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Dissertations / Theses on the topic 'Expectations of Novice Teachers'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Paz, Tagle Maria Veronica. "An Analysis of Novice Teachers’ Perceptions Regarding their Teacher Preparation Program, Professional Support, and the Purpose of School." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3542.

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The purpose of this study was to identify existing relationships between the perceptions of novice teachers regarding their teacher preparation programs, the support given to teachers from their schools, and the purpose of school. The study took place in Northeast Tennessee. Seventeen teachers from three different school systems participated in individual qualitative interviews, which lasted about one hour each. The finding corroborated the theory analyzed for this study and revealed areas for improvement in all levels of the education system. Teachers suggested meaningful changes to teacher p

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Oppelt, Camila Quevedo. "Teachers' expectations." Florianópolis, SC, 2011. http://repositorio.ufsc.br/xmlui/handle/123456789/94698.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2011<br>Made available in DSpace on 2012-10-25T14:34:06Z (GMT). No. of bitstreams: 1 293885.pdf: 973982 bytes, checksum: 7770cf8211260fbe95c91329a36e8807 (MD5)

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Sörensen, Ingrid. "Expectations on Chatbots among Novice Users during the Onboarding Process." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-202710.

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In recent years a type of Conversational User Interface (CUI) called chatbots has been more common, these are integrated and used on various platforms such as Slack, Facebook and Skype. Chatbots are based on Artificial intelligence and are a written conversation between a human and an intelligent system. One example is Microsoft‘s chatbot Zo, a social chatbot aimed to entertain. As chatbots are becoming more commonly occurring, the need to study peoples expectations and demands is important in order to improve the user experience and usages of chatbots. In this paper, a study is presented, loo

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Becht, Kori Alice. "School and District Leadership and the Job Satisfaction of Novice Teachers: How Central Office Leaders Support Novice Teachers." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106712.

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Thesis advisor: Dr. Lauri Johnson<br>This qualitative case study examined the perceptions of novice teachers and central office leaders in one Massachusetts school district about the job satisfaction of novice teachers. Data was gathered from interviews with school and district leaders and novice teachers as well as through the analysis of district documents in order to identify central office practices that contributed to novice teachers’ job satisfaction. The findings indicated a strong connection to the district’s mentoring practices and novice teachers’ job satisfaction. However, while cen

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Pettway, Martha Lee Williams Spencer William Allen. "Novice teachers' assessment of their teacher education programs." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/PETTWAY_MARTHA_27.pdf.

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Warner, Wendy Jacklyn. "Career experiences of novice urban agriculture teachers." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015607.

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Farnan, Shantel. "Professional Collaboration Experiences| Perceptions of Novice Teachers." Thesis, University of Missouri - Columbia, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10629009.

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<p> There is a gap in the research regarding structured collaborative processes and experiences that draws a parallel to the disconnections discovered between what is needed to be a successful teacher candidate in the field and what is taught through coursework and the lack of authentic experiences in teacher preparation programs such as collaboration. This qualitative case study seeks to expand the extant research by understanding and identifying perceptions and comfort with collaboration, as well as its impact. The study outlined one universities approach to strive to meet the competencies f

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Moser, Morgan Elizabeth. "Understanding How Novice Teachers Utilize Online Collaboration." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/531.

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AN ABSTRACT OF THE DISSERTATION OF MORGAN E. MOSER for the Doctor of Philosophy degree with a concentration in Curriculum and Instruction, presented June 26, 2012, at Southern Illinois University Carbondale. TITLE: UNDERSTANDING HOW NOVICE TEACHERS UTILIZE ONLINE COLLABORATION MAJOR PROFESSOR: Dr. Joyce Killian This investigation focused on the different forms of online collaboration used by current novice teachers in rural districts in Illinois. Two main research questions guided this study: 1) How do novice teachers use online collaboration? and 2) How does online collaboration affect thei

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McElroy, Gloria Freels. "Novice Teachers Perceptions of Prior Mentoring Experiences." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1491.

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More than 50% of novice educators leave the profession in the first 5 years of service. Novice educators were defined as educators with 5 or fewer years of teaching experience. The State of Tennessee has estimated the cost for that decision to around $28,000.00 per teacher for each local educational authority. Many researchers believe mentoring increases novice satisfaction in the classroom. Even though many enter the field of education, Freedman and Appleman (2009) found that teachers leave the profession in rates higher than other professions. Ingersoll and Merrill (2010) showed the annual t

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Morris, Nathaniel. "Perceptions of Novice Elementary Teachers Regarding Retention." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3808.

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Teachers at the local study site continue to leave the elementary school and profession at increasingly high rates creating a teacher shortage. The school staff consists of 33 teachers, with an average of 10 resigning each year. Because of the shortage, state and local school boards, school districts, and school-based administrators share the need to understand this phenomenon. Guided by Herzberg's 2-factor theory, which noted that people are motivated by attributes such as recognition and by Maslow's motivational theory, which refers to human needs and personal beliefs as motivational factors

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Sarpy-Simpson, Claudine L. "The perceptions of novice and veteran teachers on the role of the principal in the retention of urban novice teachers." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4677.

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The purpose of this study is to identify the perceptions of novice and veteran teachers regarding the role of the principal in retaining teachers in the profession. Also, the research investigated whether and to what extent there are differences in the perceptions of novice and veteran teachers on the role of the principal in teacher retention. Participants for the study were selected from 15 elementary schools in an urban school district in the Southwestern part of the United States. The study included 270 novice and veteran elementary teachers who completed a Likert Scale questionnaire consi

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Schwendenman, Diane. "Gender Role Expectations of Classroom Teachers." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1337199263.

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Taneri, Pervin Oya. "A Study On Novice Classroom Teachers&#039." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605479/index.pdf.

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The purpose of the study was to explore the problems of first three-year classroom teachers who graduated from regular teacher education programs and alternative certificate programs. The study also aims at examining the problems in relation to the type of certification, gender, cities they work in, institutions they graduated from, age, graduation year, recruitment year, teaching practice, number of teachers in the schools, class size, and type of classroom they teach. The subjects of this study were elementary school classroom teachers, from Ordu, Samsun and Sinop. A total of 300 teachers in

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Ozturk, Mustafa. "Induction Into Teaching: Adaptation Challenges Of Novice Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609585/index.pdf.

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This study aimed to investigate adaptation challenges of novice teachers in induction period, to analyze the variables influencing their adaptation, and to assess pre-service and in-service training in terms of preparing them for induction into teaching. Through a questionnaire, the data were collected from 465 novice teachers teaching in randomly selected 8 provinces of Turkey. The general results revealed that novice teachers had job-related concerns a little more often than the social concerns. The four most frequent adaptation challenges appeared as (1) workload, (2) social status and iden

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Franco, Yvonne. "Novice Teachers' Stories of Solving Problems of Practice." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5948.

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National attention given to heightening the quality of educators, calls attention to the practices used by programs to prepare teachers (CAEP, 2013). The Council for the Accreditation of Educator Preparation (CAEP) requires evidence novice teachers “apply the professional… skills and dispositions preparation experiences were designed to achieve” (p.13). Grounded in reflection, teacher inquiry serves as a pedagogical practice to prepare teachers to systematically learn from their problems of practice (Shulman, 1986; Yendol-Hoppey & Franco, 2014). Despite evidence teacher inquiry leads preservic

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Ginat, Carmela. "Novice teachers' coping with the school's 'emotional rules'." Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442162.

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Kitching, Dornehl. "Experiences of novice art teachers in high schools." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2515.

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Thesis (MEd)--Cape Peninsula University of Technology, 2017.<br>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 t

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Aljehani, Khulod. "NOVICE ENGLISH LANGUAGE SAUDI TEACHERS BUILDING PROFESSIONAL IDENTITY." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1777.

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This study is a qualitative examination of the construction of identities of three novice English teachers at one university-level institute in Saudi Arabia. The study uses multiple theoretical frameworks to build a narrative describing construction of these identities: Goffman’s (1959; 1963; 1974) performing, frame analysis, and spoiled identity concepts, Anderson’s (1991) imagined community, Canagarajah’s (1996) “from bottom up” narrative style, Wenger’s (1998) three modes as a framework of the identity construction, and Pinar and Grumet’s (1976) currere. The purpose of this study is twofold

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Deardorff, Philip. "Novice Teachers' Stories Represented As a Graphic Narrative." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271802/.

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The issue of alternative certification teacher training has greatly affected art education over three decades. As a result of training through alternative certification, many art educators enter the profession unprepared and unable to cope with the realities of teaching. This study attempts to understand and represent the experiences and struggles of four alternatively certified art teachers, including myself. By reading these stories, others within the education community can empathize with and provide support for struggling novice teachers. This creative thesis uses a graphic novel format

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Louden, Jennifer. "Novice Teachers' Perspectives of Learner-Centered Reading Instruction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5219.

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Learner-centered reading instruction was underrepresented in novice K to 5 teachers' classrooms despite a district mandated requirement to use them. When learner-centered reading instruction is not used, students are less motivated to learn and less likely to become proficient readers. The purpose of this bounded qualitative case study was to explore novice K to 5 reading teachers' perspectives of learner-centered reading instruction and how they taught a comprehensive reading curriculum in their classrooms. The conceptual framework was based on the Arkansas Department of Education's science o

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Kidd, Warren Edmund. "Troubled craft and novice teachers : an ethnographic account of emerging professional identities of novice teachers in the English lifelong learning sector." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5892/.

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In adopting a qualitative, ethnographically informed approach this thesis explores the identity formation of novice teachers in the lifelong learning sector in England. The research is concerned with four areas for inquiry: how novice teachers perceive the relationship between their professional practices, experiences and emerging teacher identities; the usefulness of the concept of 'craft' in sociological writings to theorise the identities of novice teachers; the appropriateness of a digital ethnographic methodological approach enabling effective research into teachers lives in this sector;

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Tan, Puay Inn Justina. "Traversing the border : a tale of seven novice teachers." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020721/.

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The purpose of this study is two-fold: to examine how new teachers, first and second career teachers in Singapore, are socialised into teaching; and to determine if there is any difference in the impact of the socialisation process on their self-efficacy. The selection of participants for the study is based on purposive sampling. It comprises seven new teachers from one neighbourhood school in Singapore. The data are collected primarily through interviews with new teachers, mentors, reporting officers, cooperating teachers, school staff developer and principal. It is supplemented by nonpartici

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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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Anderson, Katie. "Understanding the Differences Between Novice and Experienced Reading Teachers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5968.

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Education researchers have documented that first-year teachers are often less effective at reading instruction than their more experienced peers. Accordingly, this qualitative, comparative case study was designed to assess the instructional skills and strategies utilized by first-year and experienced teachers using Danielson's Framework for Teaching as the conceptual framework. The research questions were used to examine two groups of teachers using the framework and the Teacher's College Reading and Writing Project's defined levels of performance for effective reading instruction. The goal wa

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Whitehouse, Dorean Marie. "Novice Teachers' Perceptions of Success in a Mentoring Relationship." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2276.

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There has been little research on what is necessary for a mentoring relationship to be considered successful from the novice teacher's perspective. Although researchers have asserted that mentoring promotes new teacher retention and improves new teacher skills, new teachers are still leaving the profession, causing a shortage of teachers in school districts across the United States. The purpose of this phenomenological study was to understand the meaning of a successful mentoring relationship from the perspective of 6 selected elementary teachers who have been in the teaching field fewer than

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Riley, Janet Adrienne. "Quantitative Comparison of Novice and Veteran Teachers' Cultural Beliefs." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7835.

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Poor scores on standardized tests on the part of African American students are a problem at an urban high school in the U.S. Midwest. A factor potentially contributing to this problem is that teachers' cultural beliefs may not be well matched to those of students. This gap is important because cultural beliefs have an influence on the academic achievement of students. The cultural mismatch may be reduced as teachers gain experience with students' cultures and diversity, but it is not known the extent to which experience is beneficial in the Midwest urban high school setting. The purpose of thi

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Clarridge, Pamela Brown. "Alternative perspectives for analyzing expert, novice, and postulant teaching." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184423.

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The investigation of expertise in teaching has followed the lead of research in domains other than education in that it has focused on the cognitive processes that define expertise. This study has shifted the focus to the actual classroom teaching, comparing expert, novice, and postulant (those without pedagogical training) teachers. Each of six teachers (two experts, two novices, and two postulants) taught the same unfamiliar lesson to the same group of students, in the same classroom. These half hour lessons were videotaped. Two aspects make this study unique. First, the teaching situation w

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Robinson, Diane. "Nursing Educators' and Nursing Leaders' Views on Practice Readiness in Novice Nurses." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7332.

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A perceived discrepancy exists in understanding between nursing educators' and hospital nurse leaders' views on job performance expectations and the reality of current job performance that may contribute to the difficulty experienced by novice nurses during their transition period. Lack of clarity in expectations may lead novice nurses to change jobs or leave the nursing profession within the first year of practice. The purpose of this descriptive study, guided by Benner's novice to expert theory, was to determine whether a difference exists between hospital nurse leaders' beliefs and nursing

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Dlani, Siyongwana Archibald. "Teachers’ perceptions of the mentoring of novice teachers in the King William’s Town District." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006244.

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The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentorin

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Bucci, Terri Teal. "Expert mathematics teachers' parallels to worldviews : investigating pedagogical responses to novice mathematics teachers' concerns /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488186329503314.

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Swineford, Dolores Ann. "HOW NOVICE TEACHERS DESCRIBE THEIR PREPARATION TO BE WRITING TEACHERS: A MIXED METHODS STUDY." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595344483308093.

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Corum, Patricia Lynn. "Exploring the experiences of successful novice teachers : implications for personnel hiring and development /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036816.

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Erkmen, Besime. "Non-native novice EFL teachers' beliefs about teaching and learning." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11458/.

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This study investigated the beliefs about teaching and learning English of nine non-native novice teachers at a private university in Northern Cyprus, and the extent to which these beliefs changed in their first year of teaching. Data was collected over an academic year of nine months by means of semi-structured interviews, credos, classroom observations, post-lesson reflection forms, stimulated-recall interviews, diaries and a metaphor-elicitation task. The study found that novice teachers’ prior learning experiences were influential in shaping their initial beliefs. By the end of the year, c

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Jones, Lisa Michelle. "Social class and the emerging professional identities of novice teachers." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/social-class-and-the-emerging-professional-identities-of-novice-teachers(def63bae-247b-42a3-be7b-2467f396384f).html.

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The purpose of this study was to explore the influence that social class identity has on the emerging professional identities of novice teachers. The study argues that schooling in the UK is classed in terms of its history, outcomes and processes, and as a result, situates teaching as a form of ‘class work’. Given the strong arguments for situating teaching in this way, this thesis seeks to increase our understanding about the way class actually works in relation to teachers’ identities and the impact this has on their work as teachers. This study was qualitative and longitudinal in nature and

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Jordan, Teresa M. "Using web resources to support novice teachers in literacy instruction /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3082.pdf.

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Lomurno, Maryellen. "Roles and expectations in inclusion /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Stapleton, Kelly. "Elementary Teachers' Expectations and Perceptions of School Counselors." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/honors/184.

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This qualitative study explored the expectations and perceptions elementary teachers have of school counselors. Participants were current or past students in an elementary education graduate program at a southeastern university. The participants responded to an open-ended online survey that consisted of questions that focused on the demographics of their schools and the expectations and perceptions they had of the school counselor’s roles and responsibilities pertaining to both academic achievement and student behavior. Although responses varied, the data suggests that there was substantial

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Stapelton, Kelly, and Lori T. Meier. "Elementary Teachers’ Expectations and Perceptions of School Counselors." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5886.

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This qualitative study explores the expectations and preceptions elementary teachers have of school counselors. Participants were current or past students in an elementary education graduate progrma at a southeastern university. The participants responded to an open-endd online survey that consisted of questions that focused on the demographics of their schools and the expectations and perceptions they had of the school counselor's roles and responsibilities pertaining to both academic achievement and student behavior. Although responses varied, the data suggests that there was substatntial co

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Slye, Gail Lynn. "The relationship between teacher empowerment and teacher satisfaction for novice and veteran teachers /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946296.

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McCluskey, Kerryn Gail. "Working at the Edge: Accounts of Beginning and Novice NESB Teachers." Thesis, Griffith University, 2008. http://hdl.handle.net/10072/366722.

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Australia is a multicultural country and as such, the Australian workforce should be reflecting that diversity. Logically, the teaching profession is no different from any other sub-group of the working populace. Policy documents that inform the profession of teaching explicitly refer to the necessity for nurturing and developing those who are new to the profession. A key part of the development and growth of newcomers to the teaching profession involves the exchange of ideas and knowledge between colleagues. Using the sociocultural theoretical framework of communities of practice, this study

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Ford, Barbara Ann. "Teaching and learning novice teachers' descriptions of their confidence to teach science content /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-03292007-105545/.

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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Lisa Martin-Hansen, committee chair; John Wilson, Christine Thomas, Daphne Greenberg, committee members. Electronic text (177 p.) : digital, PDF file. Description based on contents viewed May 2, 2008. Includes bibliographical references (p. 152-171).

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Carter, John A. Martin Tami Susan Day Roger P. "Effects of lesson study on beliefs and practices of novice mathematics teachers." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196661.

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Thesis (Ph. D.)--Illinois State University, 2004.<br>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.

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Copper, Michael C. "Teacher expectations and student achievement." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720325.

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The 1989 Teacher Expectations and Student Achievement (TESA) study analyzed whether students perceived as low achievers, having been taught by TESA-trained instructors in the Metropolitan School District (MSD) of Warren Township over a three-year period, achieved significantly (p < .05) higher academic gain than a similar control group of students not taught by TESA-trained instructors as measured by the Comprehensive Test of Basic Skills (CTBS).Federal Judge S. Hugh Dillin, in 1971, found the Indianapolis Public Schools (IPS) system to be racially segregated in violation of the Constitution.

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French, Phyllis Preston. "Novice teacher mentor model impact on teacher efficacy and retention." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000109.

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Mayo, Connie. "The Residual Effect of Novice Primary Teachers on Reading Achievement Scores." TopSCHOLAR®, 2005. http://digitalcommons.wku.edu/theses/346.

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This dissertation was an exploratory investigation of the residual effect of novice primary teachers on reading achievement scores. The study employed the theory of pedagogical content knowledge as a basis for understanding teacher expertise and comparing the expert teacher to the novice teacher. The research sought to answer two major questions; (a) Is there a statistically significant difference between the reading achievement, (measured two years later) of students taught by teachers of differing experience levels in primary grades and the state mean for the appropriate grade level? and (b)

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Erlich, Ilana. "The first year of teaching : novice physical education teachers in Israel." Thesis, Anglia Ruskin University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247458.

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Salomon, Yves P. "Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?" Thesis, Boston College, 2010. http://hdl.handle.net/2345/3897.

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Thesis advisor: Joseph J. Pedulla<br>There is no question that teachers play an important role in student learning. In the last decade, researchers have shown evidence pointing to the prominence of teachers compared to other factors that are known to influence student achievement (Wright, Horn, and Sanders, 1997). They have empirically demonstrated that teacher effects are large and persist for up to four years (Kain, 1998; Mendor, Jordan, Gomez, Anderson, and Bembry, 1998; Rivers, 1999). Multiple variables are known to influence teacher quality, including teacher preparation. This dissertatio

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Jordan, Teresa Moore. "Using Web-Based Tools to Mentor Novice Teachers in Literacy Instruction." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1818.

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This study examined the virtual interactions between novice teachers and their mentor using web-based tools such as blogging and instant messaging. The purpose of the study was to determine the nature of online communication and how web-based tools function in the mentoring process. The mentor/researcher created an online website where novice teachers and their mentor interacted by blogging, instant messaging, and virtually sharing digital resources and ideas for teaching literacy. As the novice teachers interacted on the website, the mentor/researcher conducted an online survey and kept digit

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Williams, Karen Nichola. "Relationship Between Novice Teachers' Perceptions of Mentoring Support and Job Satisfaction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6293.

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Low job satisfaction among novice teachers is a problem that has become a concern for administrators at school districts, advancing the need for effective mentoring and induction programs. Induction programs provide opportunities for collaborative relationships through mentoring support to address areas such as professional growth and development, teaching practices, and other challenges faced in the early years of novice teachers' careers. The purpose of this correlational explanatory study was to examine the relationship between mentoring support and novice teachers' job satisfaction at a sc

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Hooten, Dorleen Billman. "Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84221/.

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Abstract:

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 a

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