scholarly journals Induction into Teaching in Turkish Secondary Schools: A Muliple Case Study of First Year Teachers' Experiences

2019 ◽  
Vol 13 (27) ◽  
pp. 86-122
Author(s):  
Tuğba Cihan ◽  
◽  
Ali Yıldırım ◽  
Keyword(s):  
Secondary Schools ◽  
First Year ◽  
First Year Teachers ◽  
Teachers Experiences

scholarly journals First-Year Teachers and Induction Support: Ups, Downs, and In-Betweens

2015 ◽  
Author(s):  
Sara Fry
Keyword(s):  
Data Collection ◽  
Elementary Teachers ◽  
Beginning Teachers ◽  
Novice Teachers ◽  
Future Research ◽  
First Year ◽  
First Year Teachers ◽  
Attrition Rates ◽  
Primary Form

Novice teachers often struggle during the transition from being students of teaching to teachers of students. Consequently, high attrition rates characterize the first 3 years of teaching, underscoring a need to provide better support for beginning teachers. This investigation sought to answer the following question: How are 1s t-year teachers supported during induction and how do they respond to this support? Four 1st-year elementary teachers participated in a year-long case-study investigation. Primary form of data collection was monthly semi-structured phone interviews. Participants faced similar challenges, while adjusting to their new profession, but received varied, often inadequate, forms of support during their 1st year. The results suggest that rather than identifying the prevalence of induction support, future research should endeavor to assess program quality and guide educators in the provision of valuable induction for new teachers.

scholarly journals Beginning Elementary Mathematics Teachers Negotiating Leadership Responsibilities

2017 ◽  
Vol 1 (2) ◽  
pp. 3-18
Author(s):  
Catherine Schwartz ◽  
Anne S. Ticknor
Keyword(s):  
Beginning Teachers ◽  
First Year ◽  
Induction Programs ◽  
First Year Teachers ◽  
Leadership Responsibilities ◽  
Induction Program ◽  
School Based ◽  
Leadership Experiences ◽  
Teachers Experiences ◽  
Field Notes

Induction has been given much attention in recent years. Research indicates that a comprehensive program with multiple supports for new teachers including reasonable teaching loads and complete curriculum resources are most effective. However, this is not the reality for many beginning teachers. In a study of a two-year, university-based, mathematics-specific induction program for elementary teachers, we found many first-year teachers were given teacher leadership responsibilities at their schools. These leadership experiences were confounded by school contexts in which curriculum resources were incomplete or competed with the BTs visions of “good” mathematics teaching. Qualitative data included interviews, surveys, written reflections, and researcher field notes from the first year of study. This article reports three first-year teachers’ experiences of significant leadership responsibilities. Findings call for ways to prepare BTs in undergraduate and induction programs for the non-instructional duties in teaching and to develop the agency needed to negotiate school-based contextual constraints.

scholarly journals The Preparation and Education of First-Year Teachers: A Case Study

2018 ◽  
Author(s):  
Jennifer Tygret
Keyword(s):  
Effective Teaching ◽  
Positive Impact ◽  
Student Growth ◽  
First Year ◽  
First Year Teachers ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
School Year ◽  
Effective Teaching Strategies

The purpose of this case study was to provide a policy analysis of the Council for the Accreditation of Educator Preparation (CAEP) standard that requires teacher preparation programs to follow their recent graduates during their first years of teaching to demonstrate their positive impact on student growth, satisfaction with their preparation, and effective teaching practices. Using the Colorado Teacher Quality Standards as a conceptual framework, this qualitative study used interviews and observations at the beginning, middle, and end of the school year to discover five first-year teachers’ perceptions of their preparation, needs, level of confidence in all areas of teaching, and the ways in which they could have been better or more prepared for the classroom. Their annual teacher evaluations provided insight to their evidence of effective teaching and impact on student growth. Overall, the first-year teachers felt prepared for their first year of teaching and demonstrated effective teaching strategies, but they needed more training on meeting the needs of students with diverse abilities, as well as how to successfully implement curriculum. Their greatest success during the year was experiencing student growth.

The Implementation of Biological Phosphorus and Nitrogen Removal with the Bio-Denipho Process on a 265,000 PE Treatment Plant

1992 ◽  
Vol 25 (4-5) ◽  
pp. 161-168 ◽  
Author(s):  
J. Einfeldt
Keyword(s):  
Nitrogen Removal ◽  
Treatment Plant ◽  
First Year ◽  
In Series ◽  
Design Loads ◽  
Last Stage ◽  
Two Stages ◽  
The City ◽  
Biological Phosphorus

A process, called Bio-Denipho, for combined biological phosphorus and nitrogen removal in a combination of an anaerobic tank and two oxidation ditches is described. In this process the anaerobic tank consisting of three sections working in series is followed by two oxidation ditches. These too are working in series, but with both inlet to and outlet from the tanks changing in a cycle. The Bio-Denipho process is described specifically for the process itself and as a case study for the implementation of the process on a 265,000 pe wastewater treatment plant for the city of Aalborg in Denmark. The plant was designed and erected in two stages and the last stage was inaugurated October 31,1989. Lay-out and functions for the plant is described and design loads, plan lay-out and tank volumes are given in this paper together with performance data for the first year in operation.

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