First-year Teachers' Perceptions of what Constitutes Effective Induction Programs in North Carolina PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download First-year Teachers' Perceptions of what Constitutes Effective Induction Programs in North Carolina PDF full book. Access full book title First-year Teachers' Perceptions of what Constitutes Effective Induction Programs in North Carolina by Sarah F. Hensley. Download full books in PDF and EPUB format.
Author: Sarah F. Hensley Publisher: ISBN: Category : First year teachers Languages : en Pages : 210
Book Description
ABSTRACT: The purpose of this study was to determine the characteristics of induction programs in North Carolina's public school systems and how first-year teachers who participated in these programs perceived them. This study examined the perceptions of a select group of North Carolina teachers in order to begin formulating a description of first-year teaching experiences. Ninety-six first year teachers from two public school systems in Piedmont North Carolina participated in the research. The teachers represented all three levels: elementary, middle, and high school. Data was gathered through a First-Year Teacher Survey. Once all data was collected, items were being measured using a nominal level scale (i.e., helpful and not helpful) nonparametric statistics were used to test for differences between groups. Differences between level of school (i.e., elementary, middle, and high school) were tested using Kruskal-Wallis, and differences between genders (female and male) were tested using Mann-Whitney U. The findings of this study indicated there were statistically significant differences in perceived helpfulness between school levels and gender with induction program/activity, mentor program/activity, administrative support and overall assistance/components.
Author: Sarah F. Hensley Publisher: ISBN: Category : First year teachers Languages : en Pages : 210
Book Description
ABSTRACT: The purpose of this study was to determine the characteristics of induction programs in North Carolina's public school systems and how first-year teachers who participated in these programs perceived them. This study examined the perceptions of a select group of North Carolina teachers in order to begin formulating a description of first-year teaching experiences. Ninety-six first year teachers from two public school systems in Piedmont North Carolina participated in the research. The teachers represented all three levels: elementary, middle, and high school. Data was gathered through a First-Year Teacher Survey. Once all data was collected, items were being measured using a nominal level scale (i.e., helpful and not helpful) nonparametric statistics were used to test for differences between groups. Differences between level of school (i.e., elementary, middle, and high school) were tested using Kruskal-Wallis, and differences between genders (female and male) were tested using Mann-Whitney U. The findings of this study indicated there were statistically significant differences in perceived helpfulness between school levels and gender with induction program/activity, mentor program/activity, administrative support and overall assistance/components.
Author: Misty Lee Cowan-Hathcock Publisher: ISBN: Category : First year teachers Languages : en Pages : 326
Book Description
The researcher examined perceptions of third-year teachers on the effectiveness of induction activities, assistance, and support. Four hundred fifty-one third-year teachers from 14 public school systems in the southwest region of North Carolina participated in the study. Urban, suburban, and rural school systems at the elementary, middle, and high school levels were included. The researcher used the Beginning Teacher Induction Practices Questionnaire to survey third-year teachers. From the survey data, descriptive statistics and frequencies counts were obtained for demographic information items and specific induction activities, assistance, and support. Means and standard deviations were analyzed for the effectiveness of teacher induction program components. Participants perceived 13 of 19 induction activities and 11 of 15 types of induction assistance as effective. All types of support by mentor, administrator, and other teachers were perceived as effective by participants. Based on the researcher's findings in this study, third-year teachers in the southwest region of North Carolina indicated overall assistance provided in induction programs was sufficient to experience success during the first years of teaching.
Author: Lisa Nanette Mitchell Publisher: ISBN: Category : First year teachers Languages : en Pages : 214
Book Description
"Support for beginning teachers in North Carolina is mandated by the State Board of Education and supported through legislative mandates and. Teacher induction programs have been developed to help support and guide new teachers toward a successful career; however each Local Educational Agency (LEA) has the flexibility to establish the induction program in their district, creating a variety of models of induction across the state supporting beginning teachers (BTs). The goal of this research was to better understand the impact of induction programs in North Carolina on beginning teachers' retention. This mixed-methods study examined the current state of induction in 11 of North Carolina's LEAs in order to better understand how varying models of induction impact beginning teachers and to gather the LEAs' and BTs' perspectives about induction. The research questions investigate how the components of induction programs are implemented in North Carolina's LEAs and the perceptions of both the LEAs and BTs about the importance of these components in influencing teacher retention. This study focused on several components of LEA's induction programs (e.g., orientation, mentoring, professional development, and other resources) and explored the impact of these programs by examining the relationships between the components of induction and beginning teacher retention. The study used quantitative and qualitative data collection and analysis to document, describe and compare approaches to induction and BT perception about them. The results indicated that a wide variety of induction components are used across the 11 participating North Carolina LEAs, including various types of orientation, mentoring, and professional development. All 11 participating LEAs reported that their induction programs were beneficial in supporting their beginning teachers. However, the 378 participating BTs provided varying reports about their perceptions of the induction components offered in their districts. Overwhelmingly, BTs acknowledged that their mentor and/or resources were the most induction beneficial component."--Abstract from author supplied metadata.
Author: Noorjehan N. Ganihar Publisher: Discovery Publishing House ISBN: 9788183562539 Category : Manpower planning Languages : en Pages : 248
Book Description
Contents: The Problem, Theoretical Background, Review of Related Literature, Research Procedure, Data Analysis and Results, Retrospects and Prospects.
Author: Adriane Lenette Watkins Mingo Publisher: ISBN: Category : First year teachers Languages : en Pages : 320
Book Description
This dissertation examined the Beginning Teacher Induction Program of a rural school system in North Carolina. The effects of mentoring, induction sessions, administrative support, ongoing staff development, and other support offered at the system level to beginning teachers were carefully analyzed. -- The researcher used eight themes based on the objectives of the school system's Beginning Teacher Support Program: improving beginning teachers' skills and performance; supporting teacher morale; communications; collegiality; building a sense of professionalism and positive attitude; facilitating a smooth transition into the first and second years of teaching; putting theory into practice; preventing teacher isolation; building self-reflection; and retaining quality teachers. All data were categorized into four primary domains: personal, management, instructional, and socialization. The researcher found that mentoring, need-based professional development, and administrative support are critical for effective induction programs. Data were gathered from stakeholders through interviews, focus group discussions and surveys, and were analyzed for frequency of the themed responses. -- Recommendations for further research are included based on an analysis of the data revealed in this study. Disaggregation of the data in this study determined support is successful in reducing the attrition rate for beginning teachers in the school system.
Author: Lori T. Powell Publisher: ISBN: Category : First year teachers Languages : en Pages : 242
Book Description
This study evaluated the effectiveness of a new teacher induction program as implemented in a rural school district in central North Carolina. All beginning teachers with 3 or less years of experience, all school-based administrators, and all mentoring teachers were the target participants. The purpose of the study was to evaluate the effectiveness of the program and report the data collected. -- This study involved descriptive statistics applied to surveys sent to the three participating groups. Also, descriptive statistics were used to analyze more in-depth data collected through face-to-face interviews with participating individuals from the three groups. The survey was conducted online, and notes from the interviews were transcribed and analyzed. This study involved both quantitative and qualitative research/data. -- The researcher organized the findings and the reported the data by research question. Data were categorized into themes that emerged through the analysis of survey data as well as text analysis applied to interview results. The qualitative data on the needs of new teachers yielded the following themes: (1) clarification of expectations, (2) additional resources to support instruction, (3) classroom management, (4) organization and time management, and (5) lesson planning and assessment. However, the Likert-scale questions on the survey demonstrated that new teachers struggle with differentiation of instruction for students who master content quickly and differentiation for students who struggle with new concepts. -- Recommendations for future research are included based on analysis of data collected through this study. Both qualitative and quantitative data analyzed in this study reveal a discrepancy between the perceptions of beginning teachers, mentoring teachers, and administrators as related to the needs of beginning teachers.
Author: Phyllis A. Charleston-Cormier Publisher: ISBN: Category : Languages : en Pages :
Book Description
The study examined and evaluated perceptions of first year teachers on the effectiveness of induction activities, assistance, and support following participation in their induction program. This was a quantitative study of novice teachers in an urban school district. Teachers from all teaching disciplines, both at the elementary and secondary level, participated in the study. The researcher used the Novice Teacher Perceptions Assessment to survey 171 teachers. Of the 171 surveys distributed, 144 were returned and analyzed for this study. From the survey data, descriptive statistics and frequency counts were obtained for demographic information items and specific induction activities, assistance, and support. All data were analyzed for the effectiveness of teacher induction program components. The results of this study revealed that novice teachers were provided with six factors that were important to them. The factors were: information concerning the school and its culture; support for emotional stress; assistance in instructional strategies; the allocation of resources; and overall support of the induction program in relation to mentors and reflection. Perceptions were consistent among the demographics; namely, the subject taught, grade level taught, gender, age, ethnicity and environment. Novice teachers ranked ten activities they valued while in the induction program. The activities most valued were the support they received in assistance with discipline problems; feedback from observations, and the opportunity to observe other teachers. On the contrary, novice teachers least valued the support given to them relating to the physical aspect of their classrooms. This included classroom arrangement, designing bulletin boards and learning centers.
Author: Sarah F. Hensley
Author: Sarah F. Hensley
Author: Misty Lee Cowan-Hathcock
Author: Lisa Nanette Mitchell
Author: Douglas Lee Kern
Author: Noorjehan N. Ganihar
Author: Kathyleen Bliss
Author: Adriane Lenette Watkins Mingo
Author: Lori T. Powell
Author: Phyllis A. Charleston-Cormier
Author: Douglas M. Brooks