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Dissertations / Theses on the topic 'Beginning teachers of Geography'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Martin, Fran. "The relationship between beginning teachers' prior conceptions of geography, knowledge and pedagogy and their development." Thesis, Coventry University, 2005. http://eprints.worc.ac.uk/390/.

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This research examines the relationship between primary postgraduate (PGCE) students’ conceptions of geography, knowledge and pedagogy and their development as teachers of primary geography over two years – the primary PGCE course and the first year of teaching. The methodology is essentially qualitative and based on the principles of grounded theory. Personal Construct Theory (PCT) has also informed the choice of research techniques, PCT being seen to be appropriate for a research project that aims to access and therefore examine a range of alternative constructions. Concept mapping was used

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2

Rosa, Claudia do Carmo. "Professores iniciantes de Geografia: processos de recontextualização da formação inicial no contexto da prática pedagógica." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/8174.

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Submitted by Erika Demachki (erikademachki@gmail.com) on 2018-02-19T19:44:58Z No. of bitstreams: 2 Tese - Claudia do Carmo Rosa - 2017.pdf: 6768605 bytes, checksum: 00c5d0e38d5061c13692b56f081d389f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-02-20T11:04:44Z (GMT) No. of bitstreams: 2 Tese - Claudia do Carmo Rosa - 2017.pdf: 6768605 bytes, checksum: 00c5d0e38d5061c13692b56f081d389f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Made available in D

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3

Stevens, Gary E. Kennedy Larry DeWitt. "Perceptions of teaching by beginning teachers an ethnographic study of beginning teachers /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311290.

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Thesis (Ed. D.)--Illinois State University, 1992.<br>Title from title page screen, viewed February 6, 2006. Dissertation Committee: Larry D. Kennedy (chair), G. Thomas Baer, Barbara S. Heyl, Jeanne B. Morris. Includes bibliographical references (leaves 249-265) and abstract. Also available in print.

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4

Akdag, Zeynep. "Beginning Early Childhood Education Teachers." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615312/index.pdf.

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The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching. In order to investigate this phenomenon, 16 pre-service early childhood education teachers studying

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Huntly, Helen Eva, and h. huntly@cqu edu au. "Beginning Teachers' Conceptions of Competence." Central Queensland University. Education and Innovation, 2003. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050512.134448.

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The focus of this study is the phenomenon of beginning teacher competence. In Queensland, the context for the research presented here, the competence of beginning teachers is appraised by their supervisor (usually the principal) at the end of their first year of full-time employment. This appraisal is conducted on behalf of the Queensland Board of Teacher Registration and a positive outcome enables beginning teachers to achieve full teacher registration. Although there exists research suggesting that principals bring to the appraisal process their conceptions of competence, there is a dearth o

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6

Low, Janie Chinami Matsumoto. "Classroom management inservice for beginning teachers." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3325.

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The purpose of this study was to expand and clarify the understanding of how an inservice training program which incorporated research-based classroom management principles and practices combined with coaching techniques would enable new teachers to reduce class rates of off task behavior and feel more self-efficacious about their classroom management skills. Data on the occurrence of three categories of off task behavior for students in 6 classrooms in a single school district in central California were collected during pre-treatment and post-treatment conditions and during a maintenance cond

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7

McConnell, Marcella Kay. "SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739.

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8

Jones, Thomas P. "A new beginning teacher induction program /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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9

Ahles, Laura Marie. "Beginning Teachers' Experiences and Use of Time." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1280.

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New teachers in a southeast Texas school district are having difficulty using their time effectively for instruction while balancing a multitude of tasks. New work responsibilities for teachers are contributing to teacher burnout and early attrition. The purpose of this study was to examine new teachers and administrators perceptions of novice teacher practices and their daily use of time. Apple s theory of intensification was used as the conceptual framework for this study. A case study design was employed to answer research questions regarding how procedures and policies affect teachers t

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10

Hippler, Brooke Jenkins. "Self-management by beginning special education teachers /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501406811.

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11

Woods, Sean A. "Classroom Management| Beginning Teachers' Perceptions of Preparedness." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027099.

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<p> Classroom management has been the focal point of many different studies and research projects. Unfortunately, it has also been cited as one of the top three reasons teachers leave the field of education not only today, but for the last 40 years (Berry, 2010). There is a need for an understanding of the implications of past classroom management research trends, styles, and strategies that are popular but have not worked in the past. Realizing further research in teacher training programs was needed, this study included examinations of perceptions of teachers about how well prepared they wer

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12

Juck, Matthew Anthony. "Exploring how coteaching impacted beginning science teachers' agency." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 2.66 Mb., 181 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435858.

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13

Pfister, Christina Cara. "Problems of beginning teachers at the secondary level." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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14

Easterday, Debora L. "Retention of beginning teachers through comprehensive induction programs." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/DEasterday2007.pdf.

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15

Hung, Li-Ching. "Understanding the challenges faced by beginning MAT teachers." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-09242007-095815.

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16

McCollum, Irish Phaletta. "Beginning Teachers' Perceptions of a Teacher Mentoring Program." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/152.

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The decline in teacher retention is a growing problem in the 21st century. Beginning teacher turnover rates have grown by 50% over the past decade, with the national rate increasing to over 20%. Beginning teachers entering the profession are leaving within their first 3 years, with half leaving the profession in the first 5 years. To meet their growing needs, districts and states spend billions of dollars to recruit, hire, and try to retain new teachers. The purpose of this case study was to examine beginning teachers' perceptions of their teacher mentoring program located in an urban school d

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17

Lassila, E. T. (Erkki T. ). "Tensions in the relationships:exploring Japanese beginning teachers’ stories." Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526214764.

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Abstract This research examines stories told by beginning teachers’ and asks what kinds of tensions characterise their work? In earlier research tensions have been seen as personal, but here the emphasis is on how they are embedded and born in the interaction between the teachers and the relational and micropolitical environments of their schools. Tensions refer to situations, where teachers do not know how to act correctly, when two or more values or views conflict and several possible justifiable courses for action exist. Tensions are not emotions, but they are often accompanied by a strong

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18

White, Julie Anne. "Questions of identity : the researcher's quest for the beginning teacher /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00002281.

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19

Giacometti, Karen S. Myers. "Factors affecting job satisfaction and retention of beginning teachers /." Blacksburg, Va. : University Libraries, Virginia Polytechnic Institute and State University, 2005. http://scholar.lib.vt.edu/theses/available/etd-11152005-172907/.

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20

Chiang, Linda Hsueh-Ling. "A comparative study of impacts of the beginning teacher internship program on self concepts and career orientations of beginning teachers." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720293.

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The main purpose of the study was to explore the relationships between self concepts of beginning teachers as measured before and after an internship year. The second purpose of the study was to examine whether there were significant differences between beginning elementary teachers' expectations/experiences, attitudes and views before and after a year of participation in the Beginning Teacher Internship Program. A comparison of differences in perceptions between the findings obtained from the beginning elementary teachers and their cooperating principals was also conducted.The populations for

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21

Zhang, Jizhi. "Teacher Education and Beginning Teachers' Teaching Practices:An Observational Study of First-year Teachers." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195283.

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The purpose of this study was to examine whether first-year teachers' teaching practices improve across time and to identify whether school level (elementary, middle, and high) influences new teachers' teaching practices as measured by the observation instrument. Also, the study examined the relationships between first-year teachers' teaching practices, teacher education, school level, and school SES.The current research included two studies. Study One was carried out in the academic year 2003-2004, and Study Two in year 2004-2005. Both studies involved collecting teaching practices data throu

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22

Moran, Sarah A. "Case Study of Online Mentoring's Effectiveness for Beginning Teachers." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666902.

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<p> Because of the increase of online education options and the continuously increasing demands on teacher time, this case study analyzed online mentoring's effectiveness for beginning teachers in one Midwestern school. Specifically, the case study analyzed what, if any, the effects were of including an online learning forum to modify the traditional teacher mentoring program as well as the experiences of the mentees. A further analysis was conducted considering the administrator's role in the creation and facilitation of an online learning forum for teacher mentoring. To guide the creation an

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23

McGowan, Jessica E. "Training and resource guide for beginning teachers of TESOL." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/452.

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24

CORREA, PRISCILA MONTEIRO. "BEGINNING TEACHERS AND THEIR PROFESSIONAL LEARNING IN LITERACY CYCLE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25929@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE EXCELENCIA ACADEMICA<br>O professor iniciante e o início de sua carreira têm merecido pouca atenção por parte dos pesquisadores brasileiros, embora seja uma fase importante para a construção da identidade e desenvolvimento profissional do professor. O objetivo mais amplo desta pesquisa foi compreender como o professor iniciante constrói sua aprendizagem profissional no ciclo de alfabetização de modo a se desenvolver profissionalmente. Parti, para realizá-lo, das ide

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Rees, Rebecca Bingham. "Beginning Teachers' Perceptions of Their Novice Year of Teaching." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4229.

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This qualitative study was an investigation of first-year teachers who completed their teacher preparation program at large, land-grant university in the west (n=16). It explored teachers' perceptions of their first teaching year centered around the questions of challenges and successes they had encountered, whether they felt prepared for their first year by their teacher preparation program, in what areas would they have liked more instruction during their teacher preparation program, and if they felt able to implement developmentally appropriate practices (DAP) within their classroom. Study

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Hale, Kimberly D. "Beginning Teachers Need Your Support: A “How to” Guide." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/7036.

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27

Watson, Donna Hardy. "Learning Mathematics in Appalachia: Life Histories of Beginning Teachers." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29045.

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Life stories were constructed for three young women from Appalachia to explore their mathematics experiences as students in public schools of the region. Data sources included interviews, school records, and a self-drawn chart of estimated mathematics ability for each year, from kindergarten through twelfth grade. A cross-case analysis revealed similar characteristics among the three women including shyness, difficulty with middle school mathematics and with high school geometry, the choice not to take a mathematics course in the last year of high school, and an awareness of a negative Appalac

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28

Giacometti, Karen S. "Factors Affecting Job Satisfaction and Retention of Beginning Teachers." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29595.

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In this national study, a combination of factors that affect teacher satisfaction and retention were examined. Domains that discriminate between teachers who choose to stay or leave the teaching profession were investigated. A research-developed questionnaire was administered to 450 randomly selected first, second, and third year teachers. Survey items were related to domains affecting teacher satisfaction and retention. A demographic section was included to collect background information. A principal components analysis resulted in the emergence of domains that were used in the final analysis

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29

Loh, Jason Kok Khiang. "The (re) construction of beginning teachers : a narrative journey." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/15007/.

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In a performativity-driven school system, where academic results determine the annual assessment of its teachers. an undeniable amount of pressure is exacted on beginning teachers, Within each school in such a system, there exists a set of cultural practices that dictate how teaching is done, so as to maximize the academic output of its pupils, It is within such an environment that beginning teachers learn to survive after their initial teacher training. It is thus important to understand how such a school culture impacts and influences the beliefs and practices of beginning teachers. In the m

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Moss, Wendi A. "The impact of Black teacher mentors on White beginning teachers." Thesis, Virginia Commonwealth University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560506.

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<p> This qualitative study used a phenomenological approach to determine the mentoring process Black mentors used when mentoring White beginning teachers. Five mentors and their six mentees were surveyed and interviewed to find how cross-race mentoring processes in an urban school district in the Commonwealth of Virginia work. Seven themes emerged from the study: (a) perceptions of the mentoring process; (b) perceptions of classroom management; (c) perceptions of school quality; (d) perceptions of urban teaching; (e) perceptions of White advantage; and (f) presence of White privilege.</p>

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Hackett-Villalobos, Karen. "Training beginning teachers how to engage families| A case study." Thesis, University of the Pacific, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602801.

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<p> This qualitative study focuses on how beginning teachers attain skills to engage families in the educational process. Historical rationale, theoretical frameworks, and key research findings for family engagement training during the last three decades were reviewed, studied, and analyzed for themes. A review of scholarly literature is incorporated into this inquiry to provide a lens into the scope of existing family engagement research regarding the ways in which teachers are trained how to partner with families. This study also includes discussion and analysis of state and federal polic

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32

Motha, Mary Natasha Suhanthie. "The light cast by someone else's lamp beginning ESOL teachers /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1881.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.<br>Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Bernard-Bourgeois, Margaret Anne. "Disruptive behaviours encountered by beginning teachers in New Brunswick schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29971.pdf.

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34

Houk, Tracy A. "The clinical supervision experiences of beginning teachers, a qualitative study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq39144.pdf.

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35

Patten, Sarah L. "The effects of job insecurity on beginning secondary school teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/MQ40666.pdf.

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36

Clouse, Nancy K. Gagen. "The Leadership Role in Online Support Programs for Beginning Teachers." The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-05272008-155603/.

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As distance learning opportunities foster a wide array for online mentoring, program administrators are in need of research supporting the successful development and management of such efforts. This qualitative research examined the leadership perspectives, skills, and strategies involved in developing and administering an online support program (also referred to as electronic mentoring) designed to help beginning teachers transition into the profession and improve their retention (National Commission on Teaching and America's Future, 2003). The population was comprised of all known programs e

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37

Buckley-Foster, Philippa. "What factors influence the evolution of beginning teachers' reading programmes?" Thesis, University of Canterbury. Christchurch College of Education, 2005. http://hdl.handle.net/10092/3799.

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What influences the evolution of junior school reading programmes in the classrooms of beginning teachers? Of all the classroom skills required of beginning teachers, those contributing to the implementation of an effective instructional reading programme perhaps represent some of the most complex and sophisticated challenges that will be encountered. Add to this the critical importance to young children of successfully learning to read and the very obvious picture of reading progress revealed by modern assessment practices, and the result is an aspect of teaching that can assume a position of

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38

Jones, Russell. "Deafening silence : telling stories of beginning teachers understandings of ethnicity." Thesis, Manchester Metropolitan University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363926.

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39

McCarra, Janet Forrester. "Perceived problems of beginning teachers and proposed solutions for success." Diss., Mississippi State : Mississippi State University, 2003. http://library.msstate.edu/etd/show.asp?etd=etd-11082003-104829.

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40

Grimm, Howard E. "Conceptions of mentoring held by administrators, mentors, and beginning teachers /." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1248796158.

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41

Clark, R. (Robert L. ). "Common errors in Algebra I : a forewarning to beginning teachers." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9909.

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42

Hackett-Villalobos, Karen. "Training beginning teachers how to engage families: A case study." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/30.

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This qualitative study focuses on how beginning teachers attain skills to engage families in the educational process. Historical rationale, theoretical frameworks, and key research findings for family engagement training during the last three decades were reviewed, studied, and analyzed for themes. A review of scholarly literature is incorporated into this inquiry to provide a lens into the scope of existing family engagement research regarding the ways in which teachers are trained how to partner with families. This study also includes discussion and analysis of state and federal policies and

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43

Mifsud, Charles Leo. "Preparation and competence of intending and beginning teachers in Malta." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021535/.

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The transition from training to practice and the early years of their career have been considered to be a major influence on teachers' professional behaviour. This transition may be particularly difficult in Malta because of the lack of professional support provided to teachers in their beginning years of teaching. The first section of the thesis traces the historical context of teacher education in Malta. A description of the Maltese system in the context of models of teacher education is followed by a review of the major issues in initial teacher education. The first years of teaching and th

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44

Gross, Betsy Holley. "Mentor Perspectives on Effective Mentoring for Beginning Elementary School Teachers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2928.

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The attrition of beginning teachers is an ongoing problem for public schools as it impacts campus moral, results in economic losses, and maintains the number of newly-hired teachers. Although induction programs for beginning teachers have been found effective in reducing novice teacher attrition, funding for many induction programs have been eliminated due to budget constraints, leaving local school systems with limited support of the mentors and no consistency as to expectations or outcomes. Compounding this problem is that little research has examined what is most successful and supportive f

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Moss, Wendi. "The Impact of Black Teacher Mentors on White Beginning Teachers." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2976.

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This qualitative study used a phenomenological approach to determine the mentoring process Black mentors used when mentoring White beginning teachers. Five mentors and their six mentees were surveyed and interviewed to find how cross-race mentoring processes in an urban school district in the Commonwealth of Virginia work. Seven themes emerged from the study: (a) perceptions of the mentoring process; (b) perceptions of classroom management; (c) perceptions of school quality; (d) perceptions of urban teaching; (e) perceptions of White advantage; and (f) presence of White privilege.

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Rodriguez, Diana. "The induction period of nine beginning physical education teachers in Puerto Rico /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11848522.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.<br>Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Lenore M. Pogonowski. Includes bibliographical references (leaves 163-175).

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47

So, Pui-ting. "A case study of teachers' perceptions of geographical education and their implications for classroom pedagogies." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876353.

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48

Song, Minjeong. "Beginning teachers' identity and agency : a case study of L2 English teachers in South Korea." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:920f7cf5-c02f-4205-90a7-bca08c7095cb.

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Beginning teachers' first years of professional teaching have been extensively researched as a transformative time with a focus on their coping with praxis shock. Whilst the subtext of the literature often positions entrant teachers as in need of support and guidance at large, little research has concerned their agency at work, that is, how they create and recreate their opportunities for learning and development. The present study follows four beginning L2 English teachers' first year of teaching in two public high schools in South Korea and aims to understand how they navigate, make sense of

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Cheng, May-hung May, and 鄭美紅. "Teacher socialization: how beginning teachersmove from college to school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956336.

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50

Lambeth, Dawn Tracey. "Beginning teacher perceptions of mentoring and induction." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1483Lambeth/umi-uncg-1483.pdf.

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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.<br>Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 177-192).

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