Beginning Teachers Perceptions And Beliefs Of The Beginning Teachers Support And Assessment Program
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Beginning Teachers Perceptions And Beliefs Of The Beginning Teachers Support And Assessment Program
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Author : Heather Penrod
language : en
Publisher:
Release Date : 2012
Beginning Teachers Perceptions And Beliefs Of The Beginning Teachers Support And Assessment Program written by Heather Penrod and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with First year teachers categories.
The Beginning Teacher Support And Assessment Program
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Author : Carrie Guadagnolo
language : en
Publisher:
Release Date : 2005
The Beginning Teacher Support And Assessment Program written by Carrie Guadagnolo and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with First year teachers categories.
The Perceptions Of Support Providers And New Teachers Regarding The Effectiveness Of The Beginning Teacher Support And Assessment Program
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Author : Kelly Osborn
language : en
Publisher:
Release Date : 1999
The Perceptions Of Support Providers And New Teachers Regarding The Effectiveness Of The Beginning Teacher Support And Assessment Program written by Kelly Osborn and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999 with First year teachers categories.
The Effects Of The Beginning Teacher Support And Assessment Btsa Program On New Teacher Performance
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Author : Julia Crisanti
language : en
Publisher:
Release Date : 2018
The Effects Of The Beginning Teacher Support And Assessment Btsa Program On New Teacher Performance written by Julia Crisanti and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with First year teacher supervisor categories.
Supporting new teachers is critical; therefore, induction programs are provided to support new teachers. The purpose of this study was to determine the perceptions and opinions of new teachers regarding the effectiveness of California’s Beginning Teacher Support and Assessment (BTSA) program. Participants in this study were teachers who completed the BTSA program within the last three years and were employed by the same school district located in the Central Valley of California. Each teacher was interviewed individually. The interviews lasted approximately 45 minutes and were digitally recorded then transcribed. The data collected from the interviews were reviewed and coded into various categories and themes. The analysis revealed that the participants received mentoring from highly qualified veteran teachers, and induction contributed to their effectiveness as reflective practitioners. Although the results in this study may not be generalized, overall, the teachers who participated in the interviews did not perceive BTSA as a productive experience or a contribution to new teacher growth. Key Words: BTSA, induction, teacher perceptions.
A Study Of Beginning Teachers Perceptions Regarding Their Teacher Preparatory Programs
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Author : Kevin J. Davis
language : en
Publisher:
Release Date : 1999
A Study Of Beginning Teachers Perceptions Regarding Their Teacher Preparatory Programs written by Kevin J. Davis and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999 with categories.
New Teachers Perceptions Of The Overall Effectiveness Of The Beginning Teacher Support And Assessment Btsa Program In The Merced Mariposa County Region
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Author : Rosanne Marie Sobota
language : en
Publisher:
Release Date : 2008
New Teachers Perceptions Of The Overall Effectiveness Of The Beginning Teacher Support And Assessment Btsa Program In The Merced Mariposa County Region written by Rosanne Marie Sobota and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with First year teachers categories.
Induction And Support
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Author : Agnes Geok Kim Chew
language : en
Publisher:
Release Date : 2001
Induction And Support written by Agnes Geok Kim Chew and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001 with categories.
Resources In Education
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Author :
language : en
Publisher:
Release Date : 2001
Resources In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001 with Education categories.
Beginning Teachers Perceptions Of Their Novice Year Of Teaching
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Author : Rebecca Bingham Rees
language : en
Publisher:
Release Date : 2015
Beginning Teachers Perceptions Of Their Novice Year Of Teaching written by Rebecca Bingham Rees and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with categories.
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 findings indicated three main areas remarked on by teachers: creating and implementing instruction and assessment; experiences of teachers; and classroom organization, management, and procedures. All of the teachers within the study had comments within the area of creating and implementing instruction and assessment. About 46% of the comments within this theme referred to whether teachers felt able to implement DAP in their classrooms. Almost 77% of teachers reported that they were able to implement DAP within their classrooms. Fourteen of the teachers had comments coded within the theme of experience. Almost 68% of those comments fell within the subtheme of student teaching experience. Over half of the teachers expressed satisfaction with their student teaching experience. Fourteen teachers also commented within the theme of classroom organization, management, and procedures. About 73% of those comments were coded within the subtheme of classroom management. Teachers reported feeling both successful and challenged within this theme, and it was also identified as an area they would have liked more instruction in during their teacher preparation programs. Five less prominent themes were also delineated: special education, teacher intrinsic qualities, teacher characteristics, child and classroom characteristics, and parent and family issues. Study findings demonstrated, as well, that most teachers felt prepared for their first year of teaching by their teacher preparation program. The majority of teachers began first teaching in a public school setting and participants were teaching students ranging from pre-school to first grade. Limitations, implications, and suggestions for future research are discussed.
Tep Vol 19 N3
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Author : Teacher Education and Practice
language : en
Publisher: R&L Education
Release Date : 2007-11-13
Tep Vol 19 N3 written by Teacher Education and Practice and has been published by R&L Education this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-11-13 with Reference categories.
Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.