Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Barbara Levin; submitted to the Dept. of Curriculum and Instruction. Title from PDF t.p. (viewed May 6, 2010). Includes bibliographical references (p. 195-201).

Thesis (Ph. D.)--University of Alabama at Birmingham, 2006. / Description based on contents viewed Jan. 25, 2007; title from title screen. Includes bibliographical references (p. 121-132).

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (M.A.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaf 41).

Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed May 23, 2006. Dissertation Committee: Elizabeth Lugg (chair), Al Azinger, Paul Vogt, Fred Singleton. Includes bibliographical references (leaves 83-87) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 13, 2006. Dissertation Committee: James Palmer (chair), Dianne Ashby, Edith Baker, Paul Baker, Sally Pancrazio. Includes bibliographical references (leaves 127-133) and abstract. Also available in print.

Thesis (M.S.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 184-208). Also available on the World Wide Web.

Thesis (Ed.D.) -- Yeshiva University, 2005. / Includes bibliographical references (p. 113-122). Also available on the Internet.

Thesis (MEd)--Cape Peninsula University of Technology, 2017. / The teaching profession is unique in this sense that in no other employment industry, are beginner employees straight out of university expected to do the work and hold the responsibilities equal to that of a senior or more experienced colleague. This idea is held as one of the main reasons why teachers need support in their first few years of teaching (Darling-Hammond, 2010; Le Maistre & Paré, 2010). From my own experience as well as that of the novice art teacher participants in this research, it was clear that art teachers in their first three years of teaching experience positive encounters as well as several challenges. Challenges varied from the lack of support and orientation from school management to several other factors that contributed to a demanding workload and stress. The theoretical framework that informs this research is grounded in the combination of theoretical perspectives developed by Geert Kelchtermans (1993; 1994; 1999) namely the narrative-biographical perspective and the micro-political perspective. Participants were interviewed and requested to attend a focus group session where they were asked to create a River of Life representation of their experiences since starting their art education careers. The transcripts were analysed in conjunction with the drawings to forge connections between the participants’ feedback to establish themes. The themes of this particular research relate mainly to the common experiences that the participants face as novice art teachers and the support they receive from their school management and education authorities.

M.Ed. / The consistent growth- of the number of new lecturers to technical colleges ecessitated a study of the induction of beginner lecturers. The educational profession is the only one where there is no formal and compulsory induction into the profession or where any beginner-lecturer is introduced to the formal way of lecturing at a technical college. The new lecturer is directly put into a class and are expected to lecture without any problems on his side. This new lecturer is put to a "swim or sink" situation and then it is also expected from him to perform as well as the experienced lecturer. This creates a number of problems for the new lecturer, that is not always addressed by the management staff of the college. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction. This was some of the problems experienced by the researcher and this inspired him to undertake a study to consider the following problems: The problem that beginner lecturers experience in and around the classroom; The integration of the beginner-lecturer at a technical college; the implementation of the induction programme for beginner lecturers. By means of an empirical study at the college where the researcher belongs and with the help and guidance of the principal of the same college, the induction programme was developed and the programme for the mentor was then also formulated. This complete guide for the induction of beginner lecturers is therefore compiled to help any principal at any technical college to put his staff, and especially his beginner staff, through the induction programme as to fully incorporate them as happily trained lecturers at the technical college where they are employed. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction.