Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 2 |
Descriptor
Teacher Behavior | 3 |
Teacher Effectiveness | 3 |
Work Environment | 3 |
Alternative Teacher… | 1 |
Attitude Change | 1 |
Beginning Teacher Induction | 1 |
Beginning Teachers | 1 |
College Faculty | 1 |
Comparative Analysis | 1 |
Compensation (Remuneration) | 1 |
Faculty Development | 1 |
More ▼ |
Author
Bowen, Bradley | 1 |
Harmsen, Ruth | 1 |
Helms-Lorenz, Michelle | 1 |
Maulana, Ridwan | 1 |
Schuster, Jack H. | 1 |
van Veen, Klaas | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 2 |
Opinion Papers | 1 |
Education Level
Elementary Secondary Education | 1 |
Audience
Location
North Carolina | 1 |
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Harmsen, Ruth; Helms-Lorenz, Michelle; Maulana, Ridwan; van Veen, Klaas – British Journal of Educational Psychology, 2019
Background: Teaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers' stress over time. Aims: This study aims to investigate the growth of stress causes and stress responses…
Descriptors: Stress Variables, Beginning Teacher Induction, Longitudinal Studies, Beginning Teachers
Bowen, Bradley – Journal of Technology Education, 2013
According to No Child Left Behind (NCLB), the definition of a highly qualified teacher includes three components: obtaining a bachelor's degree; having full licensure as defined by the state; and demonstrating competency, as defined by the state, in each subject taught (U.S. Department of Education, 2004). However, NCLB does not specifically…
Descriptors: Teacher Effectiveness, Teacher Education, Teacher Certification, Alternative Teacher Certification

Schuster, Jack H. – Thought and Action, 1989
Faculty development programs ignore the dimensions of personal development that are crucial to effectiveness. The context in which faculty careers evolve are described and the opportunities that exist for "enlightened" colleges and universities to act responsibly and productively in promoting faculty development are outlined. (MLW)
Descriptors: College Faculty, Compensation (Remuneration), Faculty Development, Futures (of Society)