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Induction Seminars as Professional Learning Communities for Beginning Teachers
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Fresko, Barbara; Nasser-Abu Alhija, Fadia – Asia-Pacific Journal of Teacher Education, 2015
This paper explores the operation and contribution of induction seminars operated as learning communities for new teachers. Mixed methods were used: 378 new teachers and 29 seminar leaders completed questionnaires, 16 new teachers and 14 seminar leaders were interviewed, and 20 seminar meetings were observed. Findings showed that seminar…
Descriptors: Beginning Teacher Induction, Faculty Development, Mentors, Communities of Practice
Socialization of New Teachers: Does Induction Matter?
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Nasser-Abu Alhija, Fadia; Fresko, Barbara – Teaching and Teacher Education: An International Journal of Research and Studies, 2010
The present paper focuses on new teachers' satisfaction with their first year of teaching from the perspective of socialization. The relationship between satisfaction with socialization and teacher background, school environment, placement, and induction variables was examined. Data were collected from 243 Israeli beginning teachers by means of…
Descriptors: Foreign Countries, Socialization, Mentors, Predictor Variables
The Interaction of School Environment and Student Traits
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Chen, Michael; Fresko, Barbara – Educational Research, 1978
School climate, defined here as the type of mobility system reflected in the school's selection procedures, was shown to interact with ethnic group membership and locus of control in affecting student achievement in Israeli schools. Data for the paper are from a study of the Israeli junior high school. (MF)
Descriptors: Academic Achievement, Educational Environment, Ethnic Groups, Foreign Countries
Teacher Credentials and Other Variables as Predictors of the Mathematics Classroom Learning Environment.
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Fresko, Barbara; And Others – Journal of Educational Research, 1989
A study, involving 80 Israeli junior high mathematics classrooms, sought to establish some of the variables related to the classroom learning environment, with emphasis on teacher credentials. Results indicate that observed teaching effectiveness was the most powerful and most consistent predictor of the mathematics classroom learning environment.…
Descriptors: Analysis of Variance, Classroom Environment, Foreign Countries, Junior High Schools