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Marso, Ronald N. | 4 |
Pigge, Fred L. | 4 |
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Pigge, Fred L.; Marso, Ronald N. – 1997
The purpose of this longitudinal study was to investigate whether or not selected academic ability indices and personal characteristics of 117 teachers were associated with changes in their attitude toward their teaching as a career measured upon the commencement of training, the end of student teaching, and completion of their fifth year of…
Descriptors: Academic Ability, Attitude Change, Beginning Teacher Induction, Beginning Teachers
Pigge, Fred L.; Marso, Ronald N. – 1992
This study was conducted to compare a 1990 sample of beginning teachers with a 1985 sample of beginning teachers who had graduated from the same university. The study was designed to test the hypothesis that the 1990 sample, which had experienced greater emphasis on field experiences and structured beginning teacher induction programs, would…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Comparative Analysis, Elementary Secondary Education
Marso, Ronald N.; Pigge, Fred L. – 1992
The transition of teacher candidates into the teaching profession is often perceived to be particularly traumatic. This study was designed: (1) to ascertain whether or not 61 beginning elementary and secondary classroom teachers who responded on 2 occasions to the same work expectations scale changed job entry expectations between completion of…
Descriptors: Beginning Teacher Induction, Comparative Analysis, Elementary Secondary Education, Higher Education
Marso, Ronald N.; Pigge, Fred L. – 1997
A longitudinal sample of 242 predominantly white teacher candidates was studied to identify possible relationships between the candidates' academic abilities, the degree of their success in making the transition from student to teacher, and their development of concerns about teaching during teacher preparation as hypothesized by Fuller's model of…
Descriptors: Academic Ability, Beginning Teacher Induction, Beginning Teachers, Career Development