Early Career Teachers' Efficacy in Working with Families

Partnering effectively with families is an important skill for teachers to have to support student achievement, and one that is especially important for early career teachers in order to protect them from burnout and attrition. However, research has demonstrated that teachers do not feel prepared to work with families, and further research is needed to see what difficulties are specific to early career teachers. The following research questions were addressed in the study: 1) What current situation and prior training factors affect early career teachers’ perceptions of efficacy in working with families? 2) Which family-school partnering topics do teachers report the most experience in their prior preparation programs and in their current daily practice? 3) Is there a relationship between number of years reported teaching and overall efficacy scores? 4) What family-school partnering training do early career teachers believe would have been or would be beneficial to receive in their teacher preparation programs versus during their first five years of practice? A survey was created which included a pre-existing self-efficacy scale adapted to reflect family partnering language. This survey was disseminated to 76 first through fifth year Colorado teachers. Results indicate that age of current school placement had a significant effect on overall self-efficacy scale scores, while several other variables had an effect on subscales of the efficacy scale. Recommendations are presented for future research, teacher preparation programs, and school district mentoring.

Early career special education teachers' perceptions of school site induction support

Research highlights teacher attrition as one of the biggest challenges facing public schools and their attempts to provide a quality teacher for every student (Ingersoll & Smith, 2003). The teacher shortage is particularly daunting in special education where teachers are over twice as likely to leave the field. The first few years of teaching are the most critical in determining whether or not a beginning teacher will stay in the teaching profession (Whitaker, 2000). ^ A mixed-methods sequential explanatory design was utilized to examine research questions focused on the components of induction support that early career teachers received at their school site, including what they considered most valuable to their long-term retention in the classroom and their development as a quality teacher. Eighty seven early career special education teachers were surveyed during the first phase of the study and six participants were interviewed during the second phase. ^ Data analysis of the Likert-scale survey used in the study revealed that the majority of the respondents received at least 21 of the 25 listed induction components. Moreover, early career special education teachers indicated that they valued all 25 induction components. In addition, findings revealed that over two thirds of the respondents indicated a desire to remain a special education teacher. Overall, early career special education teachers felt confident in their abilities to teach students with disabilities; however, nearly half of the respondents did not feel satisfied with the induction they received. Independent t-tests showed a statistically significant difference between teachers who indicated a desire to remain in special education and those that did not on the level of satisfaction with their induction experience. ^ The six interviews provided elaboration and clarification of the survey responses. The participants expressed their passion for the art of teaching, their dedication to students with disabilities, and their frustration with being a beginning teacher. Furthermore, it was reported that the overall school culture was not very supportive. Participants offered relevant ideas for additional or alternate induction components that would be more effective.^

General mental ability as moderator of personality traits as predictors of early career success

In this paper, we examine the effects of general mental ability (GMA) and the personality traits defined in the big five model on extrinsic and intrinsic indicators of career success, in a sample of 130 graduates who were in the early stages of their careers. Results from hierarchical regression analyses indicated that GMA does not predict any of the success indicators. In contrast, the combination of GMA and three of the Big Five Personality traits, conscientiousness, neuroticism, and openness, is significantly associated with greater early career success and has incremental predictive validity.

Does Trait Emotional Intelligence Predict Unique Variance in Early Career Success Beyond IQ and Personality?

In order to determine the contribution of emotional intelligence (EI) to career success, in this study, we analyzed the relationship between trait EI (TEI), general mental ability (GMA), the big five personality traits, and career success indicators, in a sample of 130 graduates who were in the early stages of their careers. Results from hierarchical regression analyses indicated that TEI, and especially its dimension “repair,” has incremental validity in predicting one of the career success indicators (salary) after controlling for GMA and personality. These findings provide support for the use of TEI measures as predictors of career success in the early stage.

The early career researcher's toolkit:translating tissue engineering, regenerative medicine and cell therapy products

Although the importance of translation for the development of tissue engineering, regenerative medicine and cell-based therapies is widely recognized, the process of translation is less well understood. This is particularly the case among some early career researchers who may not appreciate the intricacies of translational research or make decisions early in development which later hinders effective translation. Based on our own research and experiences as early career researchers involved in tissue engineering and regenerative medicine translation, we discuss common pitfalls associated with translational research, providing practical solutions and important considerations which will aid process and product development. Suggestions range from effective project management, consideration of key manufacturing, clinical and regulatory matters and means of exploiting research for successful commercialization.

Da formação inicial à inserção na profissão

Dissertação apresentada à Escola Superior de Educação de Lisboa Para a obtenção do Grau de Mestre em Ciências da Educação - Especialidade Supervisão em Educação

A description of the Australian early psychosis intervention model and a proposal to establish a Pilot Early Intervention Program in Santa Cruz de la Sierra, Bolívia

RESUMO: Em 2011, a Associação Psiquiátrica Mundial lançou um programa de bolsas de investigação para psiquiatras em início de carreira a partir de países de renda baixa ou média-baixa, no âmbito deste programa, o autor foi selecionado para uma bolsa de pesquisa no Centre for Youth Mental Health/Orygen Youth Health Research Centre da Universidade de Melbourne. Orygen, é a principal organização de pesquisa e tradução do conhecimento do mundo com foco em problemas de saúde mental em pessoas jovens. O estágio foi baseado em Prevenção e Intervenção Precoce Psychosis Centre (EPPIC), que faz parte do Orygen. EPPIC fornece programa de tratamento abrangente e integrada, baseada na comunidade para o primeiro episódio de psicose. Esta dissertação descreve o modelo EPPIC, e seus componentes essenciais e fatores que são necessários para uma implementação de serviço direito. Além disso, uma proposta de criação de um programa-piloto de intervenção psicose precoce é discutido. Este programa inclui um programa de extensão inovadora que combina princípios comerciais sólidos, com metas sociais, a fim de combater especificamente a maior barreira para o tratamento da psicose precoce na Bolívia: o estigma da doença mental. Ao utilizar uma equipe de tratamento móvel, multidisciplinar, que enfatiza os papéis dos gerentes do caso treinados focada em fornecer indivíduo intensiva e apoio familiar no lar, este programa irá prestar cuidados culturalmente apropriados que irá alavancar contribuições de um suprimento limitado de psiquiatras e mudar longe da dependência um sistema médico fragmentado. ---------------------------- ABSTRACT: In 2011, the World Psychiatric Association launched a programme of research fellowships for early-career psychiatrists from low- or lower-middle income countries, within this programme, the author was selected to a research fellowship at the Centre for Youth Mental Health/Orygen Youth Health Research Centre at University of Melbourne. Orygen, is the world’s leading research and knowledge translation organization focusing on mental ill-health in young people. The traineeship was based on Early Psychosis Prevention and Intervention Centre (EPPIC), which is part of Orygen. EPPIC provides comprehensive, integrated, community-based treatment program for first-episode psychosis. This dissertation describes the EPPIC model, and its core components and factors which are necessary to a right service implementation. Additionally, a proposal to establish a pilot early psychosis intervention programme is discussed. This programme includes an innovative outreach programme that combines sound business principals with social goals in order to specifically target the largest barrier to early psychosis treatment in Bolivia: the stigma of mental illness. By utilizing a mobile, multidisciplinary treatment team that emphasizes the roles of trained case managers focused on providing intensive individual and family support in the home, this programme will provide culturally appropriate care that will leverage contributions from a limited supply of psychiatrists and shift dependence away from a fragmented medical system.

Fundef (1996-2006): a remuneração dos professores do ensino fundamental da rede pública municipal de Natal/RN

This work discusses about the teacher salary in the primary school after the creation of the Fundo de Manutenção e Desenvolvimento do Ensino Fundamental e Valorização do Magistério (Fundef), in the public schools in Natal/RN, from 1996 to 2006. The salary is considered one of the politic dimensions of the valorization of teaching. We aim to analyze the implication of this fund to the teacher remuneration, with different levels of training, in the early career, comparing it to the annual minimum salary, during the same period. This study has a historic-critic approach, establishing the relationship between the elements into a particular context (valorization of teaching/ teacher salary) and the elements from general contexts (financing/ Fundef). Analyzing data of the teacher remuneration from municipal payroll and comparing them to the annual national minimum salary gave us the result that the teachers, in their early career, do not have remuneration with a satisfactory evolution. Teachers that finished high school received until three minimum salaries before the creation of Fundef (1996-1997), after that (in 1998) they received under two minimum salary. In addition to this, independently of the level of the teacher training, their remuneration is under three minimum salaries. Hence, we can infer that the politic of funds is distant from the ideal to valorize the professional of the municipal teaching

Professores iniciantes: marcas de alteridade na constituição da profissionalidade docente

Pós-graduação em Educação - IBRC

Necessidades formativas dos professores dos anos iniciais na sua inserção no exercício da docência

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Tempo e saberes: a constituição do professor experiente em matemática

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)