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Effects of a written intervention on the state anxiety of new mathematics teachersFreeman, Barbara L. 03 December 1990 (has links)
The goal of the research project was to assess the effect of a written
intervention on the state anxiety of new mathematics teachers. Twenty-eight
beginning mathematics teachers in Washington, Oregon, and California were
randomly assigned to treatment or control groups. Treatment was a survival
guide, Green Broke, carefully designed to meet the needs of beginning
mathematics teachers. A Delphi panel determined topics for the guide,
beginning with suggestions from the literature. The panel included mathematics
teachers in grades 7 to 12 from all three Pacific states, and both urban and
rural areas. School administration and college mathematics education were
also represented on the panel. A subset of the panel and a writer edited the
guide.
Trait anxiety of subjects was determined prior to the 1989-90 school year
using the trait anxiety portion of Spielberger's State-Trait Anxiety Inventory.
The state anxiety inventory was administered at that same time and again three
times during the school year. All subjects also completed a teacher report
twice during the year regarding their teaching experiences. In addition, the
treatment group was asked to complete two questionnaires regarding the
effectiveness of Green Broke. Subjects perceived that they were part of two
studies, one involving the guide and one involving anxiety inventories.
Analysis of covariance for repeated measures was used to assess
differences between groups in state anxiety, using trait anxiety as covariate.
Level of significance was set at .05. There was no significant main effect, but a
significant interaction effect was found. The nearly linear relationship between
state and trait anxiety found in the control group disappeared for the group
having the guide.
Mini case studies, using responses to the teacher reports, were done for
seven subjects, including those with very high state anxiety. In addition, a
subgroup of the treatment group, for which a linear relationship between state
and trait anxiety did exist, was examined for common characteristics. Locus of
control was hypothesized to be a variable that would differentiate this group.
Other suggestions for further study include use of audio-visual forms of the
survival guide, extension to other subject areas, and replication of the study. / Graduation date: 1991
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Mentor's view of the observation process in Oregon's beginning teacher support programHamlin, Karen DeShon 03 October 1990 (has links)
Mentor teachers are currently seen as a solution to
education's dilemma of how to orient beginners into the
profession and provide educational advancement for its most
capable, experienced teachers. One goal of Oregon's mentor
program is to have mentors provide their proteges with
instructional assistance through an observation process.
The purpose of this study was to explore the quantity and
types of observations being conducted by mentors and
discover what factors most affect their ability to complete
observations for instructional assistance. In order to
determine the possible need for differentiation in training,
comparisons were made between elementary and secondary level
mentors for the quantity and types of observations conducted
and for needs related to attitude, skills, and context.
A literature survey provided an initial list of needs
and attitudes previous researchers have found to be critical
to mentors' success. This list was refined through the work
of a Delphi Panel. The resulting survey gathered
observation-related information from a random sample of two
hundred and twenty-five Oregon mentors distributed
throughout the state. Data was analyzed using Analysis of
variance and Chi square tests at the .05 level to determine
if there were significant differences between elementary and
secondary level mentors and between twenty-four
observation-related factors.
A significant difference was found between
observation-related factors, the most important being trust
between the mentor and protege, availability of release
time, the mentor's teaching in the same building as his/her
protege, and the protege's willingness to be observed. No
significant differences were found between elementary and
secondary level mentors in either the quantity and types of
observations conducted or in the perceived importance of
various observation-related factors. / Graduation date: 1991
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Experiences of first-year University of the Western Cape nursing students during first clinical placement in hospitalAbubu, Janiere January 2010 (has links)
<p>In nursing education the clinical component comprises an important part of the students&rsquo / training. Clinical teaching and learning happens in simulated as well as real world settings. First&ndash / year students spend the first quarter of their first year developing clinical skills in the skills laboratory. In the second-term they are placed in real service settings. This study was aimed at exploring the experiences of first year nursing students of the University of the Western Cape (UWC) during their first clinical placement in the hospital. A qualitative phenomenological exploratory study design was used and a purposive sample of twelve nursing students was selected to participate in the study. The research question was &ldquo / Describe your experiences during your first placement in hospital?&rdquo / Written informed consent was given by every participant and ethical approval was obtained from the relevant UWC structures. In-depth, face-to-face interviews were conducted, audio taped and transcribed verbatim. Transcripts were coded and sub-categories, categories, and themes were extracted during the data analysis process. Trustworthiness of the data collection and data analysis processes were ensured. Many of the first year nursing students described theirexperience in hospital as being stressful. However, the first placement in hospital allowed them to work with real patients and provided them an opportunity to develop a variety of clinical skills. Even though the hospital environment was unfamiliar and the ward staff unwelcoming, the patients&rsquo / acknowledged and valued their contribution to patient care. Students tend to seek support from family members and lecturers. It is recommended that first year nursing students be prepared adequately for their first placement in hospital as well as to  / provide practical and emotional support to students during their hospital placement</p>
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A descriptive study on the effect of a teacher mentoring program on teacher retentionDeLong, Melissa K. January 2002 (has links)
Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2002. / Source: Masters Abstracts International, Volume: 45-06, page: 2733. Typescript. Abstract precedes thesis as, preliminary leaves i-ii. Includes bibliographical references (leaves 43-47).
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An exploratory study of professional development experiences for new middle school science teachers in a suburban school districtWitt, David J. Scribner, Jay Paredes, January 2009 (has links)
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 17, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Jay Scribner. Vita. Includes bibliographical references.
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An examination of the literacy curriculum decisions and actions of two beginning teachers enrolled in a university teacher induction program /Willey, Leslie Swanda. January 2002 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 272-281). Also available on the Internet.
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An examination of the literacy curriculum decisions and actions of two beginning teachers enrolled in a university teacher induction programWilley, Leslie Swanda. January 2002 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 272-281). Also available on the Internet.
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An examination of email-based novice teacher mentoring: proposing a practitioner-oriented model of online reflectionFrench, Karen Dorothy 28 August 2008 (has links)
Not available / text
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An exploration of learning: beginning teachers building knowledge about culture and literacyDooley, Caitlin Elizabeth McMunn 28 August 2008 (has links)
Not available / text
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Providing support for first-year, alternatively certified, bilingual teachers in high-poverty, urban elementary schoolsCasey, Patricia Jeanne 28 August 2008 (has links)
Not available / text
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