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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
61

The application of engineering design methodology to the development of a beginning vocational teacher inservice program

Sell, Phillip. Rhodes, Dent. January 1991 (has links)
Thesis (Ed. D.)--Illinois State University, 1991. / Title from title page screen, viewed December 21, 2005. Dissertation Committee: Dent M. Rhodes (chair), Larry D. Kennedy, Raymond A. Davidson, Robin G. Buchan. Includes bibliographical references (leaves 134-143) and abstract. Also available in print.
62

First-time teachers' understanding and support for teaching first-time readers

Bolander, Jennifer A. Fisher, Robert L. January 2002 (has links)
Thesis (Ed. D.)--Illinois State University, 2002. / Title from title page screen, viewed March 7, 2006. Dissertation Committee: Robert Fisher (chair), Penni Koloff, Susan Lenski. Includes bibliographical references (leaves 169-183) and abstract. Also available in print.
63

To stay and to change beginning social justice educators creating collaborative third space(s) /

Fisher, Teresa Renae. January 2009 (has links)
Thesis (Ph. D.)--Georgia State University, 2009. / Title from title page (Digital Archive@GSU, viewed July 29, 2010) Joyce E. Many, committee chair; Peggy Albers, JoAnna White, Dana L. Fox, committee members. Includes bibliographical references (p. 394-408).
64

Ohio joint vocational school district superintendents' perceptions of the importance and level of implementation of PRAXIS III teaching skills and performance in beginning teacher assistance programs

Sandoval, Gloria T. January 2005 (has links)
Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xiii, 143 p.; also includes graphics. Includes bibliographical references (p. 137-143). Available online via OhioLINK's ETD Center
65

Missouri new-teacher attrition why are they leaving the profession? /

Wutke, Michael A., January 2004 (has links)
Thesis (Ed.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 90-98). Also available on the Internet.
66

Effects of lesson study on beliefs and practices of novice mathematics teachers

Carter, John A. Martin, Tami Susan. Day, Roger P. January 2004 (has links)
Thesis (Ph. D.)--Illinois State University, 2004. / Title from title page screen, viewed May 18, 2006. Dissertation Committee: Tami S. Martin, Roger Day (co-chairs), Johnny W. Lott, Beverly S. Rich. Includes bibliographical references (leaves 105-115) and abstract. Also available in print.
67

The induction of newly appointed educators :|ban investigation of the situation at four rural secondary schools in the Port Shepstone region, KwaZulu-Natal, 2001-2003

Vethe, Calson Bhekithemba January 2003 (has links)
Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management) at the Durban Institute of Technology, 2003. / This research investigates the induction of newly appointed educators at four selected rural secondary schools in the Port Shepstone Region KwaZulu-Natal during the period 2001 to 2003. This study explores the notion of induction as a means of allaying fear, insecurity and uncertainty and any sense of unfulfilled expectations that newly appointed educators experience. This study also intends to apprise education departments of the need to make induction a more effective professional experience for the benefit of newly appointed educators / M
68

Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy

Hooten, Dorleen Billman 08 1900 (has links)
New teachers begin the school year with optimism and enthusiasm, but their excitement quickly wanes as they encounter the realities of the everyday life of a teacher. When they do not experience the successes they predicted, many begin to doubt their capabilities, which results in a lowered sense of teaching efficacy. This descriptive study was designed to identify the contextual factors novice teachers perceive as influences on personal teaching efficacy and to examine the relationships between the factors. Two groups of novice teachers who were concurrently enrolled in a post-baccalaureate accelerated educator preparation program and working as first-year teachers were the participants in the study. Data were gathered for the study through focus group activities, twice weekly journal entries completed during the teaching year, and a culminating “lessons learned” paper written during the last month of the first year of teaching. Each of the two focus groups identified nine contextual factors they perceived to affect personal teaching efficacy. Six factors were identified by both groups: parental involvement, support from administrators and colleagues, classroom discipline, testing results, teaching strategies and outcomes, and relationships with administrators and colleagues. The groups, however, perceived the relationships between the contextual factors differently. The generalists perceived recursive relationships between the factors, while the content group perceived a linear relationship.
69

The relationship between first year non-professionally trained trade and industry teacher characteristics and vocational student achievement /

Brannam, Donald Lee January 1980 (has links)
No description available.
70

A Case Study of Eight First-year Secondary Science Teachers in North Carolina: Problems, Issues and Behaviors

Alston, Lizzie 05 May 1998 (has links)
The purpose of this study is to (1) identify some of the major problems confronting first-year secondary science teachers; (2) list supportive practices supplied by the school-based administration and district-wide programs for first-year secondary science teachers; and (3) describe problems of socialization confronting first-year secondary science teachers. The study analyzes perceptions of eight first-year secondary science teachers under contract at the start of the 1996-1997 school year. The study viewed these teachers as novice by definition and perceptions of specific support activities which assisted them in moving from initially licensed to career tenure status. The literature review examines research on teacher based on self-reporting data. Although several of the cited research studies consider first-year teachers in general, few qualitative studies contain specific information on first-year secondary science teachers, e. g., what is involved in the new environment or what developmental skills are needed to survive the year. The research procedure used in this study is the individual case study method. Data were collected primarily through ethnographic interviews and surveys of eight first-year secondary science teachers and six administrators responsible for evaluation of these teachers.(Two administrators did not respond to the survey.) A thematic conceptual matrix was used to display the problems and issues faced by and support offered to these teachers. The findings clearly reveal the top two problems of first-year secondary science teachers to be discipline and classroom/time management exacerbated by a perceived lack of administrative support and assistance. / Ed. D.

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