Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Keyword
-
- Professional development (8)
- Mentoring (6)
- Classroom management (3)
- Collaboration (3)
- Leadership (3)
-
- Morgridge College of Education (3)
- Teacher retention (3)
- Teacher support (3)
- Accountability (2)
- Andragogy (2)
- Attrition (2)
- Coaching (2)
- Critical race theory (2)
- Culturally responsive (2)
- Culture (2)
- Differentiated instruction (2)
- Equity (2)
- Growth mindset (2)
- Induction (2)
- Middle school (2)
- Professional Development (2)
- Retention (2)
- Self-efficacy (2)
- Strategies (2)
- Teacher effectiveness (2)
- Teacher self-efficacy (2)
- Academic resiliency (1)
- Academic transition (1)
- Achievement Gap (1)
- Action Research (1)
Articles 61 - 62 of 62
Full-Text Articles in Education
Teacher Induction Programs In North Carolina: Factors Relating To Job Satisfaction And The Intent To Remain In The Profession, Hannah S. Reeder
Teacher Induction Programs In North Carolina: Factors Relating To Job Satisfaction And The Intent To Remain In The Profession, Hannah S. Reeder
Electronic Theses and Dissertations
Attrition rates continue to rise for beginning teachers. It is alarming that almost half of all new teachers leave the profession within their first 5 years. The “revolving door” that is created negatively affects student achievement. The most common solution to decreasing teacher turnover rates is implementing a comprehensive new teacher induction program. Comprehensive induction programs are designed to increase teacher efficacy, promote quality professional development, and facilitate a collaborative work environment among teachers (Alliance for Excellent Education, 2004).
The purpose of this quantitative study was to examine beginning teacher induction programs in the state of North Carolina and the …
Faculty Engagement With Learning Outcomes Assessment: A Study Of Public Two-Year Colleges In Colorado, Jennifer Lynn Williams
Faculty Engagement With Learning Outcomes Assessment: A Study Of Public Two-Year Colleges In Colorado, Jennifer Lynn Williams
Electronic Theses and Dissertations
The problem addressed in this study was the assumption that faculty at the postsecondary level in the U. S. are not sufficiently or effectively engaged with student learning outcomes assessment (LOA) activities and/or practices. This issue emerged in two primary ways within the Scholarship of Assessment (SoA) body of literature: (1) as a misalignment of learning outcomes assessment practices between faculty and their institutions, and (2) as a lack of transparency concerning what faculty are, in fact, doing with respect to LOA activities. Two-year colleges reportedly have particular difficulty in discerning whether or not these issues impact institutional efforts to …