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1	A Study on Teacher Candidates’ Questioning Strategies for English Learners through an Interactive Classroom Simulation
	Davies, Alex P, Ph.D.; Grissom, Donita, Ph.D.; Regalla, Michele, Ph.D.
	In: Northwest Journal of Teacher Education (2020)
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2	Examining Teachers’ Readiness to Partner With Immigrant Latinx Parents: A Comparative Case Study
	Longshore, Sarah Coleman
	In: Theses and Dissertations (2020)
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3	Trends in Teaching Pre-Assignment Preparation Strategies in ASL-English Interpreter Education Programs
	Rice, David M
	In: Master's of Arts in Interpreting Studies (MAIS) Theses (2020)
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4	Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools
	Harlow, Trina D.
	In: NPP eBooks (2019)
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5	Applying digital learning to facilitate student transitions within higher education mobility programmes: Implementing the 'Digilanguages.ie' portal
	Giralt, Marta; Murray, Liam; Benini, Silvia. - 2019
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6	Building Pathways: Nurturing a Female Generation of School Leaders in China
	Qin, Lixia; Torres, Mario; Madsen, Jean
	In: Journal of Women in Educational Leadership (2019)
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7	Preparing Elementary Writing Teachers: An Inquiry-Driven, Field-Based Approach to Instruction
	Hawkins, Lisa K.; Martin, Nicole M; Cooper, Jennifer
	In: Teaching/Writing: The Journal of Writing Teacher Education (2019)
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8	Pre-Service Teachers’ Perspectives on How the Use of TOON Comic Books during Guided Reading Influenced Learning by Struggling Readers
	McGrail, Ewa; Rieger, Alicja; Doepker, Gina M...
	In: SANE journal: Sequential Art Narrative in Education (2018)
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9	What EFL Student Teachers Think about their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain
	Martínez Agudo, Juan de Dios
	In: Australian Journal of Teacher Education (2017)
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10	Why “Correcting” African American Language Speakers is Counterproductive
	Lee, Alice
	In: Language Arts Journal of Michigan (2017)
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11	MOTIVATION AND PREPARATION OF TEACHERS WHO BECOME ASSISTANT PRINCIPALS
	Carey, Christopher Charles. - : University of Kansas, 2017
	Abstract: Despite the fact that most school administrators were classroom teachers at some point in their educational career, there is little to no literature on the transition from classroom teachers to new assistant principals. What are their motivations for leaving the classroom and becoming an assistant principal? What are the perceptions of the assistant principal role? And how do these people plan and prepare for their new administrative position? The purpose of this study was to better understand the preparation and transition experience of those who became assistant principals, and aimed to add knowledge to the limited work on assistant principals. A survey of assistant principals who were within their first five years in the position was used. Each participant was asked questions based on specific points in time during their career (e.g. think back to when…) as well as open-ended questions where they could respond with more information. The study showed key aspects of the typical person who is in the transition process (e.g., earns/holds a Master’s degree in Educational Administration, is motivated to help teachers grow and influence others, realizes the internship is most valuable to building relationships with the mentor and a collegial network, and takes on a positive learning attitude to overcome personal and professional challenges). The typical person realized the most important roles and responsibilities are to ensure and maintain a safe and secure environment for all students, student discipline, and the professional development of teachers. The person also realized a variety of roles and responsibilities that are unique to the assistant principal position based on school and district needs or principal preference. Finally, the person understood the biggest challenges in the position involve remaining calm in student discipline and Special Education (SPED) situations, balancing work and family time, and disagreement with administrators and teachers when the actions negatively impact students. Ultimately, this is a person who initiated a move from teaching in the classroom to leading in the front office as an assistant principal in a new administrative role.
	Keyword: ASSISTANT; BECOME; Education policy; Educational administration; Educational leadership; MOTIVATION; PREPARATION; PRINCIPALS; TEACHERS
	URL: http://hdl.handle.net/1808/26084 http://dissertations.umi.com/ku:15661
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12	Essbiografisches Lernen mit minderjährigen Flüchtlingen in der Berufsvorbereitung ...
	Kastrup, Julia; Steinke, Gorden. - : Verlag Barbara Budrich, 2016
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13	Education and Advocacy for Individuals with Hearing Loss
	Squires, Erika S
	In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1470162746 (2016)
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14	Essbiografisches Lernen mit minderjährigen Flüchtlingen in der Berufsvorbereitung
	Kastrup, Julia; Steinke, Gorden
	In: Haushalt in Bildung & Forschung 5 (2016) 1, S. 76-90 (2016)
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15	The Washback of the TOEFL iBT in Vietnam
	Barnes, Melissa
	In: Australian Journal of Teacher Education (2016)
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16	Striving for Academic Service Learning Success in a Rural K-12 Tribal School
	Puncochar, Judith
	In: Book Sections/Chapters (2016)
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17	High School GPA and English Graduation Examinations: Predicting College English Placement and English 101 Final Course Grades
	Vinaja, Elizabeth
	In: Doctoral Dissertations and Projects (2016)
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18	Transmigration Experiences of Newcomers in the Context of an English-Only Education: Sense-Making by Former Newcomer ELLs
	Tonogbanua, Elizabeth Paulsen
	In: Graduate Doctoral Dissertations (2016)
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19	Living in the Shadows: Helping Latina High School Students in Georgia with College Preparedness
	Gear, Treva Y; Suriel, Regina L
	In: National Youth Advocacy and Resilience Conference (2015)
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20	Battling Inertia in Educational Leadership: CRT Praxis for Race Conscious Dialogue
	Agosto, Vonzell; Karanxha, Zorka; Bellara, Aarti
	In: Educational Leadership and Policy Studies Faculty Publications (2015)
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