpenter, Nicole. “The Perceived Effectiveness of Mentoring or Induction Programs of Rural/Suburban Schools in Western New York.” 2011. Web. 10 Jul 2020.

Vancouver:

Carpenter N. The Perceived Effectiveness of Mentoring or Induction Programs of Rural/Suburban Schools in Western New York. [Internet] [Thesis]. SUNY College at Brockport; 2011. [cited 2020 Jul 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/51.

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

Council of Science Editors:

Carpenter N. The Perceived Effectiveness of Mentoring or Induction Programs of Rural/Suburban Schools in Western New York. [Thesis]. SUNY College at Brockport; 2011. Available from: https://digitalcommons.brockport.edu/ehd_theses/51

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


University of Waikato

23. Butcher, Jane. Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand .

Degree: 2012, University of Waikato

 This research traces the early experiences of overseas trained teachers (OTTs) recommencing their careers in urban secondary schools in New Zealand. The teachers’ professional lives… (more)

Subjects/Keywords: overseas trained teacher; immigrant teacher; professional socialisation; teacher induction; academic dissonance; teacher transitioning

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

APA (6th Edition):

Butcher, J. (2012). Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/6488

Chicago Manual of Style (16th Edition):

Butcher, Jane. “Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand .” 2012. Masters Thesis, University of Waikato. Accessed July 10, 2020. http://hdl.handle.net/10289/6488.

MLA Handbook (7th Edition):

Butcher, Jane. “Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand .” 2012. Web. 10 Jul 2020.

Vancouver:

Butcher J. Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand . [Internet] [Masters thesis]. University of Waikato; 2012. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10289/6488.

Council of Science Editors:

Butcher J. Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand . [Masters Thesis]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/6488


Penn State University

24. Nolte, Samantha Thomas. Teaching as Wayfaring: Ethnographic Maps of Place and Art Teacher Induction.

Degree: PhD, Art Education, 2014, Penn State University

 Teachers face complex challenges as they transition from pre-service education to professional practice. However literature on teacher induction seldom addresses the needs of teachers in… (more)

Subjects/Keywords: art education; teacher induction; teacher education; ethnography; maps; qualitative methodology

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APA (6th Edition):

Nolte, S. T. (2014). Teaching as Wayfaring: Ethnographic Maps of Place and Art Teacher Induction. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/22623

Chicago Manual of Style (16th Edition):

Nolte, Samantha Thomas. “Teaching as Wayfaring: Ethnographic Maps of Place and Art Teacher Induction.” 2014. Doctoral Dissertation, Penn State University. Accessed July 10, 2020. https://etda.libraries.psu.edu/catalog/22623.

MLA Handbook (7th Edition):

Nolte, Samantha Thomas. “Teaching as Wayfaring: Ethnographic Maps of Place and Art Teacher Induction.” 2014. Web. 10 Jul 2020.

Vancouver:

Nolte ST. Teaching as Wayfaring: Ethnographic Maps of Place and Art Teacher Induction. [Internet] [Doctoral dissertation]. Penn State University; 2014. [cited 2020 Jul 10]. Available from: https://etda.libraries.psu.edu/catalog/22623.

Council of Science Editors:

Nolte ST. Teaching as Wayfaring: Ethnographic Maps of Place and Art Teacher Induction. [Doctoral Dissertation]. Penn State University; 2014. Available from: https://etda.libraries.psu.edu/catalog/22623


University of Cincinnati

25. Given, Kim. Beyond Novices: A Case Study of the Socialization, Induction, and Mentoring of New Experienced Teachers.

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

Teacher mobility is on the rise. Some may assume that the job of teaching varies little from place to place, but school cultures and expectations… (more)

Subjects/Keywords: Educational Leadership; education; teacher mobility; induction; mentoring; teacher leadership; professional development

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

APA (6th Edition):

Given, K. (2016). Beyond Novices: A Case Study of the Socialization, Induction, and Mentoring of New Experienced Teachers. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1457426278

Chicago Manual of Style (16th Edition):

Given, Kim. “Beyond Novices: A Case Study of the Socialization, Induction, and Mentoring of New Experienced Teachers.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed July 10, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1457426278.

MLA Handbook (7th Edition):

Given, Kim. “Beyond Novices: A Case Study of the Socialization, Induction, and Mentoring of New Experienced Teachers.” 2016. Web. 10 Jul 2020.

Vancouver:

Given K. Beyond Novices: A Case Study of the Socialization, Induction, and Mentoring of New Experienced Teachers. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2020 Jul 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1457426278.

Council of Science Editors:

Given K. Beyond Novices: A Case Study of the Socialization, Induction, and Mentoring of New Experienced Teachers. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1457426278


University of Wollongong

26. 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 10, 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. 10 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 10]. 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

27. 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 10, 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. 10 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 10]. 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


East Carolina University

28. Lancaster, Heather R. QUALITY BEGINNING TEACHER INDUCTION PROGRAMS: AN EFFORT TO RETAIN TEACHERS.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 The purpose of this study was to evaluate beginning teacher supports in order to discover the most successful components in retaining beginning teachers. The Local… (more)

Subjects/Keywords: Beginning teacher; induction; supports; Teacher turnover – Prevention; Teachers – Training of

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APA (6th Edition):

Lancaster, H. R. (2019). QUALITY BEGINNING TEACHER INDUCTION PROGRAMS: AN EFFORT TO RETAIN TEACHERS. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7420

Chicago Manual of Style (16th Edition):

Lancaster, Heather R. “QUALITY BEGINNING TEACHER INDUCTION PROGRAMS: AN EFFORT TO RETAIN TEACHERS.” 2019. Doctoral Dissertation, East Carolina University. Accessed July 10, 2020. http://hdl.handle.net/10342/7420.

MLA Handbook (7th Edition):

Lancaster, Heather R. “QUALITY BEGINNING TEACHER INDUCTION PROGRAMS: AN EFFORT TO RETAIN TEACHERS.” 2019. Web. 10 Jul 2020.

Vancouver:

Lancaster HR. QUALITY BEGINNING TEACHER INDUCTION PROGRAMS: AN EFFORT TO RETAIN TEACHERS. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10342/7420.

Council of Science Editors:

Lancaster HR. QUALITY BEGINNING TEACHER INDUCTION PROGRAMS: AN EFFORT TO RETAIN TEACHERS. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7420


University of Toronto

29. Ford, Annette Jane. Who Mentors the Mentors? Curriculum and Development for Mentors of New Teachers in Israel.

Degree: PhD, 2017, University of Toronto

 Excellent teachers of children are not automatically excellent mentors to new teachers. To effectively mentor new teachers, experienced teachers must understand new teachers’ needs and… (more)

Subjects/Keywords: Curriculum; Israel; Mentor Development; Mentoring; Teacher Induction; Teacher Professional Development; 0530

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APA (6th Edition):

Ford, A. J. (2017). Who Mentors the Mentors? Curriculum and Development for Mentors of New Teachers in Israel. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/78981

Chicago Manual of Style (16th Edition):

Ford, Annette Jane. “Who Mentors the Mentors? Curriculum and Development for Mentors of New Teachers in Israel.” 2017. Doctoral Dissertation, University of Toronto. Accessed July 10, 2020. http://hdl.handle.net/1807/78981.

MLA Handbook (7th Edition):

Ford, Annette Jane. “Who Mentors the Mentors? Curriculum and Development for Mentors of New Teachers in Israel.” 2017. Web. 10 Jul 2020.

Vancouver:

Ford AJ. Who Mentors the Mentors? Curriculum and Development for Mentors of New Teachers in Israel. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1807/78981.

Council of Science Editors:

Ford AJ. Who Mentors the Mentors? Curriculum and Development for Mentors of New Teachers in Israel. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/78981


University of Toronto

30. 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 10, 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. 10 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 10]. 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

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