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Journal articles on the topic 'First years of school'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Tymms, Peter, Paul Jones, Stephen Albone, and Brian Henderson. "The first seven years at school." Educational Assessment, Evaluation and Accountability 21, no. 1 (2009): 67–80. http://dx.doi.org/10.1007/s11092-008-9066-7.

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2

Erickson, Sheri L., and Mary F. Stone. "First Year Experience Course: Insights From The First Two Years." American Journal of Business Education (AJBE) 5, no. 2 (2012): 139–48. http://dx.doi.org/10.19030/ajbe.v5i2.6816.

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Retention rates of students in a business school Freshman Year Experience (FYE) course were compared to overall University retention rates for two successive years. Slightly higher retention was experienced by the business FYE students than for the University overall. Student responses to exit survey questions were compared to retention activity to assess any potential relationships. Contrary to existing theoretical models, no significant correlations existed between measures of academic skill building and retention, and between student connectedness and retention. Significant correlation did exist between student academic expectations and intention to return.

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3

Vaughan, David, Jennifer Dunning, Merrill Ashley, Robert Maiorano, and Valerie Brooks. ""But First a School": The First Fifty Years of the School of American Ballet." Dance Research Journal 18, no. 2 (1986): 63. http://dx.doi.org/10.2307/1478050.

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4

Lambert, E. Beverley. "Problem-Solving in the First Years of School." Australasian Journal of Early Childhood 25, no. 3 (2000): 32–38. http://dx.doi.org/10.1177/183693910002500307.

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The use of problem-solving as a vehicle for learning has been incorporated into a number of school curricula. However, children in the first years of school, many of whom enter school with high levels of problem-solving experience, are often made to think in ways not always familiar to them. This article discusses the natural preference younger learners have towards cross-domainal problem-solving, and how school curricula which divide knowledge into separate learning domains do not always support this.

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5

Fee, Elizabeth. "The first American medical school: the formative years." Lancet 385, no. 9981 (2015): 1940–41. http://dx.doi.org/10.1016/s0140-6736(15)60950-3.

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6

French, Joseph L. "Books in school psychology: The first forty years." Professional School Psychology 1, no. 4 (1986): 267–77. http://dx.doi.org/10.1037/h0090510.

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7

Latash, Mark L. "Motor Control Summer School: The First Ten Years." Motor Control 19, no. 2 (2015): 105–7. http://dx.doi.org/10.1123/mc.2014-0052.

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8

Latash, Mark L. "Motor Control Summer School: The First Ten Years." Motor Control 19, no. 2 (2015): 105–7. http://dx.doi.org/10.1123/mcj.2014-0052.

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9

Porath, Marion. "Social understanding in the first years of school." Early Childhood Research Quarterly 18, no. 4 (2003): 468–84. http://dx.doi.org/10.1016/j.ecresq.2003.09.006.

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10

O'S., H., and C. Tempest McCrea. "Dundalk Grammar School: The First 250 Years (1739-1989)." Journal of the County Louth Archaeological and Historical Society 21, no. 4 (1988): 456. http://dx.doi.org/10.2307/27729662.

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11

Obadia, Sharon J. "Role Modeling in the First 2 Years of Medical School." Journal of the American Osteopathic Association 115, no. 8 (2015): 510. http://dx.doi.org/10.7556/jaoa.2015.105.

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12

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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13

Nanu, Cristina, Eero Laakkonen, and Minna Hannula-Sormunen. "The effect of first school years on mathematical skill profiles." Frontline Learning Research 8, no. 1 (2020): 56–75. http://dx.doi.org/10.14786/flr.v8i1.485.

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14

Falco, Lia, Sheri Bauman, Zachary Sumnicht, and Alicia Engelstad. "Content Analysis of theProfessional School CounselingJournal: The First Ten Years." Professional School Counseling 14, no. 4 (2011): 271–77. http://dx.doi.org/10.5330/psc.n.2011-14.271.

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15

Woll, Dan. "First Person: Memories of the Teacher Corps." Phi Delta Kappan 101, no. 3 (2019): 57–59. http://dx.doi.org/10.1177/0031721719885923.

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In the 1970s, the American Teacher Corps gave young people willing to work in troubled schools two years of sink-or-swim training, a small stipend, a master’s’ degree, and a teaching certificate. Not sure what he wanted to do with his life, Dan Woll joined the program after his college graduation in 1970. Woll and his roommate stood out as two of the only White people in their inner-city neighborhood and school. Woll reflects on how it felt to be part of a school and community where he was a member of the racial group that helped perpetuate the inequalities that left the school in such poor condition.

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16

Alexander, Karl L., Doris R. Entwisle, Dale A. Blyth, and Harriette Pipes McAdoo. "Achievement in the First 2 Years of School: Patterns and Processes." Monographs of the Society for Research in Child Development 53, no. 2 (1988): i. http://dx.doi.org/10.2307/1166081.

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17

Borchard, Gerrit, and Pierre-Alain Carrupt. "The School of Pharmacy Geneva-Lausanne (EPGL) – The First Ten Years." CHIMIA International Journal for Chemistry 66, no. 5 (2012): 280. http://dx.doi.org/10.2533/chimia.2012.280.

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18

Pentland, Lee, and Sirjhun Patel. "Scottish Pre-School Vision Screening – First 3 Years of National Data." British and Irish Orthoptic Journal 16, no. 1 (2020): 13–18. http://dx.doi.org/10.22599/bioj.138.

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19

McDonough, Andrea, and Peter Sullivan. "Learning to Measure Length in the First Three Years of School." Australasian Journal of Early Childhood 36, no. 3 (2011): 27–35. http://dx.doi.org/10.1177/183693911103600305.

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20

Soto, Àngels, Emma Vila, José M. Giraldo, Xavier de Balanzó, Manel Cerdà, and Francis Casado. "CPR at school in Catalonia. 10 years increasing First Responders. 2018." Resuscitation 130 (September 2018): e68. http://dx.doi.org/10.1016/j.resuscitation.2018.07.135.

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21

Tymms, Peter, Christine Merrell, and Brian Henderson. "Baseline Assessment and Progress during the First Three Years at School." Educational Research and Evaluation 6, no. 2 (2000): 105–29. http://dx.doi.org/10.1076/1380-3611(200006)6:2;1-e;f105.

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22

Parker, Stephen. "Anglican Church school education: moving beyond the first two hundred years." British Journal of Religious Education 36, no. 2 (2014): 236–38. http://dx.doi.org/10.1080/01416200.2013.872877.

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23

Rock, Donald A. "GROWTH IN READING PERFORMANCE DURING THE FIRST FOUR YEARS IN SCHOOL." ETS Research Report Series 2007, no. 2 (2007): i—27. http://dx.doi.org/10.1002/j.2333-8504.2007.tb02081.x.

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24

Falco, Lia D., Sheri Bauman, Zachary Sumnicht, and Alicia Engelstad. "Content Analysis of the Professional School Counseling Journal: The First Ten Years." Professional School Counseling 14, no. 4 (2011): 2156759X1101400. http://dx.doi.org/10.1177/2156759x1101400403.

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The authors conducted a content analysis of the articles published in the first 10 volumes of the Professional School Counseling (PSC) journal, beginning in October 1997 when The School Counselor merged with Elementary School Counseling and Guidance. The analysis coded a total of 571 articles into 20 content categories. Findings address the frequency of article types, methodology and analysis, topics, populations discussed, and author affiliations. The article also discusses suggestions for future contributions to the journal.

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25

Atli, Abdullah. "Understanding the first year of novice school counsellors." Journal of Psychologists and Counsellors in Schools 30, no. 1 (2020): 82–93. http://dx.doi.org/10.1017/jgc.2020.4.

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AbstractPrevious research shows that the first year of a school counsellor’s career is one of the most critical stages. However, despite this importance, there is a limited number of studies that examine what novice school counsellors experience during their first year. The primary purpose of this qualitative study is to examine in detail the common experiences of novice school counsellors who have worked the first year of their professional career and to explore comprehensive themes regarding these experiences. Following a purposive sampling strategy, 33 school counsellors who started their profession in 19 different cities of Turkey were interviewed. As a result of the thematic analysis, five major themes emerged describing the first-year experiences of school counsellors: ‘Introduction’, ‘Fighting against Prejudices’, ‘Organising Counselling Service Room’, ‘Incongruence between Training and Work Definitions’, and ‘Longing for College Years’.

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26

Krombholz, Heinz. "Laterality and Force of Handgrip during the First Two Years at School." Perceptual and Motor Skills 68, no. 3 (1989): 955–62. http://dx.doi.org/10.2466/pms.1989.68.3.955.

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The connection between lateral dominance and force of handgrip was investigated by means of a repeated-measures design. 521 children participated. Performance on a paper-and-pencil task and force of handgrip were measured at the beginning of the first year at school and at the end of the first and of the second years at school. On the paper-and-pencil task 84% of the children were classified as right-handers, 8% as left-handers, and 8% as ambidexterous. About 2% of children classified as right-handers at the beginning of the first year at school were classified as left-handers at the end of the second year at school while 18% of left-handers shifted to right-handedness. 52% of children attained their best performance on handgrip with the right hand and 39% with the left hand. No differences could be found either for the right or for the left hand in force of handgrip between right- and left-handed and ambidexterous children. For right-handers, however, the more skilled hand showed superior performance in force of handgrip. These results indicate that left-handers are less strongly handed than right-handers.

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27

Entwisle, Doris R., and Karl L. Alexander. "Summer Setback: Race, Poverty, School Composition, and Mathematics Achievement in the First Two Years of School." American Sociological Review 57, no. 1 (1992): 72. http://dx.doi.org/10.2307/2096145.

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28

Evans, C. "Barry University School of Podiatric Medicine. The first seven years and beyond." Journal of the American Podiatric Medical Association 82, no. 6 (1992): 297–99. http://dx.doi.org/10.7547/87507315-82-6-297.

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29

LOESER, HELEN, and MAXINE PAPADAKIS. "Promoting and Assessing Professionalism in the First Two Years of Medical School." Academic Medicine 75, no. 5 (2000): 509–10. http://dx.doi.org/10.1097/00001888-200005000-00027.

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30

Chazan-Cohen, Rachel, Helen Raikes, Jeanne Brooks-Gunn, et al. "Low-Income Children's School Readiness: Parent Contributions Over the First Five Years." Early Education and Development 20, no. 6 (2009): 958–77. http://dx.doi.org/10.1080/10409280903362402.

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31

Hirschhorn, Daniel B., Denisse R. Thompson, Zalman Usiskin, and Sharon L. Senk. "Rethinking the First Two Years of High School Mathematics with the UCSMP." Mathematics Teacher 88, no. 8 (1995): 640–47. http://dx.doi.org/10.5951/mt.88.8.0640.

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The University of Chicago School Mathematics Project (UCSMP) was begun in 1983 as an attempt to implement the recommendations of many reports to improve school mathematics. The national reports available at the time (e.g., NACOME [1975); NCTM [1980]; CBMS [19821; College Board [19831; NCEE [1983)) called for a curriculum of broader scope that would include statistics, probability, and discrete mathematics and that would give strong attention to applications, use the latest in technology, and emphasize problem solving. To accomplish the curricular revolution recommended by these reports, it was essential that new, appropriate materials be written. History had shown that neither materials written for the best students, such as those from the new-math era, nor materials written for the slower students, such as those popular in the backto-basics movement, were appropriate for the vast majority of students without major revisions (Usiskin 1985). Thus UCSMP started with the goal of developing mathematics for all grades K–12 that would be appropriate for the majority of students in the middle.

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32

Pianta, Robert C., and Megan W. Stuhlman. "Teacher-Child Relationships and Children's Success in the First Years of School." School Psychology Review 33, no. 3 (2004): 444–58. http://dx.doi.org/10.1080/02796015.2004.12086261.

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33

Garry, Vanessa, and Patricia G. Boyer. "First-Year Teachers' Preparedness in Using Student Assessment Data." International Journal of Teacher Education and Professional Development 4, no. 1 (2021): 102–14. http://dx.doi.org/10.4018/ijtepd.2021010107.

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In an attempt to better understand if teachers are trained and prepared to use student assessment data, this study used a nationally representative data set. The public data source for this exploratory study was gathered from Schools and Staff Survey (SASS), specifically, the Public Teachers: 2011–12 database. The multiple linear regression findings revealed that teachers feel they influence the content of in-service professional development programs at their school. Also, school leaders should consider gender and race when creating training because results show that professional development experiences of gender and race/ethnicity are different. The article presents several recommendations for school leaders in public institutions.

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34

Pitt, G. A. J. "Liverpool: the early years of biochemistry." Biochemical Society Transactions 31, no. 1 (2003): 16–19. http://dx.doi.org/10.1042/bst0310016.

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The first Chair and department of biochemistry in the U.K. were founded at the University of Liverpool in 1902, thanks to a generous donation by William Johnston, a Liverpool shipowner. The first holder of the Johnston Chair, Benjamin Moore, was a dynamic man, who set up an active research centre. In 1906, he and Edward Whitley founded The Bio-Chemical Journal as a private venture, and in 1912, they sold it to the Biochemical Society. Moore also initiated the first Honours School of Biochemistry in the country before moving to London in 1914 and being succeeded by Walter Ramsden. The development of the department was stopped by World War I, and there was little expansion in the 1920s. After Ramsden's retirement in 1931, the third Johnston Professor, Harold Channon, increased staff numbers, ran a successful research school and re-established the Honours course. World War II brought that to an end, and Channon moved into industry. After the war, biochemistry expanded from a niche subject in a small number of British universities into one that was strongly represented in most universities, but the penetration of biochemistry into wide areas of functional biology has blurred conventional subject boundaries, so in many universities (including the University of Liverpool), departments of biochemistry have been incorporated into large more general schools.

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35

Kaput, James J., and Patrick W. Thompson. "Technology in Mathematics Education Research: The First 25 Years in the JRME." Journal for Research in Mathematics Education 25, no. 6 (1994): 676–84. http://dx.doi.org/10.5951/jresematheduc.25.6.0676.

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The first 25 years of the JRME overlap with the first decades of electronic technologies in education. Hence the growth of technology and research in mathematics education have tended to occur in parallel. But the interactions among mathematics education research, developments in technology. and the evolving nature of school mathematics and learning are complex. To some extent, the technology was superimposed on both school practice and research in mathematics education. On the other hand, it has become increasingly evident that the technology altered the nature of the activity using it.

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36

Grant, Theresa Wolf. "Bring Your First Aid Kit: An Unannounced Mock Drill." Journal of School Nursing 18, no. 3 (2002): 174–78. http://dx.doi.org/10.1177/10598405020180030901.

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Disaster preparedness has taken on new significance in our country since September 11. School nurses, advocates for school safety, must address new challenges in crisis management and emergency response. Our nation’s schools remain relatively safe places, yet well-known events in the last few years dictate the need for movement from attitudes of complacency and denial toward vigilance. Natural disasters, accidents, and violence can threaten the well-being and lives of students and staff, and in a few short minutes a peaceful learning environment can change into one of chaos with multiple casualties. Although schoolwide drills for events such as tornadoes, explosions, and shootings remain imperative, they do little to prepare the school nurse for her role in immediate response. Staging an unannounced mock disaster at a districtwide nurse meeting is one way to ensure a higher level of preparedness. It also acknowledges the legitimate concerns of crisis competency among school nurses who are often and understandably the most trusted first responders to health crises on campus.

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37

NOGUEIRA, Rosana Maria, Bruna BARONE, Thiara Teixeira de BARROS, Kátia Regina Leoni Silva Lima de Queiroz GUIMARÃES, Nilo Sérgio Sabbião RODRIGUES, and Jorge Herman BEHRENS. "Sixty years of the National Food Program in Brazil." Revista de Nutrição 29, no. 2 (2016): 253–67. http://dx.doi.org/10.1590/1678-98652016000200009.

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School meals were introduced in the Brazilian political agenda by a group of scholars known as nutrition scientists' in the 1940s. In 1955, the Campanha de Merenda Escolar, the first official school food program, was stablished, and sixty years after its inception, school food in Brazil stands as a decentralised public policy, providing services to students enrolled in public schools, which involve the Brazilian federal government, twentyseven federative units, and their 5,570 municipalities. Throughout its history, school food has gone through many stages that reflect the social transformations in Brazil: from a campaign to implement school food focused on the problem of malnutrition and the ways to solve it, to the creation of a universal public policy relying on social participation and interface between other modern, democratic, and sustainable policies, establishing a strategy for promoting food and nutrition security, development, and social protection. In this article, the School Food Program is analyzed from the perspective of four basic structures that support it as public policy: the formal structure, consisting of legal milestones that regulated the program; substantive structure, referring to the public and private social actors involved; material structure, regarding the way in which Brazil sponsors the program; and finally, the symbolic structure, consisting of knowledge, values, interests, and rules that legitimatize the policy.

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38

Protti, D. J. "Health Information Science at the University of Victoria: The First Ten Years." Methods of Information in Medicine 33, no. 03 (1994): 268–72. http://dx.doi.org/10.1055/s-0038-1635025.

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Abstract:The University of Victoria has the only program in Canada offering a Bachelor of Science degree in Health Information Science. To meet the requirements of the degree, students must complete 40 courses and 4 CO-OP work terms over 4.3 years. The School admits 30 students each September of which 60% are normally female. Seventy-five percent of the students come from British Columbia, ranging in age from 18 to 42 with the average age being 26 years. In addition to recent high school graduates, over 40% have previous degrees or diplomas, and 65% have over 5 years of work experience. The School’s teaching team consists of 5 full-time faculty, 3 professional staff and 4 part-time faculty. The majority of the faculty have health backgrounds, totalling 135 person-years of practising health care experience. As of November 1992, the School had 113 graduates; 75% are employed in British Columbia, 18% are in other parts of Canada and 7% outside the country. Forty-five percent of the graduates work in government departments including community health agencies; 29% work in hospitals; 26% work in management consulting firms, software houses, or computer hardware firms. They work as systems/project analysts, systems consultants, research assistants, planning analysts, system-support staff, trainers/developers and client account representatives. Some are already in senior management positions.

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39

Klinghammer, István, and José Jesús Reyes Nuñez. "Brief retrospection on Hungarian school atlases." Proceedings of the ICA 1 (May 16, 2018): 1–6. http://dx.doi.org/10.5194/ica-proc-1-61-2018.

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The first part of this article is dedicated to the history of Hungarian school atlases to the end of the 1st World War. Although the first maps included in a Hungarian textbook were probably made in 1751, the publication of atlases for schools is dated almost 50 years later, when professor Ézsáiás Budai created his “New School Atlas for elementary pupils” in 1800. This was followed by a long period of 90 years, when the school atlases were mostly translations and adaptations of foreign atlases, the majority of which were made in German-speaking countries. In those years, a school atlas made by a Hungarian astronomer, Antal Vállas, should be highlighted as a prominent independent piece of work. In 1890, a talented cartographer, Manó Kogutowicz founded the Hungarian Geographical Institute, which was the institution responsible for producing school atlases for the different types of schools in Hungary. The professional quality of the school atlases published by his institute was also recognized beyond the Hungarian borders by prizes won in international exhibitions. Kogutowicz laid the foundations of the current Hungarian school cartography: this statement is confirmed in the second part of this article, when three of his school atlases are presented in more detail to give examples of how the pupils were introduced to the basic cartographic and astronomic concepts as well as how different innovative solutions were used on the maps.

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40

Smith, Elizabeth. "Retrospection: The First Hundred Years of North Carolina’s Libraries - 1905." North Carolina Libraries 63, no. 1 (2008): 5–11. http://dx.doi.org/10.3776/ncl.v63i1.52.

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This first in a series of articles will highlight events and statistics about North Carolina’s libraries in 1905, which were collected fromvarious publications in Joyner Library’s Verona Joyner Langford North Carolina Collection. The Biennial Report of the Superintendent ofPublic Instruction of North Carolina and the Biennial Report of the State Librarian provided information about school and public libraries. Information about college and private libraries was taken from the First Biennial Report of the North Carolina Library Commission and from books about the institutions of higher education.

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41

Rubenstein, Rheta N. "Editorial: Welcome to Our Sampler: Emerging Programs for the First Two Years of High School." Mathematics Teacher 88, no. 8 (1995): 630. http://dx.doi.org/10.5951/mt.88.8.0630.

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In the late 1980s we challenged ourselves as a profession to meet the goals described in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). We envisioned programs that would “encourage and enable students to value mathematics, gain confidence in their own mathematical ability, become mathematical problem solvers, communicate mathematically, and reason mathematically” (NCTM 1989, 123). In particular, for secondary school students we sought to present a core curriculum consisting of a common body of mathematical ideas accessible to all students. These visions were further detailed in the specific content standards, in the Professional Standards for Teaching Mathematics (NCTM 1991), in an assortment of Addenda books, and, this past spring, in the Assessment Standards for School Mathematics (NCTM 1995). For many people, however, among them teachers, parents, students, and school administrators, these Standards documents were merely visions, perhaps even pipe dreams.

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42

Schneider, Rob. "SPECIAL RECOGNITION: The Indiana University School of Social Work: The First 100 Years!" Advances in Social Work 12, no. 2 (2018): iv—x. http://dx.doi.org/10.18060/1984.

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43

McCalman, Janet, Frank Fenner, and David Curtis. "The John Curtin School of Medical Research: The First Fifty Years, 1948-1998." Health and History 5, no. 2 (2003): 161. http://dx.doi.org/10.2307/40111462.

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44

Rasanen, E., K. Kumpulainen, and I. Henttonen. "Family Circumstances during the First Six Years and Psychiatri Deviance at School Age." European Psychiatry 12, S2 (1997): 205s. http://dx.doi.org/10.1016/s0924-9338(97)80630-x.

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45

Nossal, Gustav. "THE JOHN CURTIN SCHOOL OF MEDICAL RESEARCH—THE FIRST FIFTY YEARS 1948–98." Immunology & Cell Biology 80, no. 2 (2002): 207. http://dx.doi.org/10.1046/j.1440-1711.2002.01073.x.

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46

Wilson, Sarah E., Tara Harris, Pam Sethi, Jill Fediurek, Liane Macdonald, and Shelley L. Deeks. "Coverage from Ontario, Canada's school-based HPV vaccine program: The first three years." Vaccine 31, no. 5 (2013): 757–62. http://dx.doi.org/10.1016/j.vaccine.2012.11.090.

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47

Cowling, Bryan. "Book Review: Anglican Church School Education: Moving beyond the First Two Hundred Years." Journal of Education and Christian Belief 17, no. 1 (2013): 204–6. http://dx.doi.org/10.1177/205699711301700146.

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48

Petillon, Hans. "How Do Children Get Along with One Another in the First School Years?" European Education 25, no. 3 (1993): 5–17. http://dx.doi.org/10.2753/eue1056-493425035.

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49

Begić, Leila, Mirela Duranovića, and Karagić Samrab. "DIFFERENCES IN LANGUAGE SKILLS FIRST GRADE STUDENTS IN RELATION TO THE LENGTH OF ATTENDING KINDERGARTEN." Journal Human Research in Rehabilitation 6, no. 2 (2016): 8–14. http://dx.doi.org/10.21554/hrr.091602.

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Aim of this research was to examine differences in linguistic abilities of first year students in elementary schools depending on time spent in kindergarten. In research, sample of surveyed students consisted of 190 first year students in elementary schools, both genders and ages between 72 and 89 months. The research was conducted in elementary schools on the territory of municipality Maglaj in Bosnia and Herzegovina. Results of this research have shown that during the evaluation of differences in linguistic abilities of first year students in elementary schools depending on time spent in kindergarten, there is statistically significant difference in grammatical variable that describes morphological completion. Children that attended kindergarten more than three school years, showed statistically better results with recognition abilities, understanding and usage of common morphological forms of Bosnian language, compared to children who attended kindergarten only for legally obliging preschool time (minimal 150 hours during one school year). We have to point out that respondents who attended kindergarten more than three school years showed better results in almost every variable that describes linguistic abilities but obtained difference did not appear as statistically significant. Professionals who deal with education and rehabilitation of children in development period should educate and stimulate parents to enroll their children in kindergarten in order to stimulate their speaking - linguistic development and other areas that children are developing in.

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50

Smyth, Donna M. "First-Year Physical Education Teachers’ Perceptions of Their Workplace." Journal of Teaching in Physical Education 14, no. 2 (1995): 198–214. http://dx.doi.org/10.1123/jtpe.14.2.198.

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This study provides a description of how 12 first-year physical education teachers perceived their workplace, how it affected their first year of work, and how their workplace shaped their induction into the context of the school. Interviews were conducted at the end of each participant’s first year of teaching. All participants reported that the following workplace factors shaped their first year of teaching: the facilities, the presence or absence of teaching colleagues, the scheduling of classes, the community environment, and the students. In addition several “unarticulated” (Schein, 1988) factors were identified that represent additional themes of influence: the status of physical education in the schools, the teachers’ sense of efficacy, the testing of values, and the realities of the school as a social institution. The results of this study, together with information from the literature, suggest that despite modest efforts, many schools provide inadequate support for beginning teachers.

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