Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
40,406
result(s) for
"Beginning."
Sort by:
Career Confidential: Teacher wants to motivate an apathetic student
In this regular column, Phyllis Fagell gives workplace advice to educators. This month, a teacher is frustrated that she can’t make much change at her school without becoming an administrator. Another teacher is concerned that the Negative Nellies at her school are bringing down the morale of new teachers. And a principal wants to know what to do about a teacher who is annoying her colleagues.
Journal Article
Make a face
Make a Face is a very fun interactive, concept driven-picture book that shows how different facial expressions connect with different emotions by pairing them with corresponding animals who \"come to life\" as children make different faces on cue.
Book
Becoming an Education Activist Through the Action Research Dissertation
Watching Columbine unfold as a first-year teacher, I realized student mental health was more important than my English lessons. In subsequent years, I became increasingly worried about student anxiety exhibited in tears, outbursts, self-harm, suicidal ideation, and sadly, suicide. When I watched the murder of George Floyd occur blocks from where my most marginalized students lived, I finally knew I had to act. Completing my action research dissertation in the Education Doctorate program at the University of South Carolina-Columbia gave me frameworks to define problems, opportunities to research interventions, skills to both enact research protocols and pivot when needed, and insight to evaluate solutions. This process replaced my paralyzing worry with confidence to act. Now, when faced with problems, I can effectively investigate the issues, explore interventions, enact realistic solutions, assess outcomes, and make improvements. When educators use and refine research-based practices students are more likely to survive and thrive.
Journal Article
Judgementoring and other threats to realizing the potential of school-based mentoring in teacher education
Purpose - The purpose of this article is to identify and examine root causes of the failure of school-based mentoring to realize its full potential.Design methodology approach - The article draws on the re-analysis of data from two major mixed-method empirical studies carried out in England. It focuses on data generated from interviews with beginner teachers and mentors in both primary and secondary schools.Findings - The findings point to a failure to create appropriate conditions for effective mentoring in England at the level of the mentoring relationship, the school, and the national policy context.Practical implications - Implications of the findings include the need to achieve a greater degree of informed consensus on the meaning and purposes of mentoring in teacher education, and to ensure that mentors of beginner teachers are appropriately trained for the role.Originality value - The article identifies the practice of judgemental mentoring or \"judgementoring\" as an obstacle to school-based mentoring realizing its potential and an impediment to the professional learning and wellbeing of beginner teachers. It also points to worrying indications that judgementoring may be becoming, through accrued experiences, the default understanding of mentoring in England.
Journal Article
Universe in creation : a new understanding of the big bang and the emergence of life
We know the universe has a history, but does it also have a story of self-creation to tell? Yes, in Roy R. Gould's account. He offers a compelling narrative of how the universe--with no instruction other than its own laws--evolved into billions of galaxies and gave rise to life, including humans who have been trying for millennia to comprehend it. Far from being a random accident, the universe is hard at work, extracting order from chaos. Making use of the best current science, Gould turns what many assume to be true about the universe on its head. The cosmos expands inward, not outward. Gravity can drive things apart, not merely together. And the universe seems to defy entropy as it becomes more ordered, rather than the other way around. Strangest of all, the universe is exquisitely hospitable to life, despite its being constructed from undistinguished atoms and a few unexceptional rules of behavior. Universe in Creation explores whether the emergence of life, rather than being a mere cosmic afterthought, may be written into the most basic laws of nature. Offering a fresh take on what brought the world--and us--into being, Gould helps us see the universe as the master of its own creation, not tethered to a singular event but burgeoning as new space and energy continuously stream into existence. It is a very old story, as yet unfinished, with plotlines that twist and churn through infinite space and time.-- Provided by publisher
Book
The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research
This review critically examines 15 empirical studies, conducted since the mid1980s, on the effects of support, guidance, and orientation programs—collectively known as induction—for beginning teachers. Most of the studies reviewed provide empirical support for the claim that support and assistance for beginning teachers have a positive impact on three sets of outcomes: teacher commitment and retention, teacher classroom instructional practices, and student achievement. Of the studies on commitment and retention, most showed that beginning teachers who participated in induction showed positive impacts. For classroom instructional practices, the majority of studies reviewed showed that beginning teachers who participated in some kind of induction performed better at various aspects of teaching, such as keeping students on task, using effective student questioning practices, adjusting classroom activities to meet students 'interests, maintaining a positive classroom atmosphere, and demonstrating successful classroom management. For student achievement, almost all of the studies showed that students of beginning teachers who participated in induction had higher scores, or gains, on academic achievement tests. There were, however, exceptions to this overall pattern—in particular a large randomized controlled trial of induction in a sample of large, urban, low-income schools—which found some significant positive effects on student achievement but no effects on either teacher retention or teachers' classroom practices. The review closes by attempting to reconcile these contradictory findings and by identifying gaps in the research base and relevant questions that have not been addressed and warrant further research.
Journal Article