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Stories of buoyancy and despondency five begiining teachers' experiences in their first year in the teaching profession /McKenzie, Meagan Louise. January 2005 (has links)
Thesis (EdD) -- Australian Catholic University, 2005. / Submitted in total fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 138-148. Also available in an electronic format via the internet.
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The glass is half full : a strengths approach to challenges and growth in the first year of teaching.Tait, Melanie Elaine, January 2005 (has links)
Thesis (Ed. D.)--University of Toronto, 2005.
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Beginning teachers in a prevocational school : their teaching problems and coping strategies /Wong, Lai-king, Hester. January 1995 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 158-162).
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Expectations, social support, and job satisfaction among first-year Oregon teachers /Lehman, Michael Bryan, January 2000 (has links)
Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 170-189). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9963450.
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Application of Mezirow's transformational learning theory in a multiple case study of first year elementary school teachers /Johnson, Dana A. January 1900 (has links)
Thesis (Ph. D., Education)--University of Idaho, December 2007. / Major professor: Russell A. Joki. Includes bibliographical references (leaves 214-220). Also available online (PDF file) by subscription or by purchasing the individual file.
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Beginning teachers in a prevocational school their teaching problems and coping strategies /Wong, Lai-king, Hester. January 1995 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 158-162). Also available in print.
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Who is the EYT? a narrative inquiry into a first year teacher's experiences of integrating a sophisticated thinking skills model in a standards based, kindergarten classroom /Geddis-Capel, Mandy. January 2008 (has links)
Thesis (Ph.D.)--Kent State University, 2008. / Title from PDF t.p. (viewed Dec. 14, 2009) Advisor: Dr. James Henderson. Keywords: mentoring, curriculum, first year teachers, reflective inquiry, narrative inquiry. Includes bibliographical references (p. 183-195)
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How do induction year teachers in Scotland learn in the workplace?Shanks, Rachel January 2012 (has links)
This mixed methods study sought to investigate the professional learning of induction year teachers in Scotland and the factors which influence this learning. New teachers' professional learning does not simply consist of continuing professional development days but also includes the informal learning from colleagues, peers and pupils that takes place every day at work. The factors which may affect induction year teachers' learning include the situation or context of a particular school workplace, the teacher's individual learning disposition, their level of micro-political literacy and their relationship with pupils. The school context may be regarded as a workplace learning environment which has expansive and/or restrictive practices. Through interviews and questionnaires, new teacher learning was examined in relation to the learner, their learning and their context, all three being inextricably linked. Induction year teachers in Scotland are learners with individual needs. There is no longer a one-size-fits-al/ mentality in relation to pupil learning and so it is anachronistic that new teachers are treated identically. In order to examine new teachers at an individual level it is necessary to examine their attitudes towards learning, their learning biography and their engagement with learning opportunities. These personal aspects can be encapsulated in the term individual learning disposition. In a similar way to learning environments having expansive and restrictive elements, people may exhibit expansive and/or restrictive characteristics in relation to their individual learning disposition.
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Becoming a teacher an investigation of the transition from student teacher to teacher /Grudnoff, Alexandra Barbara. January 2007 (has links)
Thesis (Ph.D.)--University of Waikato, 2007. / Title from PDF cover (viewed August 25, 2008) Includes bibliographical references (p. 273-294)
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The induction of beginning teachers in Wisconsin public schoolsLane, Willard R. January 1951 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1951. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 322-325).
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