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Rozprawy doktorskie na temat „Novice teachers”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

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

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

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

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New teachers begin the school year with optimism and enthusiasm, but their excitement quickly wanes as they encounter the realities of the everyday life of a teacher. When they do not experience the successes they predicted, many begin to doubt their capabilities, which results in a lowered sense of teaching efficacy. This descriptive study was designed to identify the contextual factors novice teachers perceive as influences on personal teaching efficacy and to examine the relationships between the factors. Two groups of novice teachers who were concurrently enrolled in a post-baccalaureate a

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Taylor, Donna Lester. "A Kaleidoscope of Decisions: Using Cognitive Flexibility Theory to Advance a Novice ESOL Teacher’s Scaffolding Expertise." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/24.

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Instructional scaffolding is a powerful tool that many teachers utilize to meet the challenge of individualizing instruction for diverse learners. The concept of instructional scaffolding is complex (Meyer, 1993), in that teachers have to determine what, how much, and what kind of help to give to students in a moment’s notice (Rodgers, 2004/05). Gaining expertise with scaffolding can take years, which leads us to worry about the effectiveness of novice teachers. A scarcity of research examining how to support a teacher’s development of instructional decisions such as scaffolding is reported (A

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

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

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Chan, Pui-wah. "A case study on the induction of novice expatriate English teachers in a caput secondary school." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602002.

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

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

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Longfield, Judith. "Learning to teach teachers an ethnographic study of novice teacher education instructors /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3206871.

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Thesis (Ph.D.)--Indiana University, Dept. of Education, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0081. Advisers: Mary B. McMullen; Jesse Goodman. "Title from dissertation home page (viewed Feb. 8, 2007)."

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

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

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

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

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Thesis (MEd)--Cape Peninsula University of Technology, 2017.<br>The teaching profession is unique in this sense that in no other employment industry, are beginner employees straight out of university expected to do the work and hold the responsibilities equal to that of a senior or more experienced colleague. This idea is held as one of the main reasons why teachers need support in their first few years of teaching (Darling-Hammond, 2010; Le Maistre & Paré, 2010). From my own experience as well as that of the novice art teacher participants in this research, it was clear that art teachers in t

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

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

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

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

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

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

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

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

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Roberson, Felicia R. "Novice Teachers' Experiences of Success in a Mentoring Relationship at the Secondary Level." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6368.

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Many new teachers in the United States leave the profession within 3 to 5 years of service. School district leaders often fall short in their efforts to efficiently mentor novice teachers and examine the novice teachers' perspectives of effective mentoring relationships. The purpose of this qualitative phenomenological study was to examine novice teachers' mentoring relationships during the critical first year. The conceptual framework was Bandura's self-efficacy theory, a tenet of which is that people believe in their ability to attain certain goals if they possess self-efficacy. The guiding

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Barrineau, Debra J. "Investigating novice White Teachers in African American Classrooms: A Phenomenological Investigation of Cultural Responsiveness." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/101.

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ABSTRACT INVESTIGATING NOVICE WHITE TEACHERS IN AFRICAN AMERICAN CLASSROOMS: A PHENOMENOLOGICAL INVESTIGATION OF CULTURAL RESPONSIVENESS by Debra J. Barrineau This study deconstructed the degree to which novice White teachers in an elementary school in a rural middleGeorgiadistrict were aware of and prepared for the challenges inherent in teaching in a predominantly African American classroom. Four novice, White teachers participated in the study. The student population of the school was 72% African American, nearly 10% White, and more than 17% Hispanic. Using a phenomenological approach, data

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

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

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Wygal, Matthew Taylor. "Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/74050.

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Novice teachers need support as they enter their career in education. Supports can be given through various forms including mentoring and instructional coaching. The supports are put into place by school districts to assist with student achievement as well as teacher retention. This case study examines a school districts elementary schools and the supports put into place for novice teachers, with a particular focus on mentoring and instructional coaching. The case study drew from interviews, observations, and document reviews from four different elementary schools and eight individuals, includ

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Scholes, Paul A. "The Development of Two Units for BTR TESOL: "Basic Principles of Second Language Acquisition" and "Communicative Language Teacher and Information Gap Exercises"." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2430.

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A team of graduate students from Brigham Young University under the supervision of the main author Dr. Lynn Henrichsen collaborated on creating a book, as well as a website, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTR TESOL). The entire project consists of 10 sections with nearly 50 units addressing topics that novice teachers should know before teaching English to non-native speakers. The BTR TESOL program provides basic material for untrained novice teachers that will help them to be better prepared to face the challenges and responsibilities of teac

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

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

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

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

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

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

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

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

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Hand, Victoria Sanderlin. "Perceptions and Concerns of Novice Secondary Teachers in Louisiana: The Relationship of Novice Secondary Teacher Stress to Their Perception of Principal Leadership." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1020.

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The demand for highly qualified teachers is well documented, yet numerous stressors influence educators to leave their positions. The guiding question for this study was: Is there a relationship between perceived principal leadership behavior and the stress experienced by the novice secondary teacher? The target population was novice teachers in Louisiana. The purposive sample was delimited to novice secondary teachers having six semesters of teaching experience or less in grades 6 through 12. The ten largest parishes in Louisiana were selected to sample. Four of the ten parishes granted perm

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

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

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

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

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Jones, Mary Neal Davies. "Building bridges first steps toward family involvement by child centered novice early childhood teachers /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 430 p, 2008. http://proquest.umi.com/pqdweb?did=1456290221&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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

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

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

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

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

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

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

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Thesis (Ph. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed May 18, 2006. Dissertation Committee: Tami S. Martin, Roger Day (co-chairs), Johnny W. Lott, Beverly S. Rich. Includes bibliographical references (leaves 105-115) and abstract. Also available in print.

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

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

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

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

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

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Tsui, Chung-kwan Paul. "An evaluation of classroom management through expert-novice comparison : a case study /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17947455.

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Harris, Shelley B. Laney James Duke. "A value-added approach to determine the relationships of mentoring to novice teacher classroom effectiveness." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9773.

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Peng, Suhao. "Novice Teachers’ Voices on Professional Agency and Professional Identity in Finland and China." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157206.

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Research in novice teachers has been wide and rich because they are experiencing a special period in their career life after spending their childhood in school and freshly graduating from teacher education. At the workplace, novice teachers might be specially treated because they are the newcomers, but they may want to realize some professional ideals. Research in novice teacher’s professional agency and professional identity needs to be enriched. Professional agency can be understood as initiatives taken at the workplace, and professional identity can be a “self” as a professional. Both profe

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

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

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

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

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