Thesis (Ed. D.)--State University of New York at Binghamton, School of Education, 2006. / Includes bibliographical references.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Principals are the main evaluators of beginning teachers. This study examines principals' perceptions of the policies, procedures, processes and instruments they employ in evaluating the competencies of first-year teachers. The study is based on data collected from interviews with 11 high school principals in two Canadian prairie urban school divisions. Results indicate that the principals in the sample are satisfied with the overall efficacy of the evaluation process, as well as the detailed evaluation instruments and timelines for evaluation used in their school divisions. One of the two divisions provides a mentoring program for new teachers, and the principals in that division view the program very favorably. On the other hand, the principals in this study also expressed concerns about several aspects of evaluation. Principals' concerns focused primarily on having too little time to spend observing and subsequently meeting with new teachers as part of the evaluation process. / x, 103 leaves ; 29 cm

Beginning school teachers in Indiana in school years 1986-87 and 1987-88 who graduated from Ball State University, Indiana State University, Indiana University, and Purdue University (D=1,607) were studied to determine the relationship of NTE Core Battery subtest scores, Scholastic Aptitude Test (SAT) scores, and undergraduate grade point average (GPA) to beginning teaching effectiveness as measured by the Beginning Teacher Assessment Inventory (BTAI). The BTAI is an inventory listing eight criteria for which a beginning teacher must demonstrate minimal competence in order to complete the Indiana internship requirement. Findings were based on an analysis of data obtained from 663 beginning teachers in 163 Indiana school corporations. No empirical evidence indicated that NTE Core Battery subtest scores provide useful information for predicting beginning teaching effectiveness. Undergraduate grade point average (GPA) provided more accurate predictions of beginning teaching effectiveness than did the NTE Core Batter subtests. The ability of Scholastic Aptitude Test (SAT) scores to possess a statistically significant relationship with values on the Beginning TeacherAssessment Inventory (BTAI) was not substantiated. Females systematically scored higher than males on the BTAI assessment areas. Results were consistent for graduates from all four major state universities in the study. / Department of Educational Leadership

Thesis (Ph. D., Education)--University of Idaho, April 2007. / Major professor: Mary Gardiner. Includes bibliographical references (leaves 170-179). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 166-178). Also available on the Internet.

Thesis (M. Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 91-96).

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 107-113).

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 166-178). Also available on the Internet.