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Journal articles on the topic 'First year job at the school'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Thomas, Laura, Melissa Tuytens, Geert Devos, Geert Kelchtermans, and Ruben Vanderlinde. "Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession." Educational Management Administration & Leadership 48, no. 1 (2018): 106–32. http://dx.doi.org/10.1177/1741143218781064.

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Teacher attrition is a global concern that is particularly prevalent among beginning teachers. Teachers’ intrinsic motivation to teach, affective organisational commitment and job satisfaction are considered job attitudes that stop them from dropping out of the profession. This study explores the interplay between factors at the school level (i.e. transformational leadership of the principal, professional collegial support) and the teacher level (i.e. self-efficacy) influencing these job attitudes. A sample of 292 first-year primary-school teachers participated. The results of the path analysi

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Bentley, Roger. "How Occupational Therapy Students Choose Their First Posts." British Journal of Occupational Therapy 48, no. 7 (1985): 196–98. http://dx.doi.org/10.1177/030802268504800701.

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This paper reports the results of two surveys conducted among final year students at St Loye's School of Occupational Therapy, Exeter, to examine the process through which they obtain their first professional employment. As well as identifying students' job preferences, the surveys evaluate their success rate in terms of interviews and job offers, and examine their destination on completion of training.

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Holdaway, Edward A., and Karen R. Kelloway. "First Year at University: Perceptions and Experiences of Students." Canadian Journal of Higher Education 17, no. 1 (1987): 47–63. http://dx.doi.org/10.47678/cjhe.v17i1.183008.

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This study was initiated by concerns in the literature over freshman students and by the need to know more about students' perceptions of their university experience. In 1984, all 937 first-year students in the Faculties of Arts, Business, Education, Engineering, and Science who had come directly to the University of Alberta from high school were asked about their university experiences and the transition from high school. Family members, the University's reputation, and the University's proximity exerted the greatest influence upon the decision to attend. Preparation for an interesting career

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Speer, Jamin D. "Wages, Hours, and the School-to-Work Transition: The Consequences of Leaving School in a Recession for Less-Educated Men." B.E. Journal of Economic Analysis & Policy 16, no. 1 (2016): 97–124. http://dx.doi.org/10.1515/bejeap-2015-0054.

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Abstract Using the NLSY’s weekly work history data to precisely measure labor market outcomes and the school-to-work transition, I document severe but short-lived effects of leaving school in a recession for men with 9–12 years of education. I find significant effects of entry labor market conditions on wages, job quality, and the transition time from school to work. In contrast to published evidence on more educated workers, I also find large effects on work hours on both the extensive and the intensive margins. When workers leave high school in a recession, they take substantially longer to

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Darmody, Merike, and Emer Smyth. "Primary school principals ' job satisfaction and occupational stress." International Journal of Educational Management 30, no. 1 (2016): 115–28. http://dx.doi.org/10.1108/ijem-12-2014-0162.

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Purpose – The purpose of this paper is to explore the factors associated with occupational stress and job satisfaction among Irish primary school principals. A principal’s job has become increasingly demanding and complex in recent decades. However, there is little current research into their levels of stress and job satisfaction, particularly based on nationally representative data. In order to understand how principals perceive their job and how best to support them, new insights into factors contributing to job satisfaction and stress of school principals are warranted. Design/methodology/a

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Korczyński, Stanisław. "Pre-school Teachers’ Stress in the First Years of Job." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Pedagogika 26, no. 2 (2017): 155–72. http://dx.doi.org/10.16926/p.2017.26.34.

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Tyson, Orla, Clare M. Roberts, and Robert Kane. "Can Implementation of a Resilience Program for Primary School Children Enhance the Mental Health of Teachers?" Australian Journal of Guidance and Counselling 19, no. 2 (2009): 116–30. http://dx.doi.org/10.1375/ajgc.19.2.116.

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AbstractThis study investigated whether a mental health promotion program delivered by primary school teachers to prevent internalising problems in children had any impact on the teachers' job-related affective wellbeing. Teacher job-related anxiety and job-related depression were measured before teaching the Aussie Optimism program, and after implementation at 12 and 24 months. Schools and teachers were randomised to one of three groups: Aussie Optimism with Teacher Training; Aussie Optimism with Teacher Training and Coaching; or the Usual Care control group, which implemented the regular Wes

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Forughi, Fatemeh, and Narges Saeidian Khorasgani. "THE RELATIONSHIP BETWEEN PERCEIVED ORGANIZATIONAL JUSTICE AND JOB INVOLVEMENT IN FEMALE TEACHERS OF HIGH SCHOOL SECOND YEAR IN ISFAHAN CITY." Humanities & Social Sciences Reviews 5, no. 2 (2017): 155–59. http://dx.doi.org/10.18510/hssr.2017.5212.

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Purpose: This study aimed at specifying the relationship between perceived organizational justice and job involvement in female teachers of the high school second year in Isfahan city and conducted in a correlation method in 2015-5016. Methodology: Research population was all female teachers who teach to the student of 2nd year in high schools of Isfahan 6 educational areas (1475 individuals). From among this population, 260 individuals were selected based on Cochran sample mass in a multi-step cluster sampling. Research instruments were organizational justice questionnaire by Colquitt (

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Dyer, Elaine D. "Can University Success and First-Year Job Performance Be Predicted from Academic Achievement, Vocational Interest, Personality and Biographical Measures?" Psychological Reports 61, no. 2 (1987): 655–71. http://dx.doi.org/10.2466/pr0.1987.61.2.655.

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Factors associated with university success and with first-year job performance were sought. All entering sophomore students ( N = 970) over a 7-yr. period completed the Strong-Campbell Interest Inventory, California Psychological Inventory, and a 145-item biographical inventory. Grades and achievement scores were retrieved from university records. One year after their graduation, participants' supervisors described their job performance. Stepwise multiple regression determined variables associated with high grade point average and high job performance. Inventories were used as predictors separ

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Selwaness, Irene, and Rania Roushdy. "Young people school-to-work transition in the aftermath of the Arab Spring." International Journal of Manpower 40, no. 3 (2019): 398–432. http://dx.doi.org/10.1108/ijm-02-2018-0041.

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Purpose The purpose of this paper is to examine the school-to-work transition of young people from subsequent school exit cohorts between 2001 and 2012 in Egypt, thus, presenting an early evidence on the adjustments of the labor market in terms of patterns of youth transition to a first job following the 2011 Egyptian uprising. Design/methodology/approach The analysis compares the early employment outcomes of those who left school after the January 25, 2011 uprising to that of those who left before 2011. The authors also separately control for the cohorts who left school in 2008 and 2009, in a

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Eick, Charles J. "Job sharing their first year: a narrative of two partnered teachers’ induction into middle school science teaching." Teaching and Teacher Education 18, no. 7 (2002): 887–904. http://dx.doi.org/10.1016/s0742-051x(02)00049-5.

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Whipp, Joan L., and Lara Geronime. "Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools." Urban Education 52, no. 7 (2015): 799–828. http://dx.doi.org/10.1177/0042085915574531.

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Correlation analysis was used to analyze what experiences before and during teacher preparation for 72 graduates of an urban teacher education program were associated with urban commitment, first job location, and retention in urban schools for 3 or more years. Binary logistic regression was then used to analyze whether urban K-12 schooling, volunteer service, and student teaching in a high-poverty urban school predicted urban commitment, employment, and retention for at least 3 years in an urban school. The regressions revealed that all three factors predicted strong urban commitment and that

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Howe, Carol D. "Novice Academic Librarians Provide Insight into Choosing Their Careers, Graduate School Education, and First Years on the Job." Evidence Based Library and Information Practice 7, no. 4 (2012): 99. http://dx.doi.org/10.18438/b8n60q.

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Objective – To study the ways in which novice academic librarians’ perceptions of librarianship develop from the time they decide to attend library school through their first 6 to 24 months of library work.  Design – Grounded theory method utilizing two qualitative research techniques: one-on-one, face-to-face interviews and document analysis.  Setting – The libraries of three Texas universities, three Texas four-year colleges, and one Texas community college.  Subjects – 12 professional academic librarians who graduated from eight different graduate schools

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Wyatt, Mark. "Saying sorry in advance for not turning up: a study of EFL teachers' text messages." English Today 30, no. 1 (2014): 48–54. http://dx.doi.org/10.1017/s0266078413000564.

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A few years ago, I spent one year as Director of Studies (DoS) of a language school on the south coast of England, a first job back in the UK after living abroad for 18 years. The job was fine, but one particular responsibility was occasionally stressful: arranging cover for absent teachers at short notice. Sometimes I was free to teach the class myself and happily did so, but there were times when I had other things to do. Sometimes, several teachers would phone in sick at the same time.

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Olmos-Gómez, María del Carmen, Francisca Ruiz-Garzón, Paula Pais-Roldán, and Rafael López-Cordero. "Teaching First Aid to Prospective Teachers as a Way to Promote Child Healthcare." Healthcare 9, no. 4 (2021): 367. http://dx.doi.org/10.3390/healthcare9040367.

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This article aimed to analyze, through a qualitative study (i.e., semi-structured interview), the opinions and knowledge of fourth-year future teachers at a Spanish public university (University of Granada) regarding training and the need for first aid (FA) at school. With a sample of 70 subjects in their last year of training, our conclusion is that although they are aware of the importance of first aid for their professional development, there is no such training in their careers, and thus they have great difficulty understanding how to react to emergency situations on the job.

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Shirrell, Matthew. "New principals, accountability, and commitment in low-performing schools." Journal of Educational Administration 54, no. 5 (2016): 558–74. http://dx.doi.org/10.1108/jea-08-2015-0069.

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Purpose – The purpose of this paper is to examine first-year principals’ sense-making about two potentially conflicting demands as they take over low-performing urban schools: the demand to exert control over their teachers’ practice, and the need to build their teachers’ trust, collegiality, and commitment. Design/methodology/approach – This study draws on a series of surveys and interviews with 12 first-year principals that took over some of the lowest-performing public schools in one large urban district. Findings – Some principals begin their first year seeing their work to build accountab

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Prado Tuma, Andrea, and James P. Spillane. "Novice School Principals Constructing Their Role Vis-À-Vis External Stakeholders: (Not) Attempting to Be “All Things to All People”." Educational Administration Quarterly 55, no. 5 (2019): 812–40. http://dx.doi.org/10.1177/0013161x18822101.

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Purpose: A school principal’s ability to engage with external stakeholders is critical for achieving a range of school objectives such as involving parents, implementing policy mandates, and accessing resources from the school district. This study examines how novice school principals make sense of different external stakeholders’ demands and their own role in relation to external stakeholders during their first year on the job. Research Approach: We analyze 53 semistructured interviews conducted with 18 novice principals throughout their first year on the job. We use an iterative process of c

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Cheisviyanny, Charoline, and Ravi Pratama. "Faktor Determinan Mahasiswa Tingkat Pertama Dalam Pengambilan Keputusan Memilih Program Studi Akuntansi S1 Universitas Negeri Padang." JURNAL EKSPLORASI AKUNTANSI 2, no. 2 (2020): 2673–92. http://dx.doi.org/10.24036/jea.v2i2.238.

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This study aims to analyze the factors that determine first year accounting students in choosing an undergraduate accounting study program of Universitas Negeri Padang. These factors are interests, self-potential, parental support, job opportunities, costs, university image, collective decisions, school recommendation. The population in this study was the first year accounting students of Universitas Negeri Padang. The sample is determined based on the non-probability sampling method. The data used in this study are primary data. This study used a questionnaire to collect data. The analytical

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Bauer, Scott C., and Lori Silver. "The impact of job isolation on new principals’ sense of efficacy, job satisfaction, burnout and persistence." Journal of Educational Administration 56, no. 3 (2018): 315–31. http://dx.doi.org/10.1108/jea-07-2017-0078.

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Purpose The purpose of this paper is to test the model first presented by Federici and Skaalvik (2012) involving the relationships among four attributes of principals’ work: self-efficacy, burnout, job satisfaction, and intention to leave (persistence). The model is then extended to test the role of isolation as a precursor. Design/methodology/approach Path analysis is used to test the models, based on responses from an electronic survey of first-year principals in a southeastern US state, using established measures of each construct. Findings First, the results show support for the model pres

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Hutton, Rob, Ron Shapiro, Arnie Lund, et al. "What They Do Not Tell You in Graduate School: Observations from the Field." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 2 (1997): 883–87. http://dx.doi.org/10.1177/107118139704100233.

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This panel is designed to provide graduate students with information about career options. We hope to provide some insight into: the kinds of things they can do to prepare for the job world while still in graduate school; the process of finding and selecting a job; and, how success on the job is assessed in the first few years.

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Gallacher, David J., Angela Skuba, and Roudha Al-Bahri. "Awareness and perceptions of available Major programs by first year Zayed University students." Learning and Teaching in Higher Education: Gulf Perspectives 7, no. 1 (2010): 2–11. http://dx.doi.org/10.18538/lthe.v7.n1.21.

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In recent years there has been a large increase of Higher education options in the United Arab Emirates. Emirati school leavers must choose among newly established institutions that provide unproven qualifications, at the same time as their society undergoes a rapid transformation. Online surveys were administered to female Emirati students in the first (n = 407) and second (n = 188) semester of the Zayed University general education program, to investigate entering student awareness and perceptions of the seven majors available. Respondents indicated they were motivated by a desire to learn,

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Burnell, Iona, Jodi Roffey-Barentsen, and Andrea McMahon. "Widening graduate employment opportunities for students on Education Studies degrees: a case study at a School of Education in one London university." Widening Participation and Lifelong Learning 23, no. 1 (2021): 178–90. http://dx.doi.org/10.5456/wpll.23.1.178.

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The purpose of this small-scale study was to explore the aspirations of a final year cohort of students on an Education Studies degree programme at one School of Education, within a London university, with the intention of widening graduate employment opportunities. The Education Studies degree attracts candidates who are almost always aspiring for a career in the teaching profession, and in particular, the primary sector. The responses collected via a survey revealed that thirty per cent of respondents were going to take up jobs in non-graduate employment, a job that they could have secured w

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Saiti, Anna, and Yiannis Papadopoulos. "School teachers’ job satisfaction and personal characteristics." International Journal of Educational Management 29, no. 1 (2015): 73–97. http://dx.doi.org/10.1108/ijem-05-2013-0081.

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Purpose – The purpose of this paper (based on the relevant literature) is to: investigate, through empirical analysis, primary school teachers’ perceptions regarding their job satisfaction, and examine whether or not the personal characteristics of primary school educators (such as gender, age, family status, educational level, and the total years of service in public primary education) have any impact on their job satisfaction. Design/methodology/approach – In total, 360 questionnaires were administered to primary school teachers in the metropolitan area of Athens (region of Attiki). The samp

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Sorbet, Stefanie, and Patricia Kohler-Evans. "How Educational Leaders Can Initiate Mentoring Relationships to Support Their Newest Faculty Members." Social Science, Humanities and Sustainability Research 2, no. 1 (2021): p7. http://dx.doi.org/10.22158/sshsr.v2n1p7.

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The number of teachers who enter and exit the field of education within their first five years in the profession is said to be near 40-50 percent (Ingersoll, 2012). First-year public school teacher attrition rates have increased from 21.4% in 1988 to 28.5% in 2004 (Ingersoll & Merrill, 2010). At a time when the number of new teachers exiting the profession within the first five years is 40-50 percent (Ingersoll, 2012), something must be done to support new teachers so they can remain and become successful in their field. Research suggests that students who receive instruction from high qua

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Salcido Moreno, MA Ramón. "An Investigación sobre recién egresados con empleo de la Facultad de Ciencias Políticas y Sociales." International Journal of Social Sciences and Humanities Invention 5, no. 12 (2018): 5128–31. http://dx.doi.org/10.18535/ijsshi/v5i12.07.

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Until now, a statistical study had not been carried out on graduates who have a job within months of having completed their studies at the School of Political and Social Sciences of Ciudad Juarez. There is a diverse literature on the difficulties faced by people who finish university careers in Mexico, generally with a pessimistic approach. Private educational institutions state that almost all of their new professionals get a job, less than a year after finishing their studies. With this work, a first step is taken to later make more extensive and comparative studies with public and private u

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Gee, Kathy, and Jean Gonsier-Gerdin. "The First Year as Teachers Assigned to Elementary and Middle-School Special Education Classrooms." Research and Practice for Persons with Severe Disabilities 43, no. 2 (2018): 94–110. http://dx.doi.org/10.1177/1540796918771708.

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The purpose of this qualitative study was to examine the experiences and perceptions of 10 first-year teachers who had been trained to provide evidence-based practices, including integrated services and supports, and subsequently took jobs in self-contained, special education elementary and middle-school classrooms designated for students with “moderate/severe disabilities.” A collective case study design was used to follow the teachers over the course of their first year of teaching. The narrative and teacher-reported data demonstrated their accomplishments, the joys of their work with the ch

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Sabljar, Mirna, Siniša Opić, and Jasna Šulentić Begić. "Piano Teachers’ Job Satisfaction in Music Schools in the Republic of Croatia." Revija za elementarno izobraževanje 13, no. 4 (2020): 497–518. http://dx.doi.org/10.18690/rei.13.4.497-518.2020.

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This is the first major research targeting a specific group of teachers, shaped with the idea of gathering empirical indicators of piano teachers’ job satisfaction. More than half of music schools’ piano teachers participated (N=253) from all the counties of the Republic of Croatia. The results have shown that piano teachers are moderately satisfied, that there are no differences when it comes to gender, nor with the type of school where they teach. Teachers with more years of experience are more satisfied with their work, similar to teachers who have advanced in their professional area. The r

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Grissom, Jason A., Richard S. L. Blissett, and Hajime Mitani. "Evaluating School Principals: Supervisor Ratings of Principal Practice and Principal Job Performance." Educational Evaluation and Policy Analysis 40, no. 3 (2018): 446–72. http://dx.doi.org/10.3102/0162373718783883.

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Numerous studies investigate high-stakes personnel evaluation systems in education, but nearly all focus on evaluation of teachers. We instead examine the evaluation of school principals at scale using data from the first 4 years of implementation of Tennessee’s multiple-measure administrator evaluation system. We focus specifically on the rubric-based practice ratings given by principals’ supervisors that constitute one half of principals’ overall evaluation scores. We find that supervisors’ ratings are internally consistent, relatively stable over time, and predictive of other performance me

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Humphrey, Elaine. "Part Ia: Case Study: Strategic plan for an EM Facility." Microscopy Today 15, no. 1 (2007): 38–40. http://dx.doi.org/10.1017/s1551929500051191.

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I took over the facility in 1996. We had aging equipment, no assistance, there were huge budget cuts that year and I was told, “There was no money. The only money you're gonna get are your wages. Everything else has to come from user fees.” I had to find funds for service contracts and we had to increase our user base.I figured I would have to find an assistant because there is no way one can run a TEM, an SEM and confocal and light microscope facilities alone. So I found a grant called “First Job in Science and Technology” which would give me a graduate student for one year, and we had a summ

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Cavazos, Linda, Sylvia Linan-Thompson, and Alba Ortiz. "Job-Embedded Professional Development for Teachers of English Learners: Preventing Literacy Difficulties Through Effective Core Instruction." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41, no. 3 (2018): 203–14. http://dx.doi.org/10.1177/0888406418758465.

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This mixed methods descriptive study examined the effects of job-embedded professional development (JEPD) in reading on the content knowledge and instructional practice of teachers of English learners (ELs). Four first-grade teachers of ELs at one urban elementary school received JEPD over the course of a year. Results of pre- and posttests of teacher knowledge and classroom observations indicated that teachers’ reading content knowledge increased and that they used more evidence-based practices. JEPD shows promise as an approach that accommodates teachers’ varying levels of knowledge and expe

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Nugraha, Ikmanda, Tatang Suratno, Asep Kadarohman, Ari Widodo, and I. Gusti Darmawan. "The Relation between Gender, Reasons to Participate in STEM-Related Subjects, Programs and The University Supports On First-Year University Student’s Satisfaction: A Structural Equation Model." Journal of Science Learning 3, no. 2 (2020): 117–23. http://dx.doi.org/10.17509/jsl.v3i2.21593.

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First-year student's satisfaction has considered an important factor in the quality education offered by the university program. The objective of this study is to investigate the relationship among gender, a reason to participate in STEM-related subjects, program, and the university support on first-year student's satisfaction of STEM learning. The methods used in this study surveyed student's satisfaction using adapted interest and recruitment in the science questionnaire (IRIS Q) instrument. The questionnaire comprised question items covering school science experiences, sources of inspiratio

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Węglowska, Agnieszka. "Przedsiębiorczość własna młodzieży na przykładzie maturzystów krakowskich szkół średnich." Przedsiębiorczość - Edukacja 8 (January 1, 2012): 48–56. http://dx.doi.org/10.24917/20833296.8.4.

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Time that teenagers spend in secondary schools may be perceived as time of ease and folly. Yet, on the other hand, it is time of making serious decisions. The decisions that are made at this stage of life affect the individual’s future to a great extent. Furthermore, actions taken at that time may appear fruitful further down the road: at university or in a job. The youth is believed to live it up and spend time recklessly without any concern about the future. However, the research that I carried out in April 2011, presents a different picture of the youth. A hundred and nineteen A-level stude

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Solman, Robert T. "A Survey of the Needs of an Urban High School's Community." Australian Journal of Education 31, no. 2 (1987): 145–60. http://dx.doi.org/10.1177/000494418703100203.

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This project examined the needs of the community of a multicultural urban high school. A survey instrument was designed to find out what the school community thought of the school, and it was intended that the results be used to guide the school's future progress and enable it to increase its rate of student retention in Years 11 and 12. The questionnaire elicited responses to questions concerned with the things the school should do for the students, sought opinions on how the school should develop, and recorded information specific to teachers, parents and members of the local community, and

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Gratzinger, Dita, Kristen A. Johnson, Mark D. Brissette, et al. "The Recent Pathology Residency Graduate Job Search Experience: A Synthesis of 5 Years of College of American Pathologists Job Market Surveys." Archives of Pathology & Laboratory Medicine 142, no. 4 (2017): 490–95. http://dx.doi.org/10.5858/arpa.2017-0207-cp.

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Context.— Pathology residents and fellows tailor their training and job search strategies to an actively evolving specialty in the setting of scientific and technical advances and simultaneous changes in health care economics. Objective.— To assess the experience and outcome of the job search process of pathologists searching for their first non-fellowship position. Design.— The College of American Pathologists (CAP) Graduate Medical Education Committee has during the past 5 years sent an annual job search survey each June to CAP junior members and fellows in practice 3 years or less who have

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McGennis, Aidan. "Louis Wain: his life, his art and his mental illness." Irish Journal of Psychological Medicine 16, no. 1 (1999): 27–28. http://dx.doi.org/10.1017/s0790966700005000.

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This year we celebrate the 60th anniversary of the death of that famous cat artist, Louis Wain. It is therefore appropriate to reflect briefly on his life, his art, and in particular the rather controversial nature of his mental illness.Louis Wain was born in London in 1860, the eldest child of William, a textile traveller, and Felicia, a designer of carpets. Louis had five younger sisters. As a child he was regarded as physically weak, not starting school until the age of 10 where his academic performance was indifferent, and from which he played truant frequently. In 1877 he went to the West

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Johnson, Susan Moore, Susan M. Kardos, David Kauffman, Edward Liu, and Morgaen L. Donaldson. "The support gap: New teachers' early experiences in high-income and low-income schools." education policy analysis archives 12 (October 29, 2004): 61. http://dx.doi.org/10.14507/epaa.v12n61.2004.

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In this article, the authors consider three sources of support for new teachers—hiring practices, relationships with colleagues, and curriculum—all found in earlier research to influence new teachers’ satisfaction with their work, their sense of success with students, and their eventual retention in their job. They find that a "support gap" exists: new teachers in low-income schools are less likely than their counterparts in high-income schools to experience timely and information-rich hiring, to benefit from mentoring and support by experienced colleagues, and to have a curriculum that is com

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Staiger, Douglas O., and Jonah E. Rockoff. "Searching for Effective Teachers with Imperfect Information." Journal of Economic Perspectives 24, no. 3 (2010): 97–118. http://dx.doi.org/10.1257/jep.24.3.97.

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Over the past four decades, empirical researchers—many of them economists—have accumulated an impressive amount of evidence on teachers. In this paper, we ask what the existing evidence implies for how school leaders might recruit, evaluate, and retain teachers. We begin by summarizing the evidence on five key points, referring to existing work and to evidence we have accumulated from our research with the nation's two largest school districts: Los Angeles and New York City. First, teachers display considerable heterogeneity in their effects on student achievement gains. Second, estimates of t

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Sowislok, Krystian. "Zachowania młodzieży na współczesnym rynku pracy w Polsce." Przedsiębiorczość - Edukacja 3 (January 1, 2007): 162–71. http://dx.doi.org/10.24917/20833296.3.20.

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Young people are becoming more and more active on the labour market these days. Thenumber of young adults who are studying and working at the same time is increasing. Thesestatements are confirmed by research done all over Poland and the survey conducted among the last year students of The Second Comprehensive School in Zabrze. Young people acquire their first job experience during their education, after completing grammar school course. They treat their careers very seriously in a planned and unhurried manner. They are conscious of the necessity of further education, especially mastering fore

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Mertoğlu, Munevver. "Factors Affecting Happiness of School Children." Journal of Education and Training Studies 8, no. 3 (2020): 10. http://dx.doi.org/10.11114/jets.v8i3.4674.

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Parents, teachers and managers are crucial elements and play a key role in raising happy and healthy individuals. Besides the factors that determine the level of happiness, turning happiness into something that can be taught puts responsibility on people who are accountable for raising children starting from first-year education. Our study aims to offer suggestions to contribute to students’ happiness by determining variables which affect the level of happiness of students whose study levels vary from 3rd grade to 12th grade. Sample space is composed of 2187 students in total and 28 different

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Holt, Sidney J. "Becoming a marine scientist: helped by a daily quota of three lumps of coal." ICES Journal of Marine Science 77, no. 2 (2020): 463–68. http://dx.doi.org/10.1093/icesjms/fsaa009.

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Abstract Growing up in the 1930s and being educated in England was much easier than it is now. The high school curriculum was necessarily pretty limited, and my energy went into physics, biology, and chemistry. At the University of Reading, I was pointed towards fisheries research. My first job interview resulted in me being hired as a “naturalist” at the Lowestoft Laboratory. My first trip on the North Sea, in winter, went well, and my boss Michael Graham showed me how to handle live fish gently. Back from that first voyage in spring 1946, I was introduced to my new colleague and close collab

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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.

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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the expe

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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.

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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the expe

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Lajera, Jennifer C., Rex Argate, Delfin T. Cabañero, and Rosella A. Villahermosa. "From Literati to Digirati: The Experiences of College Freshmen." Journal of Humanities and Social Sciences Studies 3, no. 8 (2021): 22–28. http://dx.doi.org/10.32996/jhsss.2021.3.8.3.

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The main intent of the study was to explore the experiences of first-year college students in their computer literacy subjects in their senior high school. Specifically, this study answered the following subproblems: the positive experiences of the informants in enhancing their academic performance through computers and the constraints they experienced in the implementation of the ICT curriculum during their senior high school. This study employed a qualitative method of research with the aid of an interview guide to inquire about the students’ experiences in computers during their senior high

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Zhukova, Olena. "Novice Teachers’ Concerns, Early Professional Experiences and Development: Implications for Theory and Practice." Discourse and Communication for Sustainable Education 9, no. 1 (2018): 100–114. http://dx.doi.org/10.2478/dcse-2018-0008.

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Abstract Quality teaching, being a key factor in shaping students’ academic and personal growth, has been at the centre of scientific debate for many years. Sustainable professional development of novice teachers has recently been recognized worldwide as one of the key areas for improving the quality of teaching and learning in schools. Given that the initial years on the job are generally characterised by novice teachers as the most challenging and intense in their career, the following questions typically arise: What can be done to sustain and facilitate teaching at the early developmental s

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Al Shboul, Rawia Khalil Hasan. "Sustainable Development of School Buildings Management in the Exploratory Schools in the Hashemite Kingdom of Jordan." International Education Studies 11, no. 6 (2018): 79. http://dx.doi.org/10.5539/ies.v11n6p79.

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The management and sustainability of school buildings is one of the primary challenges facing school administrations in the twenty-first century, especially after the increasing demand for education and seeking to increase the absorptive capacity of the increasing numbers of students, in addition to increasing the number of days of the school year and the fact that students are staying for a period of more than six hours a day in the school. This requires studying the reality of sustainable development to manage school buildings and its ability to meet the future needs of the teaching and lear

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Olson, Joann S. "“Chasing a passion”: first-generation college graduates at work." Education + Training 58, no. 4 (2016): 358–71. http://dx.doi.org/10.1108/et-03-2015-0023.

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Purpose – The purpose of this paper is to describe the college-to-work transition as experienced by first-generation college (FGC) graduates. First-generation graduates are often adjusting to workplaces that are significantly different from parents’ work environments. Design/methodology/approach – This phenomenological study explored the early-career learning experiences of six FGC graduates from the USA. All participants were working full-time and had graduated two to six years earlier. Findings – Three themes were identified: starting the job, being in the job, and releasing the past. Partic

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Arista, D., L. P. Artini, and M. Ratminingsih. "The Types of Reinforcement Strategies Used by the Teacher in Motivating EFL Students at KG B Class in Bali Kiddy School." Journal of Psychology and Instructions 2, no. 1 (2018): 9. http://dx.doi.org/10.23887/jpai.v2i1.13736.

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This study aimed at describing types and implementation of reinforcement strategies in motivating EFL students at KG B Class in Bali Kiddy School. This research was conducted in the second semester in the academic year of 2016/2017. The subjects of the research were a teacher and 22 students aged 5-7 years old. The data collected by two methods: observation and interview. It was found that Bali Kiddy used 5 types of reinforcement strategies, namely verbal reinforcement, gestural, contact, activity and token reinforcement. Each of these types consists of positive and negative reinforcement. For

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Johnson, Joan Marie. "Job Market or Marriage Market? Life Choices for Southern Women Educated at Northern Colleges, 1875-1915." History of Education Quarterly 47, no. 2 (2007): 149–72. http://dx.doi.org/10.1111/j.1748-5959.2007.00087.x.

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Margaret Preston, a member of a prominent family from Lexington, Kentucky, attended Bryn Mawr College from 1904 to 1906, initially against her will. Letters between Margaret and her parents while she was away at school reveal a homesick young woman, at first uninterested in scholarship. She complained that the other girls were “ugly and look disagreeable” and that she had bags under her eyes because “Bryn Mawr is a warranted beauty-destroyer.” In her second year, however, as Margaret began to develop academically, she focused less on returning home, beauty, and boys and more on her classes. Sh

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Giraud, Laurent, Alain Bernard, and Laura Trinchera. "Early career values and individual factors of objective career success." Career Development International 24, no. 4 (2019): 350–82. http://dx.doi.org/10.1108/cdi-06-2017-0093.

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Purpose The purpose of this paper is to investigate the early career values and individual factors of objective career success among graduates from a top-tier French business school. Design/methodology/approach The authors conducted a quantitative analysis of 629 graduates classified in three job markets according to income: the traditional business market, the alternative market and the high-potential business market. The graduation dates span a period of 12 years before the 2008 Recession. Findings The findings suggest that membership of each job market is associated with distinct early care

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Shyu, Irene, Kristen A. Johnson, Melissa R. George, et al. "Gender Parity in Gainful Employment and Other Gender Trends in the Job Market for Recent Pathology Graduates." Archives of Pathology & Laboratory Medicine 144, no. 4 (2019): 435–42. http://dx.doi.org/10.5858/arpa.2019-0354-cp.

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Context.— Gender-based barriers to equal salary, career advancement, and leadership still exist in medicine. Herein we provide the first report of data comparing the experiences of men and women seeking their first nonfellowship position in pathology. Objective.— To identify gender trends regarding pathologists taking their first job after training and the relationship to various demographic factors, job search satisfaction, and outcome. Design.— Aggregate data from the College of American Pathologists Graduate Medical Education Committee Job Market surveys (2015–2018) were analyzed across mul

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