Testing Programs and Liberal Studies |
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Authors: | Henry R Weinstock |
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Institution: | University of Missouri , USA |
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Abstract: | Abstract. Do sustained induction programs increase participants' teaching efficacy? Data from a qualitative case study of new college faculty involved in a learning community at a small liberal arts college were compared with data from a college-sponsored mentoring project involving first-year teachers from five suburban school districts. Regardless of whether participants taught K-12 or in collegiate classrooms, two dominant themes emerged from first-year narratives: students were likely to overtly challenge the authority of new teachers, and there was a profound difference between novices' own experiences as students and those of the students now in their classrooms. |
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Keywords: | behavior problems first-year teachers teaching efficacy |
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