Understanding the Dynamics of No Child Left Behind: Teacher Efficacy and Support for Beginning Teachers

Autor/in	Kinsey, Gary
Titel	Understanding the Dynamics of No Child Left Behind: Teacher Efficacy and Support for Beginning Teachers
Quelle	In: Educational Leadership and Administration: Teaching and Program Development, 18 (2006), S.147-162 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1064-4474
Schlagwörter	Teacher Effectiveness; Teacher Morale; Federal Legislation; Teacher Attitudes; Beginning Teachers; Instruction; Administrators; Teacher Role; Government School Relationship; Self Efficacy; Faculty Mobility; Accountability; School Support; Educational Resources + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Bundesrecht; Lehrerverhalten; Junior teacher; Junglehrer; Teaching process; Unterrichtsprozess; Lehrerrolle; Self-efficacy; Selbstwirksamkeit; Verantwortung; Schulförderverein; Bildungsmittel
Abstract	It is imperative that educational administrators continually examine the issues that confront teachers on a day-to-day basis, keeping in mind how they can best assist their faculty in maintaining the focus on their students and the overall instructional process. The issues presented in the following discussion are provided as a sampling of concerns that are being raised in respect to the efficacy and support of teachers, their ability to teach, and the critical role they play in the educational process. (Contains 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10