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| Author | : Jane L. Easly |
| Publisher | : |
| Total Pages | : 70 |
| Release | : 1974 |
| Genre | : Elementary school teachers |
| ISBN | : |
| Author | : Alysia D. Roehrig |
| Publisher | : |
| Total Pages | : 252 |
| Release | : 2002 |
| Genre | : Education |
| ISBN | : |
Stories of Beginning Teachers offers insight into the challenges and triumphs of beginning teachers, presenting both research findings and case studies on the challenges faced by new teachers. More than twenty categories and five hundred specific examples of potential problems and issues are cited in Part 1 of this book. Armed with such useful information about the most frequent, serious, and persistent challenges, Roehrig, Pressley, and Talotta assert, a young educator will be better prepared to teach and more likely to succeed. Part 2 contains stories of the teaching experience of participants in the University of Notre Dame's Alliance for Catholic Education. Included are nine vivid stories of the struggles and successes of new teachers reflecting on their first year, as well as sixteen shorter summaries of the daily lives of beginning teachers. Reading this book, a novice teacher will better understand student motivation, student learning, human development, classroom organization, classroom management, assessment techniques, and the administration of schools.
| Author | : Janet Forrester McCarra |
| Publisher | : |
| Total Pages | : |
| Release | : 2003 |
| Genre | : Elementary school teachers |
| ISBN | : |
Approximately 25% of beginning teachers leave the profession after the first year, and 50% have left by the end of their fifth years. The purpose of this study was to provide an opportunity for beginning teachers to identify and prioritize their problems and to state their solutions to those problems. Three research questions guided this study, which extended the research on perceived problems begun by Veenman and Ganser: (a) What are the perceived problems of beginning elementary education teachers?, (b) How do Veenman's (1984) ranked list and Ganser's (1999b) ranked list of 24 perceived problems compare with the problems identified in question one?, and (c) What are the beginning elementary education teachers' proposed solutions for success? The stratified random sampling technique was used to choose participants, who were beginning teachers who graduated from Mississippi State University (MSU) and Mississippi State University--Meridian Campus (MSU-M) during the years of 1996-2000. All but one of the 103 participants were female; 95 were Caucasians; six were African-Americans; one was a Native American; and one participant was classified as "other"? Seventy participants were graduates of MSU, and 33 were from MSU-M. This descriptive study included qualitative and quantitative research methods using questionnaires and interviews. A pilot study was conducted; however, the results were not used as part of the data for the main study. The top perceived problem was a sense of being overwhelmed. The second major problem was time, which included: (a) burden of clerical work, (b) heavy teaching load resulting in insufficient preparation time, and (c) taking up money and other morning activities. The third major problem was students' needs. Participants felt accountable for dealing with slow learners and for dealing with problems of individual students. Participants offered solutions primarily for improving teaching conditions and for making changes in teacher education programs. Recommendations included: (a) providing support systems for beginning teachers, such as mentors, (b) conducting studies of graduates each year to find strengths and weaknesses of the program, and (c) replicating this study in other Mississippi universities and in other states.
| Author | : Walter S. Foster |
| Publisher | : |
| Total Pages | : 446 |
| Release | : 1970 |
| Genre | : Education |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : |
| Release | : 2003 |
| Genre | : |
| ISBN | : |
Name: Janet Forrester McCarra Date of Degree: December 13, 2003 Institution: Mississippi State University Major Field: Elementary Education Major Professor: Dr. R. Dwight Hare Title of Study: PERCEIVED PROBLEMS OF BEGINNING TEACHERS AND PROPOSED SOLUTIONS FOR SUCCESS Pages in Study: 308 Candidate for Degree of Doctor of Philosophy Approximately 25% of beginning teachers leave the profession after the first year, and 50% have left by the end of their fifth years. The purpose of this study was to provide an opportunity for beginning teachers to identify and prioritize their problems and to state their solutions to those problems. Three research questions guided this study, which extended the research on perceived problems begun by Veenman and Ganser: (a) What are the perceived problems of beginning elementary education teachers?, (b) How do Veenman?s (1984) ranked list and Ganser?s (1999b) ranked list of 24 perceived problems compare with the problems identified in question one?, and (c) What are the beginning elementary education teachers?proposed solutions for success?. The stratified random sampling technique was used to choose participants, who were beginning teachers who graduated from Mississippi State University (MSU) and Mississippi State University?Meridian Campus (MSU-M) during the years of 1996-2000. All but one of the 103 participants were female; 95 were Caucasians; six were African-Americans; one was a Native American; and one participant was classified as?other? Seventy participants were graduates of MSU, and 33 were from MSU-M. This descriptive study included qualitative and quantitative research methods using questionnaires and interviews. A pilot study was conducted; however, the results were not used as part of the data for the main study. The top perceived problem was a sense of being overwhelmed. The second major problem was time, which included: (a) burden of clerical work, (b) heavy teaching load resulting in insufficient preparation time, and.
| Author | : Cindi Rigsbee |
| Publisher | : John Wiley & Sons |
| Total Pages | : 160 |
| Release | : 2010-03-15 |
| Genre | : Biography & Autobiography |
| ISBN | : 0470486783 |
Finding Mrs. Warnecke tells the inspiring story of Cindi Rigsbee, a three-time Teacher of the Year, and Barbara Warnecke, the first-grade teacher who had a profound and lasting impact on Cindi's life. Cindi, an insecure child who craved positive attention, started her first-grade year with a teacher who was emotionally abusive and played favorites in the classroom. Two months into the school year, her principal came into the classroom and announced that half the students were being moved to another classroom--a dank, windowless basement room, with a young and inexperienced teacher. This change turned out to be the best thing that ever happened to Cindi. Her new teacher, Mrs. Warnecke, made learning come alive for her students. She went overboard caring for each child, made her classroom "magical," and encouraged students to pursue their dreams. Although Cindi was reluctant to explore her creativity as a student, Mrs. Warnecke encouraged her to read and write poetry, which became a lifelong passion. The two kept in touch for several years but lost track of each other when Mrs. Warnecke moved out of state. Cindi spent many years trying to reconnect so she could thank Mrs. Warnecke for making such a difference in her life, but to no avail. Eventually Cindi became a teacher herself, and thirty years later she has taught more than 2,000 children and been named Teacher of the Year for her home state. She later came to realize that all those years she wasn't really trying to track down Barbara Warnecke, but rather, she was trying to "find Mrs. Warnecke" within herself. In Fall 2008 Cindi and Barbara were reunited on Good Morning America; the show's producers had tracked Barbara down and brought both women on-set for a tearful reunion. Barbara was floored at this attention--she had no idea she could have made such an impact on a former student's life. As Cindi travels around talking with new and veteran educators, she is always approached by audience members who are moved to tears and want to share the story of the "Mrs. Warnecke" in their own lives. Finding Mrs. Warnecke not only tells the story of this teacher who made a lifelong impact on her students, it illustrates the importance of the teacher/student relationship in the classroom, and offers principles for other teachers to follow to make a positive impact in their own classrooms.
| Author | : Alysia D. Roehrig |
| Publisher | : |
| Total Pages | : 260 |
| Release | : 2002 |
| Genre | : Education |
| ISBN | : |
Stories of Beginning Teachers offers insight into the challenges and triumphs of beginning teachers, presenting both research findings and case studies on the challenges faced by new teachers. More than twenty categories and five hundred specific examples of potential problems and issues are cited in Part 1 of this book. Armed with such useful information about the most frequent, serious, and persistent challenges, Roehrig, Pressley, and Talotta assert, a young educator will be better prepared to teach and more likely to succeed. Part 2 contains stories of the teaching experience of participants in the University of Notre Dame's Alliance for Catholic Education. Included are nine vivid stories of the struggles and successes of new teachers reflecting on their first year, as well as sixteen shorter summaries of the daily lives of beginning teachers. Reading this book, a novice teacher will better understand student motivation, student learning, human development, classroom organization, classroom management, assessment techniques, and the administration of schools.
| Author | : Norman E. Dee |
| Publisher | : |
| Total Pages | : 49 |
| Release | : 1959 |
| Genre | : |
| ISBN | : |
| Author | : Sandy Schuck |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 159 |
| Release | : 2012-03-01 |
| Genre | : Education |
| ISBN | : 9400739001 |
The experiences of the first years of new teachers’ professional lives are critical to their decisions about embracing or leaving the teaching profession. Writ large, these experiences have the potential to either underpin or undermine the growth and development of the teaching profession. This book offers a research-based account of beginning teachers’ experiences, told from their own perspectives and often in their own words. Beginning Teaching: Stories from the Classroom provides valuable source material to inform teacher education practices. The authors draw on more than 20 years of research on the professional learning, retention and attrition of beginning teachers to provide evocative illustrations of the challenges and successes that occur in the early years of teaching. The compelling and coherent narratives will appeal not only to student and graduate teachers but also to program designers, coaches and senior managers in schools. Above all, the book speaks to teacher educators in the hope that the experiences discussed here will suggest ways of supporting student teachers to grow and flourish once they launch their careers in the profession. These evocative stories express beginning teachers’ anguish and elation and also provide testimony to their resilience and perseverance in an altruistic profession. The analysis and interpretation of their stories will challenge and uplift; inspire and shame; give cause for celebration and melancholy; generate empathy and provoke introspection. Above all else, these stories call for change.
| Author | : Theodore J. Kowalski |
| Publisher | : Allyn & Bacon |
| Total Pages | : 300 |
| Release | : 1994 |
| Genre | : Education |
| ISBN | : |
This collection of 35 first-year teaching experiences bridges educational theory and practice to shed light on actual challenges new teachers often confront.
