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Dissertations / Theses on the topic 'First year job at the school'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Mitkienė, Gailė. "MOKYTOJŲ POŽIŪRIS Į PIRMUOSIUS DARBO METUS IR PEDAGOGŲ RENGIMO KOKYBĘ LIETUVOS AUKŠTOSIOSE MOKYKLOSE." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060602_120043-13106.

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The work writer: Gailė Mitkienė The work project: Teachers opinion about them first year job at the school and teachers preparation quality in the Lithuanian higher education establishments The place of work : Lithuanian University of Agriculture, Department of vocational pedagogy and psychology, Academy, Akademija, 2005 - 2006 The work composition are: 2 table, 23 pictures, 4 appendendixes Size of work: 78 pages Sources of literature: 40 Object of research: Teachers opinion about them first year job at the school and teachers preparation quality in the Lithuanian higher education establ

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2

Sylla, Ndella. "Investigation des méthodes didactiques utilisées dans l'enseignement secondaire supérieur: comparaison entre enseignants expérimentés et novices dans des disciplines scientifiques et littéraires. Analyse des facteurs déterminants et recherche d'indicateurs de qualité." Doctoral thesis, Universite Libre de Bruxelles, 2004. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211140.

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Cette recherche vise à comparer des enseignants novices en situation de formation et des enseignants "experts" que sont les maîtres de stages. L'observation et la comparaison des méthodes didactiques utilisées dans l'enseignement technique et dans l'enseignement général, mais aussi dans des disciplines différentes (biologie, chimie, français, histoire) nous a permis de mettre en évidence l'impact de la formation initiale sur les comportements des enseignants novices.<br>Doctorat en sciences de l'éducation<br>info:eu-repo/semantics/nonPublished

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3

Lehman, Michael Bryan. "Expectations, social support, and job satisfaction among first-year Oregon teachers /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9963450.

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Thesis (Ph. D.)--University of Oregon, 2000.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 170-189). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9963450.

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4

Cadez, Lisa Anne, and University of Lethbridge Faculty of Education. "Evaluating first-year teachers : perceptions of high school principals." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2009, 2009. http://hdl.handle.net/10133/2470.

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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

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5

Easter, Joy. "Classroom management strategies for first year middle school teachers /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/JEaster2008.pdf.

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6

Wong, Lai-king Hester. "Beginning teachers in a prevocational school : their teaching problems and coping strategies /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778038.

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7

Wood, Nicole R. Lyman Linda L. "Principals under age 30 factors affecting the first year experience /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251859851&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1179157608&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on May 14, 2007. Dissertation Committee: Linda Lyman (chair), Beth Hatt-Echeverria, Joe Pacha, Nancy Sherman. Includes bibliographical references (leaves 148-154) and abstract. Also available in print.

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8

Kaiser, Linda L. "School-based induction programs compared to a school-university partnership induction program : differences from the new teacher perspective with implications for teacher retention at the elementary level /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164517.

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9

Anh, Nguyen Ngoc. "Transition from school to work : high school dropouts, first destination from high school and time to first job." Thesis, Lancaster University, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404253.

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10

Watson, Barbara. "Facilitating independent learning early in the first year of school." Thesis, University of Auckland, 1993. http://hdl.handle.net/2292/2438.

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This is a study of a) the nature and incidence of independent learning defined as "knowing how to generate and direct the processes of learning...*(see p.3) in new entrant classroom settings and, b) the nature of the teacher-child interactions associated with such independent learning. Systematic observation was used at school entry and three months later, to identify aspects of independent learning and the associated teacher behaviours. Six categories of child directed acts identified the range of behaviours from which independent learning could be inferred. Each category of teacher behaviour

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11

Gouge, Natasha Benfield. "Temperament-Language Relationships during the First Formal Year of School." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1288.

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The purpose of the current study was to investigate temperament-language relationships among school-age children and across a wider variety of SES. Head Start, Pre-K, and Kindergarten classes of 10 elementary schools located in rural Appalachia were sent information about the study and 35 children were consented to participate. Parents completed a short demographic survey and the Child Behavior Questionnaire Very Short Form (CBQ-VSF). Children were administered the Preschool Language Scale-4 (PLS-4). Participants were split into low and high SES groups so associations between the CBQ and PLS-4

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12

Riley, Jeni. "The development of literacy in the first year of school." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10019226/.

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Research evidence (Donaldson, 1978; Wells, 1985a; Hughes, 1986; Tizard and Hughes, 1984) over the last decade and a half has confirmed the competence of the pre-school child. At school entry Donaldson (1989) writes "... that children are highly active and efficient learners, competent enquirers, eager to understand" (p.36). There is less evidence concerning the extent to which educators harness this astounding pre-disposition to learn. The aims of the research project studied the development of reading in the reception year of school in Part 1 by: 1. assessing the range of literacy development

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Gouge, Natasha B., and Wallace E. Jr Dixon. "Temperament-Language Relationships During the First Formal Year of School." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4920.

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14

Shaver, Randall R. "The impact of the principal socialization experience on the professional lives of selected Wobegone county schools principals." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1482Shaver/umi-uncg-1482.pdf.

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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.<br>Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Ulrich C. Reitzug; submitted to the School of Education. Includes bibliographical references (p. 287-293).

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15

Holley, Kerry Kathleen McGee. "Examining and Characterizing Changes in First Year High School Chemistry Curricula." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30468/.

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Many students currently entering college are able to solve mathematical problems but often do not understand the chemistry concepts underlying their calculations. High school chemistry teachers from Texas and the United States (US) were surveyed as to what topics they teach in their chemistry classes. A subset of Texas teachers was also interviewed about their instruction. The survey indicated that less-experienced Texas teachers are omitting a number of topics from their chemistry instruction, as compared to more experienced teachers. No differences were seen for those topics among US teacher

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Szetela, Michelle. "The need for first-year composition in the high school classroom." Thesis, Long Island University, The Brooklyn Center, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10590821.

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<p> This thesis critically evaluates the essence of First Year Composition (FYC) and establishes the benefits a composition course would offer high school students. The intended purpose is to assess the feasibility of teaching FYC in the high school classroom and to consider views from the perspectives of students, teachers, and scholars in order to formulate a comprehensive conclusion. One key dispute in composition studies is whether students who write compositions as critical thinking assignmenfts actually become better critical writers and thinkers. Proponents argue that this method establ

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17

Smith, K. "Researching children as becoming writers in their first year of school." Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/14830/.

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Young children’s writing activity in English Reception classrooms is framed by a rigid developmental model whereby children are conceived of as ‘becoming’ writers. However, recent postSstructuralist research suggests that writing activity, as an assemblage of objects, bodies, expressions and territories, involves constant change rather than being fixed to particular frameworks. This ethnographic enquiry focussed on six children in one Reception class during one school year. Deleuzoguattarian ideas were ‘plugged into’ a sociocultural, multimodal understanding of young children’s writing and the

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18

McNulty, Rock Edward. "Mentoring the first-year superintendent in Texas public schools." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3127/.

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This study determined what mentoring experiences first-year superintendents have had and what they need from a mentoring relationship. Structured interviews and field notes were used in this qualitative study focused on Texas first-year superintendents' perceived needs from mentors. Three patterns of mentoring relationships were found: 1) no mentor in the first year, 2) mentor-protégé relationship - those who developed mentoring relationships early in a career with a more senior person in the same school system, and 3) mentoring relationships of convenience - young relationships which develope

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19

Peterson, Rebecca. "Realities of the First-Year of Teaching Research on the Inspiration Behind, Reality of, and Effects of a First-Year Teacher." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/119.

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The purpose of this research was to identify the factors which lend to and negatively impact student success, taking a specific look at the Pomona area and tracking the experiences of one first-year teacher and three of their students throughout an entire academic year in the charter school setting. Beginning with research on the experiences and beliefs which motivated an individual teacher to join the field of education, it then assesses how the academic and cultural backgrounds of three different students lend to their overall identity and school success. The latter research identifies facto

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Jones, Marva Kay. "The Impact of Mentoring on First Year Principals." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1421010561.

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21

Sargent, Brenda Lee. "Variables that correlate with success in first year algebra." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/71254.

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First-year algebra is a course that has a high failure rate and because of this it has been a source of concern for educators, parents, and students. The regular algebra course and the decelerated algebra course have been the focus of attention regarding the placement of high school students. The purpose of this research study was to examine several available predictors in concert with early indicators of algebra performance to see if ensuing achievement in algebra could be predicted accurately. Four different criteria measuring layered achievement in algebra were used. Nine predictor variab

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22

Kingsley, Laurie Hawkins. "An examination of how extended field experiences, integrated coursework, and school partnerships influenced the development of four first year teachers' literacy beliefs and practice." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4731.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (September 26, 2007) Vita. Includes bibliographical references.

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23

Podlubny, Kenneth D. "Support for success, a mentorship program for first-year school-based administrators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/NQ46957.pdf.

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24

Martinez, Marcella C. "An Evaluation of Communicative Activities in First-Year High School Spanish Textbooks." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2397.

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The study analyzed activities of Spanish Level 1 textbooks used in high school to determine the extent to which they incorporate some of the most respected theories of communicative language learning, in particular the theories of Krashen, Swain, Long and Nunan. Five well known Spanish books were chosen: Realidades, Exprésate, Así se dice, Avancemos, and Aventura. For each book, Chapter 2 and Chapter 5 were chosen to be evaluated by two raters. The activities in these chapters were analyzed according to four criteria derived from the abovementioned theories. Results suggest that textbooks may

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25

Wong, Lai-king Hester, and 黃麗琼. "Beginning teachers in a prevocational school: their teaching problems and coping strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B3195831X.

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26

Shoemaker, Dennis. "Implementing change the first year of a superintendent in a rural community /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8719426.

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27

Larabee, Michelle Ann. "Factors of teacher induction which impact job satisfaction and attrition in teachers." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-06162009-215440.

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28

Piercy, Garth Eugene Klass Patricia Harrington. "Illinois secondary school teachers' perceptions of 1988-89 induction year activities." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9105740.

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Thesis (Ph. D.)--Illinois State University, 1990.<br>Title from title page screen, viewed November 21, 2005. Dissertation Committee: Patricia H. Klass (chair), Joseph H. Braun, Ronald L. Laymon, Mary Ann Lynn, Patricia O'Connell, Sally B. Pancrazio. Includes bibliographical references (leaves 122-128) and abstract. Also available in print.

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29

Kupferberg, Becky Lynn. "The Influence of Digital Multimodal Composition in First-Year Composition: A Moment in the 2015-2016 School Year." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1465992849.

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30

Campbell, Gary J. "Adjustment factors of middle school students who are in their first year at a new school." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999campbellg.pdf.

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31

King, Caitlin. "Thoughts of a first year teacher: Know Your Students." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/139.

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This Ethnographic Narrative is a research based look into the lives of socially disadvantaged students in a low-income area. It breaks down the assets and needs of each student individually and discusses how to better help them academically and socially based on their individual personalities and needs. The narrative also discusses the community in which these individual students live and attend school, it looks at research on the community to determine how each student is affected by the city that they live in. Finally the narrative concludes by looking at the teacher over the course of this

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32

Jacobs, Jay Nelson. "A qualitative study of first-year high school band directors and their mentors." [Gainesville, Fla.] : University of Florida, 2007. http://purl.fcla.edu/fcla/etd/UFE0019341.

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33

Fitzpatrick, FinbarreÌ. "Language and interaction among young bilingual children in the first year at school." Thesis, University of Ulster, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359317.

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Haubert, Lisa Marie. "Surgical Clinical Correlates in Anatomy: Implementation of a First-Year Medical School Program." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253374287.

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35

Tilton, Jennifer. "FIRST YEAR FEMALE ASSISTANT PRINCIPALS AT THE SECONDARY SCHOOL LEVEL: TRANSITIONS, PERSPECTIVES, ASPIRATIONS." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3719.

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Women continue to be in the minority in school administration in public schools in the United States, although the majority of teachers are female. The role of assistant principal is the gateway to school administration. The purpose of this study was to describe the essence of the transition from teaching to school administration, the role of a female assistant principal, and the career aspirations of female assistant principals. This study used a phenomenological approach to understand the essence of the transition for the participants. Six women were interviewed using a semi-structured i

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36

Peck, David Raymond. "New teacher experiences in two rural Washington school districts a phenomenological study /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/D_Peck_041508.pdf.

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37

Muller-Kimball, Dominee Sue. "An examination of how first year high school assistant principals assess their schools' organizational cultures." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2522.

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While some attention has been paid to organizational culture, there has been a paucity of research relating specifically to: (a) how first year assistant principals in the high school setting describe and assess their schools' organizational cultures, (b) how they utilize the information gained from their assessments of their schools' cultures, and (c) their perceptions of how they know whether they have been successful in adapting or assimilating into their schools' cultures. The purpose of this research study was to identify how first year high school assistant principals describe and assess

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38

Johnson, Michael D. Lynn Mary Ann Brickell John L. "An analysis of first and second year Illinois public school principals' perceptions of stress." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818714.

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Thesis (Ed. D.)--Illinois State University, 1988.<br>Title from title page screen, viewed September 8, 2005. Dissertation Committee: Mary Ann Lynn, John L. Brickell (co-chairs), Thomas W. Nelson, William F. Stimeling, Donald S. Kachur. Includes bibliographical references (leaves 123-128) and abstract. Also available in print.

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Robinson, David N. "Moving in and moving through : a narrative interpretation of the first year at university." Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288509.

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Smith, Pamela R. "A comparison of job satisfaction and plans to remain in teaching between beginning teachers and fully-licensed teachers." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/smithp/pamelasmith.pdf.

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41

Mehrenberg, Richard L. "An investigation of the effects of paperwork demands on the morale of first year special education teachers does "red tape" overwhelm green teachers? /." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4523.

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Thesis (Ph.D.)--George Mason University, 2009.<br>Vita: p. 167. Thesis director: Margo A. Mastropieri. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 159-166). Also issued in print.

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Pang, King-chee, and 彭敬慈. "A study of Hong Kong secondary school teachers in their first year of service." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B3123236X.

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Ye, Yujing. "From probationers to professionals : a study of first-year primary school teachers in Taiwan." Thesis, University of York, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319487.

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44

LeQuier, Patricia L. "The induction of first year and transferring elementary school teachers a multiple case study /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008p/lequier.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.<br>Additional advisors: Nataliya Ivankova, Rosemary Newton, Linda Searby, Yu-Mei Wang. Description based on contents viewed Oct. 9, 2008; title from PDF t.p. Includes bibliographical references (p. 174-185).

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Jones, Colin Howard. "What factors contribute to success and failure in the First Year at Medical School?" Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30996/.

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Applicants to Medical School must be academically successful to secure a place at university. Despite their success in secondary education and the stringent entry criteria, a significant number of students fail summative assessments at the end of their First Year. This gives rises to the following question: “Why do previously high achieving students fail in the university system?” Existing models seek to distinguish between voluntary and involuntary withdrawal from university and to explain academic withdrawal in the context of an individual’s academic and social integration into a new educati

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Cole, Jeffrey. "DROPPING KNOWLEDGE AND BREAKING BARRIERS: MY FIRST YEAR TEACHING AT JOHN MARSHALL HIGH SCHOOL." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1571.

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The following thesis draws from my experiences during my first year teaching at an inner city public school, John Marshall High School, from September 2007 to June 2008. It details apprehensions, conflicts, adjustments and corrections, both in my instructional method and personal interaction with students. I seek to illustrate mistakes and insights any first-year teacher might experience, as well as synthesize my own impressions regarding my evolving teaching philosophy.

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Davaloz, Davon A. "First Year Teaching, and it Began in Los Santos." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/121.

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The ethnographic narrative is a mixture of my journey to education as well as my experience as a first-year teacher. Working in an underserved area in Southern California provided me the opportunity to reach students with similar backgrounds as my own. Being Mexican-American, I pride myself in giving back to my community, and this ethnography provided me that avenue to reach countless students with similar stories to mine. The three focus students you will see were my primary focus; however, data is collected from over 120 7th-grade students-- the majority of which are Latino. All of my classr

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48

Stonner, Nancy C. "Middle level teacher preparation and support : first-year teachers' perceived competence and influencing factors /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924931.

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49

Riley, Monica Huggins. "Prepared to teach, but not to be a teacher case studies of first year teachers /." Diss., Mississippi State : Mississippi State University, 2004. http://library.msstate.edu/etd/show.asp?etd=etd-07082004-102425.

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50

Witt, David J. Scribner Jay Paredes. "An exploratory study of professional development experiences for new middle school science teachers in a suburban school district." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6162.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 17, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Jay Scribner. Vita. Includes bibliographical references.

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