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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: Instructional Personnel
Support for Beginning TeachersJournal ArticlesEJ667229 TM524927Mentored Learning To Teach According to Standards-Based Reform: A Critical Review. Author: Wang, Jian; Odell, Sandra J. Availability: For full text: http://olam.ed.asu.edu/epaa. Journal Citation: Review of Educational Research, v72 n3 p481-546 Fall 2002 Publication Date: 2002 ISSN: 0034-6543 Language: English Document Type: Information Analysis (070); Journal articles (080) Journal Announcement: CIJSEP2003 Abstract: Analyzes the literature on mentored learning to teach in ways consistent with the standards reform movement. Mentoring practices are consistent with program assumptions rather than with the assumptions underlying standards-based teaching. Mentoring can promote retention but may not be sufficient support for novice teachers learning to teach. (SLD) EJ667146 SP530952 Job Sharing Their First Year: A Narrative of Two Partnered Teachers' Induction into Middle School Science Teaching. Author: Eick, Charles J. Availability: For full text: http://olam.ed.asu.edu/epaa. Journal Citation: Teaching and Teacher Education, v18 n7 p887-904 Oct 2002 Publication Date: 2002 ISSN: 0742-051X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2003 Abstract: Examines the induction of two middle school science teachers as partners in a job sharing arrangement in lieu of student teaching, describing how they worked together and supported each other's attempts to implement student-centered practices and likening their mutual support to a marriage partnerships. The two teachers mentored each other through the difficulties of their first year using ongoing dialogue on practice, supportive assistance, and modeling. (SM) Descriptors: *Beginning Teacher Induction; Higher Education; Inquiry; *Job Sharing; Mentors; Middle Schools; Personal Narratives; Preservice Teacher Education; *Science Instruction; Secondary School Science; Student Teachers; *Teamwork EJ666946 SE568925 Investing in Our Future: A Survey of Support Offered to Beginning Secondary Science and Mathematics Teachers. Author: Luft, Julie A.; Cox, Wylie E. Availability: For full text: http://olam.ed.asu.edu/epaa. Journal Citation: Science Educator, v10 n1 p1-9 Spr 2001 Publication Date: 2001 ISSN: 1094-3277 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2003 Abstract: Describes a study conducted in Arizona with the support of policymakers that investigated beginning secondary school science and mathematics teachers' perceptions of teacher preparation and induction programs. Identifies the school districts not having a reliable mechanism to monitor beginning teachers and suggests induction programs for beginning teachers as an investment for the future. (Contains 27 references.) (YDS) EJ666777 PS534365 Nurturing the Enthusiasm and Ideals of New Teachers through Reflective Practice. Author: Callaghan, Karyn Availability: Journals Department, University of North Carolina Press, 116 South Boundary Street, Chapel Hill, NC 27514-3808; Tel: 919-966-3561; E-mail: uncpressjournals@unc.edu (annual subscription: ind. $28.00, inst. $40.00; single issue: $10.00). Journal Citation: Canadian Children, v27 n1 p38-41 Spr 2002 Publication Date: 2002 ISSN: 0833-7519 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJSEP2003 Abstract: Argues that early childhood education must end the loss of new graduates and address the issue of stagnation of some of those who remain. Explains the first job of a new graduate is a time to test ideas from coursework, while early childhood programs can benefit from fresh ideas and enthusiasm that novice teachers bring. (Author) Descriptors: *Beginning Teachers; Early Childhood Education; Foreign Countries; *Reflective Teaching; *Reggio Emilia Approach; *Teacher Attitudes; Teacher Education; *Teacher Knowledge EJ666123 EA540830 Stubbornness and the Kindness of Strangers. Author: Zimmerman, Susan Availability: http://www.readingmatrix.com Journal Citation: Educational Leadership, v60 n8 p76-77 May 2003 Publication Date: 2003 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2003 Abstract: Attributes success as first-year elementary teacher in inner-city school to her own stubbornness and the kindness of strangers--meaning the mentoring she received from experienced teachers. (PKP) Descriptors: *Beginning Teachers; Elementary Education; *Mentors; *Teacher Persistence; Urban Schools; Work Environment EJ666119 EA540826 Setting New Teachers Up for Failure...or Success. Author: Renard, Lisa Availability: http://www.readingmatrix.com Journal Citation: Educational Leadership, v60 n8 p62-64 May 2003 Publication Date: 2003 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJSEP2003 Abstract: Asserts that many beginning teachers leave teaching because they are overwhelmed by the duties and responsibilities of experienced teachers who often adopt a "sink or swim" attitude toward classroom novices. Offers advice on how to reduce new-teacher attrition with comprehensive induction and mentoring program. (PKP) Descriptors: *Beginning Teachers; Elementary Secondary Education; Induction; *Labor Turnover; Mentors; Teacher Effectiveness EJ666118 EA540825 Fostering Leadership through Mentoring. Author: Moir, Ellen; Bloom, Gary Availability: http://www.readingmatrix.com Journal Citation: Educational Leadership, v60 n8 p58-60 May 2003 Publication Date: 2003 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2003 Abstract: Describes University of California Santa Cruz New Teacher Center mentor-driven beginning-teacher induction program now in its 15th year. Includes mentor selection, training, and development; mentors as school leaders; and induction programs for beginning principals. (PKP) Descriptors: Beginning Principals; *Beginning Teacher Induction; Elementary Secondary Education; Induction; *Leadership; *Mentors EJ666115 EA540822 Finding Good Teachers--And Keeping Them. Author: Sargent, Barbara Availability: http://www.readingmatrix.com Journal Citation: Educational Leadership, v60 n8 p44-47 May 2003 Publication Date: 2003 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2003 Abstract: Describes efforts of Montgomery Township (New Jersey) school district to attract and retain good teachers. District actively seeks high-quality candidates, provides support for beginning teachers' emotional and professional needs, establishes positive mentor relationships, and offers sustained professional development opportunities. (PKP) EJ666112 EA540819 The Wrong Solution to the Teacher Shortage. Author: Ingersoll, Richard M.; Smith, Thomas M. Availability: http://www.readingmatrix.com Journal Citation: Educational Leadership, v60 n8 p30-33 May 2003 Publication Date: 2003 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2003 Abstract: Proposes alternative explanation for teacher shortage. Data suggest that attrition among beginning teachers, largely due to poor working conditions, is the root cause of the teacher shortage. Discusses what schools can do to reduce new-teacher attrition. (Contains 14 references.) (PKP) EJ666111 EA540818 What New Teachers Need To Learn. Author: Feiman-Nemser, Sharon Availability: http://www.readingmatrix.com Journal Citation: Educational Leadership, v60 n8 p25-29 May 2003 Publication Date: 2003 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJSEP2003 Abstract: Examines the on-the-job learning needs of beginning teachers. Discusses research on teacher learning curve and enculturation process. Describes elements of a quality beginning-teacher induction program that involves mentoring and the use of standards. Views induction as an enculturation process. (Contains 11 references.) (PKP) EJ666110 EA540817 The Schools That Teachers Choose. Author: Johnson, Susan Moore; Birkeland, Sarah E. Availability: http://www.readingmatrix.com Journal Citation: Educational Leadership, v60 n8 p20-24 May 2003 Publication Date: 2003 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2003 Abstract: Four-year study of the career paths of 50 beginning teachers in Massachusetts focuses on why 8 of these teachers ("Voluntary Movers") transferred from original schools to other public schools. Reasons given for transferring include reasonable assignments, stable working environments, opportunities to learn and grow, and accessible, supportive principals. Draws implications for teacher retention policy and practice. (PKP) Descriptors: *Beginning Teachers; Elementary Secondary Education; *Faculty Mobility; *Institutional Characteristics; *Labor Turnover EJ666108 EA540815 Keeping Good Teachers: Why It Matters, What Leaders Can Do. Author: Darling-Hammond, Linda Availability: http://www.readingmatrix.com Journal Citation: Educational Leadership, v60 n8 p6-13 May 2003 Publication Date: 2003 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2003 Abstract: Discusses research related to the cost, causes, and consequences of teacher attrition especially in high-poverty schools. Includes four major factors influencing teacher attrition: Salaries, working conditions, teacher preparation, and mentor support. Draws implications for educational policy and practice. (Contains 28 references.) (PKP) Descriptors: *Beginning Teachers; Elementary Secondary Education; *Faculty Mobility; Mentors; Poverty Areas; Teacher Education; Teacher Salaries; Work Environment EJ666044 EA540750 School-Based Induction Tutors: A Challenging Role. Author: Heilbronn, Ruth; Jones, Cath; Bubb, Sara; Totterdell, Michael Availability: http://www.readingmatrix.com Journal Citation: School Leadership & Management, v22 n4 p371-87 Nov 2002 Publication Date: 2002 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2003 Abstract: Critically examines the role of school-based tutors in the induction of new teachers in England. Uses empirical data from a national project evaluating the implementation of 1999 government policy requiring all newly qualified teachers to complete an induction period. Finds that induction tutor is major factor in success of policy. (Contains 44 references.) (PKP) Descriptors: *Beginning Teacher Induction; Educational Policy; Elementary Secondary Education; Foreign Countries; *Tutoring EJ665709 CE541191 Working Models: Why Mentoring Programs May Be the Key to Teacher Retention. Author: Brown, Susan Availability: http://www.joe.org/joe/2003april/a1.shtml Journal Citation: Techniques: Connecting Education and Careers, v78 n5 p18-21,62 May 2003 Publication Date: 2003 ISSN: 1091-0131 Language: English Document Type: Journal articles (080) Journal Announcement: CIJSEP2003 Abstract: Discusses why mentoring programs can be essential in retaining beginning teachers in career and technical education. Describes several programs that provide successful examples of ways to benefit both mentor and protege. (JOW) Descriptors: *Beginning Teachers; *Mentors; *Teacher Persistence; *Vocational Education Teachers EJ665515 TM524913 Mentoring Beginning Teachers: Findings from Contextual Supervision. Author: Ralph, Edwin G. Availability: Hudson Institute, P.O. Box 26-919, Indianapolis, IN 46226 (Subscription: $19.95). Tel: 888-554-1325 (Toll Free). Journal Citation: Journal of Personnel Evaluation in Education, v16 n3 p191-210 Sep 2002 Publication Date: 2002 ISSN: 0920-525X Language: English Document Type: Information Analysis (070); Journal articles (080) Journal Announcement: CIJAUG2003 Abstract: Studied the contextual supervision (CS) model that has been developed and applied in several practicum settings and synthesized research findings on the effectiveness of CS in assisting faculty supervisors and cooperating teachers in mentoring preservice teachers. Findings show that the CS model has the potential to help supervisory personnel with mentorship practices. (SLD) EJ664985 JC510321 Mentoring the New Teacher. Author: Feaster, Rebecca Availability: The Australian Institute of Family Studies, 300 Queen Street, Melbourne, Victoria 3000, Australia. Journal Citation: Journal of School Improvement, v3 n2 Fall 2002 Publication Date: 2002 ISSN: 1530-6631 Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: CIJAUG2003 Abstract: Argues that the mentoring process can help to prevent new teachers from leaving the teaching profession. Explains that mentoring programs that focus on training, support, and retention can help create an environment that fosters psychological and cognitive growth. Adds that these programs can also be used as recruiting tools. (Contains eight references.) (NB) Descriptive Terms: Electronic journal, online at http://www.ncacasi.org/jsi/2002v3i2/titlepage.adp. EJ664386 EA540659 A Key to Successful Teaching Is Understanding and Focusing on Student Learning; Implications for Teacher Development. Author: Lidstone, Mary-Lynn; Ammon, Paul Availability: Journal of Safety Research, Elsevier Science Ireland Ltd., Elsevier House, Brookvale Plaza, East Park, Shannon, Co. Clare, Ireland. Tel: 353-61-709600; Fax: 353-61-709100; E-mail: E.OConnor@Elsevier.ie; Web site: http://www.nsc.org/lrs/res/jsr.htm. Journal Citation: ERS Spectrum, v20 n4 p27-37 Fall 2002 Publication Date: 2002 ISSN: 0740-7874 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAUG2003 Abstract: Examines why many beginning teachers have limited knowledge about student learning. Discusses some research-based findings about teachers' understandings of student learning. For example, understanding student learning develops in a consistent sequence through six levels of increased sophistication. Suggests ways teacher educators can improve teacher knowledge of student learning. (Contains 26 references.) (PKP) EJ661852 SE568425 Contrasting Landscapes: A Comparison of the Impact of Different Induction Programs on Beginning Secondary Science Teachers' Practices, Beliefs, and Experiences. Author: Luft, Julie A.; Roehrig, Gillian H.; Patterson, Nancy C. Availability: J. Michael Ryan Publishing, 24 Crescent Drive North, Andover, NJ 07821-4000. Journal Citation: Journal of Research in Science Teaching, v40 n1 p77-97 Jan 2003 Publication Date: 2003 ISSN: 0022-4308 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUN2003 Abstract: Indicates the importance of induction programs that address the unique pedagogical and content needs of secondary science teachers. Examines the impact of three different induction programs on secondary science teachers. Reinforces the importance of induction programs for teachers and suggests that there is a need for specialized support programs for beginning science teachers. (Contains 44 references.) (Author/YDS) EJ661273 HE544660 Induction: The Early Years of Teaching. Author: Guyton, Edi; Davis, Douglas; Colarusso, Ron; Grainger, Barbara Availability: Metropolitan Universities Journal, Indiana University Purdue University Indianapolis, 815 W. Michigan Street, UC 3140, Indianapolis, IN 46202. Journal Citation: Metropolitan Universities, v13 n4 p57-74 Dec 2002 Publication Date: 2002 ISSN: 1047-8485 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUN2003 Abstract: Addresses the need for induction programs for beginning teachers and discusses the theoretical and research support for them. Develops the notion of induction as a community responsibility and describes a university-school induction consortium, a university induction program, an induction program at a middle school, and the role of the principal in induction. (SLD) Descriptive Terms: Theme issue titled "Partnerships for Urban Teacher Education." EJ661272 HE544659 Recruiting and Retaining Teachers for Richmond Public Schools: Partnership Efforts. Author: Fox, Jill; Alder, Nora; Fitrer, Harold; McLeod, Alan Availability: Metropolitan Universities Journal, Indiana University Purdue University Indianapolis, 815 W. Michigan Street, UC 3140, Indianapolis, IN 46202. Journal Citation: Metropolitan Universities, v13 n4 p43-56 Dec 2002 Publication Date: 2002 ISSN: 1047-8485 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUN2003 Abstract: Describes partnership efforts between the Richmond Public Schools, Virginia, and Virginia Commonwealth University that have focused on the needs of urban schools. Describes challenges that remain with regard to preparing teachers, mentoring beginning teachers, and retaining experienced teachers. (SLD) Descriptors: *Beginning Teacher Induction; Elementary Secondary Education; Mentors; *Partnerships in Education; *Teacher Education; Teacher Supply and Demand; *Urban Schools; Urban Teaching Descriptive Terms: Theme issue titled "Partnerships for Urban Teacher Education." EJ660935 EA540529 Nurturing the Novices. Author: Wesley, Donald C. Availability: http://www.readingmatrix.com Journal Citation: Phi Delta Kappan, v84 n6 p466-67,470 Feb 2003 Publication Date: 2003 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUN2003 Abstract: Describes how veteran and beginning teachers work together in a mutually beneficial nurturing relationship. (PKP) EJ660270 UD524100 Lost at Sea: Without a Curriculum, Navigating Instruction Can be Tough--Especially for New Teachers. Author: Kauffman, David; Johnson, Susan Moore; Kardos, Susan M.; Liu, Edward; Peske, Heather G. Availability: Social Justice, P.O. Box 40601, San Francisco, CA 94140 (Subscriptions: $35, individual; $75, institutional; Single Copies: $12.95, individuals; $20, institutions). Journal Citation: American Educator, v26 n2 p6-8,46 Sum 2002 Publication Date: 2002 ISSN: 0148-432X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2003 Abstract: Interviewed beginning teachers in Massachusetts to determine how they experienced curriculum and state-mandated assessments they encountered. Most respondents received little or no guidance about what to teach or how to teach it and spent inordinate amounts of time and money developing their own content and materials from scratch. Asserts that ongoing high quality professional development is essential to support these new teachers. (SM) Descriptors: *Beginning Teachers; *Curriculum; Elementary Secondary Education; *State Standards EJ660195 SP530672 District Carves Out Time for New Teachers To Learn. Author: Beerer, Karen M. Availability: Social Justice, P.O. Box 40601, San Francisco, CA 94140 (Subscriptions: $35, individual; $75, institutional; Single Copies: $12.95, individuals; $20, institutions). Journal Citation: Journal of Staff Development, v23 n4 p46-49 Fall 2002 Publication Date: 2002 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2003 Abstract: One Pennsylvania school district requires that new teachers spend an additional 15 contractual days each year during their first 5 years of teaching in a comprehensive New Teacher Academy. They are also mentored during their first year. During those 15 days, teachers participate in workshops, personal choice staff development, graduate course work, and enrichment and/or mediation. Participants are very positive about the effort. (SM) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; Elementary Secondary Education; Faculty Development; *Mentors; Teacher Collaboration EJ660194 SP530671 Texas Plan Drowns the Idea of Sink-or-Swim Induction. Author: Garza, Luci; Wurzbach, Linda Availability: Social Justice, P.O. Box 40601, San Francisco, CA 94140 (Subscriptions: $35, individual; $75, institutional; Single Copies: $12.95, individuals; $20, institutions). Journal Citation: Journal of Staff Development, v23 n4 p41-45 Fall 2002 Publication Date: 2002 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2003 Abstract: Texas has responded to its teacher shortage with a program for support and renewal. Its new teacher induction pilot is based on a set of performance standards that define expectations for beginning teachers. The pilot provides a support team of mentors, principals, and teacher educators that helps new teachers collect data and assess their skills (via the Teacher Activity Profile), as well as staff development targeting beginners. (SM) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; Elementary Secondary Education; Faculty Development; Higher Education; *Mentors; Preservice Teacher Education; State Government; Teacher Collaboration; Teacher Evaluation; *Teacher Shortage EJ660193 SP530670 Omaha Induction Keeps One Foot in the University. Author: McGlamery, Sheryl; Fluckiger, Jarene; Edick, Nancy Availability: Social Justice, P.O. Box 40601, San Francisco, CA 94140 (Subscriptions: $35, individual; $75, institutional; Single Copies: $12.95, individuals; $20, institutions). Journal Citation: Journal of Staff Development, v23 n4 p37-40 Fall 2002 Publication Date: 2002 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2003 Abstract: School districts and a college of education in Omaha, Nebraska, collaborate to reallocate existing resources for a teacher induction program that boosts the quality of teaching by both novice and experienced teachers and enhances job satisfaction. The program improves teacher quality by providing new teachers with mentors, continuing their graduate coursework, and providing a group of peers to share their experiences during the critical early stage of teaching. (SM) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; Elementary Secondary Education; Graduate Study; Higher Education; *Mentors; Preservice Teacher Education; Teacher Collaboration; Teacher Effectiveness EJ660191 SP530668 Sharing a Cup of Coffee Is Only a Beginning. Author: Ganser, Tom Availability: Social Justice, P.O. Box 40601, San Francisco, CA 94140 (Subscriptions: $35, individual; $75, institutional; Single Copies: $12.95, individuals; $20, institutions). Journal Citation: Journal of Staff Development, v23 n4 p28-32 Fall 2002 Publication Date: 2002 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2003 Abstract: Presents a history of beginning teacher mentoring, discussing what has been effective and suggesting that the best mentor programs provide funding, time, and expertise. Tips for success include: integrate mentoring with the school community, define "new teacher" and "mentor" broadly, maximize mentor training and ongoing support, and continue mentoring beyond the first year. A sidebar notes the changing image of the beginning teacher. (SM) EJ660190 SP530667 Q: What Keeps New Teachers in the Swim? A: Schools That Support Their Work. Author: Birkeland, Sarah; Johnson, Susan Moore Availability: Social Justice, P.O. Box 40601, San Francisco, CA 94140 (Subscriptions: $35, individual; $75, institutional; Single Copies: $12.95, individuals; $20, institutions). Journal Citation: Journal of Staff Development, v23 n4 p18-21 Fall 2002 Publication Date: 2002 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2003 Abstract: This report from Harvard University's Project on the Next Generation of Teachers examines why new some teachers remain in the profession despite difficult teaching conditions. Central to teachers' satisfaction is the belief that they are teaching their students effectively. Other factors include being granted novice status via reduced course assignments or internships with experienced teachers, working in a supportive professional culture, and receiving curricular guidance and resources. (SM) EJ660189 SP530666 Smart Induction Programs Become Lifelines for the Beginning Teacher. Author: Stansbury, Kendyll; Zimmerman, Joy Availability: Social Justice, P.O. Box 40601, San Francisco, CA 94140 (Subscriptions: $35, individual; $75, institutional; Single Copies: $12.95, individuals; $20, institutions). Journal Citation: Journal of Staff Development, v23 n4 p10-17 Fall 2002 Publication Date: 2002 ISSN: 0276-928X Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJMAY2003 Abstract: Describes strategies for effectively supporting beginning teachers, including low-intensity strategies (e.g., orientation and collegial collaboration) and high-intensity strategies (e.g, providing release time and selecting and training effective support providers). The paper also notes important supportive conditions and describes challenges to teacher induction, such as providing time for support activities and managing the relationship between beginning teacher support and beginning teacher evaluation. (SM) EJ660037 SE568261 Everyone Needs a Mentor. Author: Lach, Michael; Goodwin, Douglas Availability: Social Justice, P.O. Box 40601, San Francisco, CA 94140 (Subscriptions: $35, individual; $75, institutional; Single Copies: $12.95, individuals; $20, institutions). Journal Citation: Science Teacher, v69 n6 p50-52 Sep 2002 Publication Date: 2002 ISSN: 0036-8555 Language: English Document Type: Guides--Classroom--Teacher (052); Journal articles (080) Journal Announcement: CIJMAY2003 Abstract: Delineates the role of mentors for first year science teachers in assisting with policies and procedures, the community, and implementing model strategies. (DDR) EJ660033 SE568257 With a Little Help from My Friends. Author: Melancon, Melanie C. Availability: Social Justice, P.O. Box 40601, San Francisco, CA 94140 (Subscriptions: $35, individual; $75, institutional; Single Copies: $12.95, individuals; $20, institutions). Journal Citation: Science Teacher, v69 n6 p37-39 Sep 2002 Publication Date: 2002 ISSN: 0036-8555 Language: English Document Type: Guides--Classroom--Teacher (052); Journal articles (080) Journal Announcement: CIJMAY2003 Abstract: Describes the characteristics and procedures of an induction program for first year teachers. (DDR) EJ660031 SE568255 Sink or Swim. Author: Endrikat, Jeanne Availability: Social Justice, P.O. Box 40601, San Francisco, CA 94140 (Subscriptions: $35, individual; $75, institutional; Single Copies: $12.95, individuals; $20, institutions). Journal Citation: Science Teacher, v69 n6 p30-31 Sep 2002 Publication Date: 2002 ISSN: 0036-8555 Language: English Document Type: Guides--Classroom--Teacher (052); Journal articles (080) Journal Announcement: CIJMAY2003 Abstract: Cites five conditions that enable new teachers to succeed that relate to scheduling, district environment, and support. (DDR) EJ659012 CS763506 No One Told Me about May. Author: Pauly, Emily Availability: Electronic version downloaded from http://muse.jhu.edu/journals/theatretopics/. Published by The Johns Hopkins University Press, Journals Publishing Division, P.O. Box 19966, Baltimore, Maryland 21211. Journal Citation: Journal of Adolescent & Adult Literacy, v46 n4 p284-87 Dec-Jan 2002-2003 Publication Date: 2003 ISSN: 1081-3004 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJMAY2003 Abstract: Traces an eighth-grade teacher's first year of teaching. Notes times of enthusiasm and fatigue: the "October Slump" and the "May Circus." Suggests that though teachers may be warned about certain slump times, only experience will help them through it. (PM) EJ658186 SE568083 Working with Novice Teachers: Challenges for Professional Development. Author: Barrett, Jeffrey; Jones, Graham; Mooney, Edward; Thornton, Carol; Cady, JoAnn; Guinee, Patricia; Olson, Jo Availability: The National Resources Defense Council, 40 W. 20th Street, New York, NY 10011. Journal Citation: Mathematics Teacher Education and Development, v4 p15-27 2002 Publication Date: 2002 ISSN: 1442-3901 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAPR2003 Abstract: Examines the classroom practice and beliefs of two novice elementary teachers during their first year of teaching and the first year of their involvement in a district-wide professional development project. Analyzes the challenges faced by the novice teachers and the professional developer who worked with them. Discusses the effects of teachers' beliefs on pedagogy and practice. (Author/KHR) EJ658156 SE568053 Beginning Elementary Science Teachers: Developing Professional Knowledge during a Limited Mentoring Experience. Author: Gustafson, Brenda; Guilbert, Sandra; MacDonald, Dougal Availability: The National Resources Defense Council, 40 W. 20th Street, New York, NY 10011. Journal Citation: Research in Science Education, v32 n3 p281-302 2002 Publication Date: 2002 ISSN: 0157-244X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAPR2003 Abstract: Reports on the professional development project, the Beginning Elementary Science Teachers' (BEST), which is based on the premise that the first years of elementary science teaching can be very important in the development of long-term quality science teaching. Describes project experiences that allowed 13 beginning teachers to interact with experienced teachers in a university seminar. (Contains 50 references.) (Author/YDS) EJ657264 EA540222 Novice Teacher Learning Communities: An Alternative to One-On-One Mentoring. Author: Meyer, Tom Availability: The Council for Exceptional Children, 1920 Association Drive, Reston, VA 22190. Journal Citation: American Secondary Education, v31 n1 p27-42 Fall 2002 Publication Date: 2002 ISSN: 0003-1003 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2003 Abstract: Describes a novice teacher learning community (STEP+) formed though the multiyear collaboration among northern California teachers and two university researchers. (Contains 35 references.) (PKP) Descriptors: *Beginning Teacher Induction; Higher Education; *Mentors; Secondary Education EJ657236 EA540194 The New Teacher Mentors. Author: Ganser, Tom Availability: The Council for Exceptional Children, 1920 Association Drive, Reston, VA 22190. Journal Citation: American School Board Journal, v189 n12 p25-27 Dec 2002 Publication Date: 2002 ISSN: 0003-0953 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2003 Abstract: Describes four emerging trends and their implications for beginning-teacher mentoring programs: High-stakes mentoring, a varied pool of beginning teachers, new types of mentors, and newly emerging professional cultures in schools. (PKP) EJ657235 EA540193 Supporting New Teachers. Author: Wong, Harry K.; Asquith, Christina Availability: The Council for Exceptional Children, 1920 Association Drive, Reston, VA 22190. Journal Citation: American School Board Journal, v189 n12 p22-24 Dec 2002 Publication Date: 2002 ISSN: 0003-0953 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2003 Abstract: Describes benefits of induction programs for beginning teachers. Profiles induction program called Framework for Inducting, Retaining, and Supporting Teachers (FIRST) at Lafourche Parish Public School in Louisiana. Also includes brief descriptions of district programs and state support for new teacher inductions in several other states. (PKP) EJ656628: No data available. EJ654753 SP530458 Stitching New Teachers into the School's Fabric. Author: Pardini, Priscilla Availability: Full text: http://olam.ed.asu.edu/epaa. Journal Citation: Journal of Staff Development, v23 n3 p23-26 Sum 2002 Publication Date: 2002 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJFEB2003 Abstract: Describes successful beginning teacher induction programs in two U.S. school systems, explaining how good induction programs can mean the difference between positive and toxic school cultures. Common elements include the provision of services to new teachers for 3 years, monthly meetings, ongoing training by mentors or curriculum facilitators, and summer institutes. (SM) EJ654548 SE567761 Navigating Border Crossings: How Primary Teachers Learn To Teach Science. Author: Mulholland, Judith; Wallace, John Availability: The American Geological Institute, 4220 King Street, Alexandria, VA 22302-1502; Tel: 703-379-2480; Fax: 703-379-7563; E-mail: geotimes@agiweb.org; Web site: www.geotimes.org. Journal Citation: Australian Science Teachers' Journal, v48 n2 p12-19 Jun 2002 Publication Date: 2002 ISSN: 0045-0855 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2003 Abstract: Describes the experiences of three primary school teachers as they move from preservice to inservice teaching and explores some of the issues of transition as these teachers learn to teach science. Employs an anthropological framework of border crossing that allows for the difficulties experienced by primary teachers in teaching science to be described as hazards encountered on borders. (Contains 27 references.) (Author/YDS) EJ654455 RC515599 Bridging the Gap between Beginning Teachers and Isolated/Rural Communities. Author: Baills, Luke; Bell, Sherrin; Greensill, Bridget; Wilcox, Louise Availability: For full text: http://www.marshall.edu/jrcp/sp2002/SP2002Contents.htm. Journal Citation: Education in Rural Australia, v12 n1 p55-62 2002 Publication Date: 2002 ISSN: 1039-0026 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJFEB2003 Abstract: Strategies for easing the transition of beginning teachers in isolated rural communities are discussed. Preservice teachers should spend time in a variety of schools and cultivate a positive outlook toward rural teaching. Meet-the-teacher nights and adopt-a-teacher schemes build rapport between teachers and community. Support from principals, the district, and experienced teachers is important. (Contains 23 references.) (TD) Descriptors: Beginning Teacher Induction; *Beginning Teachers; *Community Attitudes; Elementary Secondary Education; Foreign Countries; *Geographic Isolation; Preservice Teacher Education; *Rural Areas; Rural Education; School Community Relationship; *Social Isolation; *Teacher Attitudes EJ653741 EC630830 Images of Teacher, Students, and the Classroom Held by Preservice and In-Service Educators of Students Who Are Deaf or Hard of Hearing. Author: Marlatt, Edward A. Availability: http://www-writing.berkeley.edu/tesl-ej/ Journal Citation: Journal of Deaf Studies and Deaf Education, v7 n4 p346-60 Fall 2002 Publication Date: 2002 ISSN: 1081-4159 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2003 Abstract: A sample of 163 preservice and in-service teachers of students with hearing impairments were surveyed on perceptions on the roles of teacher, students, and the classroom. Beginning education students tended to view students more as peers. Teachers with hearing impairments viewed students more as subordinates than did hearing teachers. (Contains references.) (Author/CR) EJ653462 CS763132 In the Process of Becoming Multicultural: Reflections of a First Year Teacher. Author: Hinton-Johnson, KaaVonia Availability: Published by the Graduate School of Journalism, University of Wollongong, NSW 2522 Australia. Full text at http://www.uow.edu.au/crearts/journalism/APME/edinfo.html. Journal Citation: New Advocate, v15 n4 p309-13 Fall 2002 Publication Date: 2002 ISSN: 0895-1381 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJFEB2003 Abstract: Discusses how although the author knew she only had meager training in teaching multicultural literature, she was committed to teaching it because she believes in its importance and influence on impressionable minds. Describes an incident where she was confronted with an anonymous note criticizing her teaching of African American Literature. (SG) Descriptors: *Beginning Teachers; Black Literature; Critical Thinking; *Multicultural Education; *Racial Bias; *Reading Material Selection; Secondary Education EJ653337 CG559028 Lifeskills for Prospective Teachers. Author: Tung, Elaine Availability: Published by the Graduate School of Journalism, University of Wollongong, NSW 2522 Australia. Full text at http://www.uow.edu.au/crearts/journalism/APME/edinfo.html. Journal Citation: Journal of Invitational Theory and Practice, v8 p27-41 2002 Publication Date: 2002 ISSN: 1060-6041 Language: English Document Type: Information Analysis (070); Journal articles (080) Journal Announcement: CIJFEB2003 Abstract: The author presents an international perspective on life skills education arguing the development of a healthy self-concept and skills in self-reflection are necessary for living in a world of rapid change. (Contains 30 references.) (Author) Descriptors: *Beginning Teachers; *Daily Living Skills; Foreign Countries; *Self Concept; *Teacher Education EJ653218 CE540051 A Comparison of the Inservice Education Needs of Two Cohorts of Beginning Minnesota Agricultural Education Teachers. Author: Joerger, Richard M. Availability: http://www.nova.edu/~aed/horizons/volume16no3.pdf Journal Citation: Journal of Agricultural Education, v43 n3 p11-24 2002 Publication Date: 2002 ISSN: 1042-0541 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2003 Abstract: Beginning secondary/middle school agriculture teachers (n=42) identified desired inservice education topics: advisory committees; student management, guidance, and motivation; establishing support organizations; integration of agricultural technology; the relationship between agriculture and environment; program design; and classroom management. (Contains 27 references.) (SK) Descriptors: *Agricultural Education; *Beginning Teachers; Educational Needs; *Inservice Teacher Education; Secondary School Teachers EJ653059 TM524425 Teacher Sorting and the Plight of Urban Schools: A Descriptive Analysis. Author: Lankford, Hamilton; Loeb, Susanna; Wyckoff, James Availability: Rand Review, P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642 (Toll Free); e-mail: order@rand.org. Journal Citation: Educational Evaluation and Policy Analysis, v24 n1 p37-62 Spr 2002 Publication Date: 2002 ISSN: 0162-3737 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJAN2003 Abstract: Used data on New York state teachers to determine how much variation in the average attributes of teachers exists across schools, identify schools with the least qualified teachers, assess changes in the distribution over time, and determine how the distribution of teachers is affected by attrition, transfer, and the matches between teachers and schools at the start of careers. (SLD) Descriptors: *Beginning Teachers; Elementary Secondary Education; *Job Placement; Teacher Characteristics; Teacher Education; *Teacher Qualifications; Teacher Supply and Demand; *Urban Teaching EJ652604 PS533189 Problems in Developing a Constructivist Approach to Teaching: One Teacher's Transition from Teacher Preparation to Teaching. Author: Cook, Leslie Susan; Smagorinsky, Peter; Fry, Pamela G.; Konopak, Bonnie; Moore, Cynthia Availability: Alberta Teachers' Association, Barnett House, 11010 142 Street, Edmonton, alberta, Canada, T5N 2R1. Journal Citation: Elementary School Journal, v102 n5 p389-413 May 2002 Publication Date: 2002 ISSN: 0013-5984 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJAN2003 Abstract: This case study uses activity theory to analyze the conceptualization of teaching for an elementary school teacher in her first full-time job teaching a kindergarten/first-grade class. Findings center on teacher's use of integrations and the decentering of the classroom. Rather than sustaining concept of constructivist teaching, the teacher developed a less unified understanding and application of the abstract concept. (Author/KB) Descriptors: Abstract Reasoning; *Beginning Teachers; Case Studies; Concept Formation; *Constructivism (Learning); *Elementary School Teachers; Primary Education; *Teacher Attitudes; *Teaching (Occupation); Theories EJ651408 SP530358 Out-of-Field Assignments: Case Studies of Two Beginning Teachers. Author: Ringstaff, Cathy; Sandholtz, Judith Haymore Availability: American Medical Association, P.O. Box 10946, Chicago, IL 60610-0946. Tel: 800-262-2350 (Toll-Free); e-mail: ama-subs@ama-assn.org; Web site: http://www.jama.com. Journal Citation: Teachers College Record, v104 n4 p812-41 Jun 2002 Publication Date: 2002 ISSN: 0161-4681 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJDEC2002 Abstract: Examined two beginning high school teachers, one credentialed in English and one in science, as they taught English, suggesting that out-of-field teaching is very complex, identifying factors contributing to the complexity, and proposing conceptualizing out-of-field teaching as a matter of goodness of fit to take into account the relationship among teacher characteristics, contextual characteristics, and teaching placement. (SM) Descriptors: *Beginning Teachers; Case Studies; English Instruction; Secondary Education; Secondary School Teachers; Teacher Certification; Teacher Competencies; Teacher Placement; Teaching Methods; Teaching Skills Identifiers: *Out of Field Classes; Subject Content Knowledge; Teacher Knowledge EJ651376 SP530326 What Does Research Say About Teacher Induction and IHE/LEA Collaborative Programs? Author: Wood, Ann L. Availability: Caddo Gap Press, 3145 Geary Blvd., PMB 275, San Francisco, CA 94118. Tel: 415-392-1911; Fax: 415-956-3702. Journal Citation: Issues in Teacher Education, v10 n2 p68-81 Fall 2001 Publication Date: 2001 ISSN: 1536-3031 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJDEC2002 Abstract: Examines collaborative teacher induction programs involving higher education institutions and local education agencies, focusing on the California experience. Four themes include the importance of multiple support or a triad model of support, unique opportunities offered by Professional Development Schools, the role of teacher educators in smoothing the transition for beginning teachers, and the need to emphasize collaborations with site administrators. (SM) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; *College School Cooperation; Cooperative Planning; Elementary Secondary Education; Partnerships in Education; Public Schools; *Reflective Teaching; Teacher Educators; Teacher Role Identifiers: California EJ651375 SP530325 Is It Just Natural? Beginning Teachers' Growth in Reflective Practice. Author: McCormick, Rae S. Availability: Caddo Gap Press, 3145 Geary Blvd., PMB 275, San Francisco, CA 94118. Tel: 415-392-1911; Fax: 415-956-3702. Journal Citation: Issues in Teacher Education, v10 n2 p55-67 Fall 2001 Publication Date: 2001 ISSN: 1536-3031 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJDEC2002 Abstract: Focus groups with beginning teachers examined their perceptions of their own development as reflective practitioners while participating in the California Formative Assessment and Support System for Teachers (CFASST). While teachers often expressed their proclivity to be reflective educators, CFASST's systematic structure and support allowed them to focus their reflection on specific aspects of teaching and act on those reflections. (SM) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; Elementary Secondary Education; *Reflective Teaching; *Teacher Attitudes; EJ651374 SP530324 What Skills, Beliefs, and Practices Enable Experienced Teachers To Promote Reflective Practice in Novice Teachers? Author: Wing, Jean Yonemura; Jinks, Theresa Availability: Caddo Gap Press, 3145 Geary Blvd., PMB 275, San Francisco, CA 94118. Tel: 415-392-1911; Fax: 415-956-3702. Journal Citation: Issues in Teacher Education, v10 n2 p39-53 Fall 2001 Publication Date: 2001 ISSN: 1536-3031 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJDEC2002 Abstract: Examines how experienced teachers are trained to act as support providers, understandings they glean from the training, and their interpretation and presentation of these understandings during interactions with beginning teachers. The paper explains that the link between support providers and beginning teachers is the core of the induction process, illustrating how support providers influence outcomes for beginning teachers. (SM) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; Elementary Secondary Education; *Reflective Teaching; Teacher Attitudes; *Teacher Collaboration; Teacher Role; EJ651373 SP530323 CFASST Implementation and Reflective Practice: The Interplay of Structures and Perceptions. Author: Storms, Barbara A.; Lee, Ginny Availability: Caddo Gap Press, 3145 Geary Blvd., PMB 275, San Francisco, CA 94118. Tel: 415-392-1911; Fax: 415-956-3702. Journal Citation: Issues in Teacher Education, v10 n2 p23-38 Fall 2001 Publication Date: 2001 ISSN: 1536-3031 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJDEC2002 Abstract: Examines implementation of the California Formative Assessment and Support System for Teachers (CFASST) within local California Beginning Teacher Support and Assessment (BTSA) programs using data from six case studies and highlighting how local BTSA program directors thought about and acted to implement CFASST. The study illustrated the essential but insufficient role design structures contributed to program implementation. (SM) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; Elementary Secondary Education; Formative Evaluation; Program Implementation; *Reflective Teaching; EJ651372 SP530322 Can State Policy Mandate Teacher Reflection? Author: Olebe, Margaret G. Availability: Caddo Gap Press, 3145 Geary Blvd., PMB 275, San Francisco, CA 94118. Tel: 415-392-1911; Fax: 415-956-3702. Journal Citation: Issues in Teacher Education, v10 n2 p9-21 Fall 2001 Publication Date: 2001 ISSN: 1536-3031 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJDEC2002 Abstract: Surveyed beginning teaches, support providers, site administrators, and program staff in local California Beginning Teacher Support and Assessment programs regarding their perceptions of the effectiveness of various program elements in fostering reflective teaching, examining policy intents, program goals, and teachers' understandings of their work. Overall, structured formative assessment and support drove, focused, and increased beginning and experienced teachers' reflection. (SM) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; Elementary Secondary Education; Formative Evaluation; Program Effectiveness; *Reflective Teaching; *Teacher Collaboration; Teacher Evaluation Identifiers: California; *State Policy EJ651371 SP530321 From the Guest Editor: Examining Reflective Practice in California's Beginning Teacher Support and Assessment Program. Author: Olebe, Margaret G. Availability: Caddo Gap Press, 3145 Geary Blvd., PMB 275, San Francisco, CA 94118. Tel: 415-392-1911; Fax: 415-956-3702. Journal Citation: Issues in Teacher Education, v10 n2 p3-7 Fall 2001 Publication Date: 2001 ISSN: 1536-3031 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJDEC2002 Abstract: Introduces a theme issue on reflective practice in California's Beginning Teacher Support and Assessment program. Papers highlight: state policy mandating teacher reflection; the California Formative Assessment and Support System for Teachers; teacher skills and beliefs for promoting reflective practice in novice teachers; beginning teachers' growth in reflective practice; and research on teacher induction and college-school collaboration programs. (SM) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; College School Cooperation; Educational Research; Elementary Secondary Education; Formative Evaluation; Partnerships in Education; *Reflective Teaching; Teacher Attitudes; Teacher Evaluation; Teaching Skills Identifiers: State Policy EJ650864 IR545872 Online Collaboration: Supporting Novice Teachers as Researchers. Author: Davis, Barbara H.; Resta, Virginia K. Availability: Missouri Association of School Librarians, 3912 Manorwood Dr., St. Louis, MO 63628-9349. Journal Citation: Journal of Technology and Teacher Education, v10 n1 p101-17 2002 Publication Date: 2002 ISSN: 1059-7069 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJDEC2002 Abstract: Presents a descriptive study that examined the influence of using electronic mail to support novice teachers as they attempted to sustain action research projects in their classrooms. Suggests that online collaborations are an effective method of supporting novice teachers in their research efforts. (Author/LRW) Descriptors: *Action Research; *Beginning Teachers; *Electronic Mail; *Teacher Collaboration; *Teacher Researchers Identifiers: Novices EJ649818 SP530288 Teaching the Culture of High Stakes Testing: Listening to New Teachers. Author: Costigan, Arthur T., III Availability: Hudson Institute, P.O. Box 26-919, Indianapolis, IN 46226 ($19.95, subcriptions). E-mail: amoutlook@hudson.org; Web site: http://ao.hudson.org/index.cfm. Journal Citation: Action in Teacher Education, v23 n4 p35-42 Win 2002 Publication Date: 2002 ISSN: 0162-6620 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV2002 Abstract: Interviewed six beginning elementary teachers regarding the impact of New York City's high stakes testing culture on their classroom practice. Respondents explained that testing had become a focal point of daily classroom practice. They found the culture of testing troublesome, noting its negative impact on education. They expressed feelings ranging from oppression to wanting to leave the profession. (SM) Descriptors: *Beginning Teachers; Elementary Secondary Education; Evaluation Methods; *High Stakes Tests; *Student Evaluation; Teacher Attitudes Identifiers: New York (New York) EJ649805 SP530275 The Beginning Educator Support and Training Program in Connecticut. Author: Miller, Judith Bourell; Morley, Victoria S.; Westwater, Barbara Availability: Hudson Institute, P.O. Box 26-919, Indianapolis, IN 46226 ($19.95, subcriptions). E-mail: amoutlook@hudson.org; Web site: http://ao.hudson.org/index.cfm. Journal Citation: Journal of Physical Education, Recreation & Dance, v73 n4 p24-27 Apr 2002 Publication Date: 2002 ISSN: 0730-3084 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJNOV2002 Abstract: Connecticut's Beginning Educator Support and Training (BEST) program offers support and assessment for beginning teachers. This paper describes Connecticut's continuum of support, the portfolio assessment process, and the effect of high standards on preservice physical educator preparation, experienced teachers, and K-12 curriculum, instruction, and assessment. It also describes collaborative relationships that are key to BEST's success. (SM) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; Elementary Secondary Education; Higher Education; *Physical Education; Portfolio Assessment; Preservice Teacher Education; *State Standards; Teacher Competencies; Teacher Evaluation; Teaching Skills Identifiers: *Connecticut EJ649791 SP530261 Palestinian Novice Teachers' Perception of a Good Mentor. Author: Kanan, Hana M.; Baker, Ahmad M. Availability: Hudson Institute, P.O. Box 26-919, Indianapolis, IN 46226 ($19.95, subcriptions). E-mail: amoutlook@hudson.org; Web site: http://ao.hudson.org/index.cfm. Journal Citation: Journal of Education for Teaching, v28 n1 p35-43 Apr 2002 Publication Date: 2002 ISSN: 0260-7476 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV2002 Abstract: Interviewed beginning Palestinian teachers about their perceptions of the attributes of a good mentor. Results indicated that these Palestinian teachers did not differ significantly from their colleagues in other countries. Their concerns concentrated around professional and educational needs. However, many found it difficult to identify cognitively with the western concept of mentoring. (SM) Descriptors: Beginning Teacher Induction; *Beginning Teachers; *Cultural Differences; Cultural Relevance; Elementary Secondary Education; Foreign Countries; *Mentors; Teacher Attitudes Identifiers: *Palestine EJ649756 SP530226 On Becoming a Teacher of Students: One Case for Teacher Education. Author: Stooksberry, Lisa Availability: Hudson Institute, P.O. Box 26-919, Indianapolis, IN 46226 ($19.95, subcriptions). E-mail: amoutlook@hudson.org; Web site: http://ao.hudson.org/index.cfm. Journal Citation: Action in Teacher Education, v24 n1 p3-8 Spr 2002 Publication Date: 2002 ISSN: 0162-6620 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV2002 Abstract: Examines the influence of teacher education on one novice teacher's practice. She believes that teaching and learning occur between each student and the teacher and that each member of t he learning community is responsible for teaching and learning. She uses content knowledge as the vehicle through which to teach students and advance their contributions to the learning experience. (SM) Descriptors: *Beginning Teachers; Elementary Secondary Education; Graduate Study; Higher Education; Pedagogical Content Knowledge; *Preservice Teacher Education; Student Role Identifiers: Learning Communities; Teacher Knowledge EJ649268 JC510001 Expanding Teacher Mentorship Programs though Electronic Learning Communities. Author: Heath, Jay A.; Yost, Roseanne Availability: For full text: http://www.ohiou.edu/perspectives. Journal Citation: Journal of School Improvement, v2 n1 p25-28 Spr 2001 Publication Date: 2001 ISSN: 1043-3511 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJNOV2002 Abstract: Suggests that mentorships for beginning K-12 teachers can stem the departure of new teachers. Reports that the MASTER Teacher organization has collaborated with the North Central Association Commission on Accreditation and School Improvement to develop an online Teacher Training Academy (TTA), in which a facilitator mentors a small group of teachers. (NB) Descriptors: *Beginning Teachers; Educational Improvement; *Elementary Education; Internet; Interprofessional Relationship; *Mentors; *Professional Development; *Teacher Shortage; EJ649254 IR546084 The Biotechnology Summer School: A Novel Teaching Initiative. Author: Thomas, Malcolm; Keirle, Kath; Griffith, Gareth; Hughes, Steve; Hart, Paul; Schollar, John Availability: For full text: http://www.ohiou.edu/perspectives. Journal Citation: Innovations in Education and Teaching International, v39 n2 p124-36 May 2002 Publication Date: 2002 ISSN: 1470-3297 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJNOV2002 Abstract: Describes an interactive summer school teaching initiative in the United Kingdom that engages newly qualified secondary science teachers as mentors in the teaching of biotechnology. Highlights include course structure and format; opportunities for practical work; group work; peer assessment; course evaluation; and student attitudes. (Contains 52 references.) (Author/LRW) Descriptors: *Beginning Teachers; Biotechnology; Course Evaluation; Course Organization; Foreign Countries; Group Instruction; *Mentors; Peer Evaluation; *Science Teachers; Secondary School Science; Student Attitudes; *Summer Schools; *Teacher Education; Theory Practice Relationship Identifiers: Course Development; United Kingdom EJ648711 EA539708 21st Century Professional Development: The Job-Embedded, Continual Learning Model. Author: West, P. R. Availability: Web site: http://www.ehponline.org Journal Citation: American Secondary Education, v30 n2 p72-86 Spr 2002 Publication Date: 2002 ISSN: 0003-1003 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJNOV2002 Abstract: Describes a high school mentor-oriented, beginning-teacher professional development program emphasizing teacher efficacy. (PKP) Descriptors: *Beginning Teachers; Elementary Secondary Education; *Mentors; *Professional Development Identifiers: Ohio (Columbus); Twenty First Century EJ647761 RC515347 Accessing the Knowledge Base of Retired Teachers: Experiences in Establishing a Formal Mentoring Program in a Rural School Division. Author: Goddard, J. Tim; Habermann, Sharon Reimer Availability: Coalition for Education in the Outdoors, CEO, Park Center, Box 2000, Cortland, NY 13045, phone: 607-753-4971 (single issues $10.00). Journal Citation: Journal of Research in Rural Education, v17 n2 p92-101 Fall 2001 Publication Date: 2001 ISSN: 8756-0534 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJOCT2002 Abstract: A program in rural Alberta (Canada) used retired teachers to mentor beginning teachers. Surveys and interviews with 24 proteges and 21 mentors indicated that the recruitment of experienced mentors, the provision of money, the establishment of a sense of community, and the provision of time for reflection all contributed to the program's success. (Contains 20 references.) (TD) Descriptors: *Beginning Teachers; *Collegiality; Elementary Secondary Education; Faculty Mobility; Foreign Countries; *Mentors; Professional Isolation; *Rural Schools; Teacher Attitudes; Teacher Recruitment; *Teacher Retirement Identifiers: Alberta; *Protege Mentor Relationship EJ647218 EC630166 Teacher Mentoring and Collaboration. Author: Smith, Sean Availability: P.O. Box 1888, Cedar Rapids, IA 52406-1888. Tel: 319-364-6167; Fax: 319-364-4278; Web site: http://www.buildings.com. Journal Citation: Journal of Special Education Technology, v17 n1 p47-48 Win 2002 Publication Date: 2002 ISSN: 0162-6434 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJOCT2002 Abstract: This article briefly reviews research supporting the value of teacher mentoring programs for beginning and experienced teachers and reports on implementation efforts including Cincinnati's Peer Assistance and Evaluation Program, the Rhode Island Teachers & Technology Initiative, and programs at the University of Texas-El Paso and Iowa State University. (Contains 8 references.) (DB) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; Elementary Secondary Education; Higher Education; *Mentors; Professional Development; EJ646868 CS762472 Teacher Resiliency: A Key to Career Longevity. Author: Bobek, Becky L. Availability: College of Education and Behavioral Science, Morehead State University, Morehead, KY 40351. Journal Citation: Clearing House, v75 n4 p202-05 Mar-Apr 2002 Publication Date: 2002 ISSN: 0009-8655 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJOCT2002 Abstract: Suggests teacher resiliency is a critical element in classroom success and teacher retention. Identifies significant adult relationships, a sense of personal responsibility, social and problem-solving skills, a sense of competence, expectations and goals, confidence, a sense of humor, and a sense of accomplishment as resources important in the development of resilience. Describes how these resources can help new teachers. (RS) Descriptors: *Beginning Teachers; Humor; Labor Turnover; Problem Solving; Professional Development; Secondary Education; *Teacher Characteristics Identifiers: Ego Resiliency Descriptive Terms: Theme: Teacher Renewal. EJ646865 CS762469 The Early Years: Mediating the Organizational Environment. Author: Walsdorf, Kristie L.; Lynn, Susan K. Availability: College of Education and Behavioral Science, Morehead State University, Morehead, KY 40351. Journal Citation: Clearing House, v75 n4 p190-94 Mar-Apr 2002 Publication Date: 2002 ISSN: 0009-8655 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJOCT2002 Abstract: Suggests principals and supervisors should be aware of the special needs of beginning teachers and work to provide a climate that supports positive growth. Offers strategies for beginning teacher and administrator strategies on the issues of isolation and loneliness, classroom management and discipline, conflict with colleagues, understanding students' needs, difficult teaching assignments, and lack of spare time. (RS) Descriptors: *Administrator Role; *Beginning Teacher Induction; *Beginning Teachers; Classroom Techniques; Interprofessional Relationship; *Organizational Climate; Secondary Education; Student Needs; Teacher Supervision; *Teaching Conditions; Descriptive Terms: Theme: Teacher Renewal. EJ646621 CE539501 Tech Teaching 101. Author: Myers, Howard; Odenwelder, Paul Availability: http://www.irrodl.org/content/v3.1/index.html Journal Citation: Techniques: Connecting Education and Careers, v77 n5 p36-39 May 2002 Publication Date: 2002 ISSN: 1091-0131 Language: English Document Type: Journal articles (080) Journal Announcement: CIJOCT2002 Abstract: This introduction to teaching compares key instructional choices: teacher directed versus student interactive and high- versus low-engagement teaching environment. The need for professional development is stressed. (JOW) Descriptors: *Beginning Teachers; *Educational Environment; *Professional Development; Teaching Methods; *Technical Education Identifiers: Career and Technical Education Descriptive Terms: Theme: Educating the Educators. EJ646400 SP530126 Teacher Education in Ireland: The Induction and Continuing Professional Development of Primary Teachers. Author: Killeavy, Maureen Availability: Northwest Regional Education Laboratory, 101 SW Main St., 500, Portland, OR 97204. Tel: 503-275-9500. Journal Citation: European Journal of Teacher Education, v24 n2 p115-32 2001 Publication Date: 2001 ISSN: 0261-9768 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2002 Abstract: Examines preservice teacher education and professional development in Ireland, presenting a case study of graduates from one Irish college of education during their first 10 years of teaching elementary school and noting participants' involvement in professional development and graduate studies. Participants had no formal induction programs, though most were involved in some inservice education and most had permanent teaching jobs. (SM) Descriptors: *Beginning Teacher Induction; Beginning Teachers; Career Development; Case Studies; Elementary Education; *Elementary School Teachers; *Faculty Development; Foreign Countries; Graduate Study; *Inservice Teacher Education; Labor Turnover; Preservice Teacher Education; Teacher Improvement; Teacher Persistence Identifiers: *Ireland; Teacher Socialization EJ646396 SP530122 Where Are They Now? Former PDS Interns Emerge as First-Year Teacher Leaders. Author: Snow-Gerono, Jennifer L.; Dana, Nancy Fichtman; Silva, Diane Yendol Availability: Northwest Regional Education Laboratory, 101 SW Main St., 500, Portland, OR 97204. Tel: 503-275-9500. Journal Citation: Professional Educator, v24 n1 p35-48 Fall 2001 Publication Date: 2001 ISSN: 0196-786X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2002 Abstract: Investigated the experiences of first-year teachers who learned to teach in a Professional Development School and completed an inquiry-oriented, full-year internship. Interviews conducted during the internship and first teaching years indicated that these teachers surpassed the traditional survival stage of novice teachers, had strongly developed teacher stances, and emerged as teacher leaders within their varied school contexts. (SM) Descriptors: *Beginning Teachers; College School Cooperation; Elementary Secondary Education; Higher Education; Internship Programs; Preservice Teacher Education; *Professional Development Schools; Teacher Characteristics; *Teacher Leadership; EJ646347 SP530065 "Lost at Sea": New Teachers' Experiences with Curriculum and Assessment. Author: Kauffman, David; Johnson, Susan Moore; Kardos, Susan M.; Liu, Edward; Peske, Heather G. Availability: Eta Sigma Gamma, the National Professional Health Education Honorary, 2000 University Ave., Muncie, IN 47306. Journal Citation: Teachers College Record, v104 n2 p273-300 Mar 2002 Publication Date: 2002 ISSN: 0161-4681 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2002 Abstract: Interviewed diverse beginning teachers in a variety of Massachusetts public schools regarding how they experienced curriculum and assessments in the face of standards-based reform. Respondents received little or no guidance about what to teach or how to teach it and struggled to prepare content and materials. The standards and accountability environment created a sense of urgency but no support. (SM) Descriptors: Academic Standards; *Beginning Teachers; *Curriculum Development; Elementary Secondary Education; Public Schools; Standardized Tests; *State Standards; Student Evaluation Identifiers: Massachusetts EJ646346 SP530064 Requirements for an Assessment Procedure for Beginning Teachers: Implications from Recent Theories on Teaching and Assessment. Author: Uhlenbeck, Anne M.; Verloop, Nico; Beijaard, Douwe Availability: Eta Sigma Gamma, the National Professional Health Education Honorary, 2000 University Ave., Muncie, IN 47306. Journal Citation: Teachers College Record, v104 n2 p242-72 Mar 2002 Publication Date: 2002 ISSN: 0161-4681 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2002 Abstract: Examined the best approach to the development of procedures for assessing beginning teachers, reviewing studies on teacher thinking, development, learning, and knowledge; examining studies on new approaches to teacher evaluation and on issues of validity and reliability; and proposing a framework with 15 implications for the development of beginning teacher assessments. (Contains references.) (SM) Descriptors: *Beginning Teachers; Elementary Secondary Education; *Evaluation Methods; Faculty Development; Learning; Reliability; *Teacher Evaluation; Validity Identifiers: Teacher Knowledge; Teacher Thinking EJ645893 RC515269 New Teachers' Perspectives on Continuing Professional Development: Accountability or Professional Growth? Author: Purdon, Aileen Availability: For full text: http://www.marshall.edu/jrcp/vole1/vole11/NelsonEwen.html. Journal Citation: Scottish Educational Review, v33 n2 p110-22 Nov 2001 Publication Date: 2001 ISSN: 0141-9072 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2002 Abstract: A study examined attitudes of 50 new teachers toward emerging Scottish policies concerning continuing professional development (CPD). Findings indicate that teachers need to be better informed about CPD and other policy initiatives; characteristics of an effective professional educator must be identified; teachers must critically analyze their professional role; and teachers viewed CPD as more concerned with accountability than professional growth. (Contains 28 references.) (TD) Descriptors: *Beginning Teachers; *Educational Policy; Elementary Secondary Education; Foreign Countries; Higher Education; Participative Decision Making; *Policy Formation; *Professional Development; *Teacher Attitudes; Teacher Role; Teacher Surveys Identifiers: Policy Implementation; Professionalism; *Scotland EJ644124 SP529988 Beginning Teacher Perceptions of Concerns: A Longitudinal Look at Teacher Development. Author: Gilles, Carol; Cramer, Mary McCart; Hwang, Sang K. Availability: The National Association of Nurses, 810 E. 10th Street, Lawrence, KS 66044-8897. Tel: 785-843-1235., Journal Citation: Action in Teacher Education, v23 n3 p92-98 Fall 2001 Publication Date: 2001 ISSN: 0162-6620 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAUG2002 Abstract: Describes a study involving 5 years of interview data from first year teachers in a school-university partnership that provided induction and mentoring at the graduate level. Results highlighted three themes: self-survival, mastery of the task, and awareness of student needs. Further analysis indicated that for these new teachers, meeting students needs was a bigger concern than discipline. (SM) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; College School Cooperation; Elementary Secondary Education; Graduate Students; Higher Education; Partnerships in Education; Preservice Teacher Education; *Student Needs; Teacher Attitudes; EJ642874 CS762256 A Quantitative Description of the Content Reading Practices of Beginning Teachers. Author: Spor, Mary W.; Schneider, Barbara Kane Availability: Published by the Graduate School of Journalism, University of Wollongong, NSW 2522 Australia. Full text at http://www.uow.edu.au/crearts/journalism/APME/edinfo.html. Journal Citation: Reading Horizons, v41 n4 p257-73 2001 Publication Date: 2001 ISSN: 0034-0502 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAUG2002 Abstract: Describes the classroom practices of 92 K-12 beginning teachers with five or fewer years of teaching experience. Surveys these teachers relative to their knowledge of, use of, and interest in learning content reading strategies; their sources of information regarding reading strategies; and their confidences and concerns about preparing lessons. (SG) Descriptors: *Beginning Teachers; *Content Area Reading; Elementary Secondary Education; Lesson Plans; *Reading Strategies; *Teacher Attitudes; EJ642136 SP529872 Teacher Fellows: A Graduate Program for Beginning Teachers. Author: Davis, Barbara H.; Resta, Virginia K.; Higdon, Kim A.; Latiolais, Laura L. Availability: Carfax Publishing, Taylor & Francis Inc., 325 Chestnut Street, 8th Floor, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll free); Fax: 215-625-2940; e-mail: enquiry@tandf.co.uk; Web site: http://www.tandf.co.uk. Journal Citation: Action in Teacher Education, v23 n2 p43-49 Sum 2001 Publication Date: 2001 ISSN: 0162-6620 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2002 Abstract: Examines a school-university partnership which provides graduate-level mentoring and induction to beginning teachers. Data collected on teacher retention, participant reflections, school district evaluations, and ongoing collaborations suggest that beginning teachers have intensive support while earning a Master's Degree, the university gains additional teaching resources, school districts become collaborative partners in teacher preparation, and master teachers receive professional development. (SM) Descriptors: Beginning Teacher Induction; *Beginning Teachers; College School Cooperation; Elementary Secondary Education; Faculty Development; *Graduate Study; Higher Education; Masters Degrees; Partnerships in Education; *Preservice Teacher Education; EJ642129 SP529865 First Year Teachers Looking Back after Three Years. Author: Martin, Leisa A.; Chiodo, John J.; Chang, Li-Hung Availability: Carfax Publishing, Taylor & Francis Inc., 325 Chestnut Street, 8th Floor, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll free); Fax: 215-625-2940; e-mail: enquiry@tandf.co.uk; Web site: http://www.tandf.co.uk. Journal Citation: Action in Teacher Education, v23 n1 p55-63 Spr 2001 Publication Date: 2001 ISSN: 0162-6620 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2002 Abstract: Observed and interviewed two beginning teachers regarding their feelings and concerns about their first 3 years of teaching. Although they were initially fearful, they gained confidence with classroom management and discipline, seeking to make an impact on their students, refine their teaching materials, and express concern for students. During the study period, shifts occurred daily and throughout the school year. (SM) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; Classroom Techniques; Discipline; Middle School Teachers; Middle Schools; *Teacher Attitudes; Teacher Influence; Teaching Skills; EJ642125 SP529861 Lessons from Prairie Teachers. Author: Harris, Mary M. Availability: Carfax Publishing, Taylor & Francis Inc., 325 Chestnut Street, 8th Floor, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll free); Fax: 215-625-2940; e-mail: enquiry@tandf.co.uk; Web site: http://www.tandf.co.uk. Journal Citation: Action in Teacher Education, v23 n1 p19-26 Spr 2001 Publication Date: 2001 ISSN: 0162-6620 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2002 Abstract: Examined the Prairie Teachers Project, a program of support for new teachers in eight rural schools, focusing on why teachers remained or left. Teachers who remained tended to have lived in and feel committed to small communities. Rural schools likely to retain new teachers had ongoing programs of professional development, supportive colleagues and administrators, and stable employment conditions. (SM) Descriptors: *Beginning Teacher Induction; Elementary Secondary Education; Faculty Development; Higher Education; Labor Turnover; Preservice Teacher Education; *Rural Schools; *Teacher Persistence; Teacher Shortage; Teaching Conditions Identifiers: North Dakota EJ641095 EC629416 Supporting Beginning Special Education Teachers. Author: Whitaker, Susan D. Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Focus on Exceptional Children, v34 n4 p1-18 Dec 2001 Publication Date: 2001 ISSN: 0015-511X Language: English Document Type: Information Analysis (070); Journal articles (080) Journal Announcement: CIJJUL2002 Abstract: This article explores factors related to the difficulties that teachers experience in their first year of teaching, needs and concerns of beginning general education and special education teachers, and induction and mentoring of beginning teachers. Recommendations for ways various individuals can support beginning special education teachers are provided. (Contains references.) (CR) Descriptors: Administrator Role; *Beginning Teacher Induction; *Beginning Teachers; *Disabilities; Elementary Secondary Education; *Mentors; *Special Education Teachers; *Teacher Education Programs; EJ640981 EA539375 Essential Skills for New Teachers. Author: Freiberg, H. Jerome Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Educational Leadership, v59 n6 p56-60 Mar 2002 Publication Date: 2002 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2002 Abstract: Describes professional development for new teachers based on three categories of research-based instructional strategies: organizing, including planning, advance work, and classroom management; instructing, more student-centered than teacher-centered; and assessing, both student assessment and self-assessment. (PKP) Descriptors: *Beginning Teacher Induction; *Educational Strategies; Elementary Secondary Education; *Professional Development; EJ640980 EA539374 Induction: The Best Form of Professional Development. Author: Wong, Harry K. Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Educational Leadership, v59 n6 p52-54 Mar 2002 Publication Date: 2002 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2002 Abstract: Asserts that professional development for beginning teachers should begin with induction programs. Describes three exemplary beginning-teacher induction programs: Flowing Wells School District, Tucson, Arizona; Lafourche Parish Public Schools, Thibodaux, Louisiana; and Port Huron Area Schools, Port Huron, Michigan. (PKP) Descriptors: *Beginning Teacher Induction; Elementary Secondary Education; *Professional Development; EJ640972 EA539366 Keeping New Teachers in Mind. Author: Johnson, Susan Moore; Kardos, Susan M. Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Educational Leadership, v59 n6 p12-16 Mar 2002 Publication Date: 2002 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2002 Abstract: Discusses research on new-teacher induction from the Project on Next Generation of Teachers at the Harvard Graduate School of Education. Describes three types of school-based professional cultures: veteran-oriented, novice-oriented, and integrated. Emphasizes the importance of organized onsite, ongoing support for new teachers. (PKP) Descriptors: *Beginning Teacher Induction; Cooperation; *Culture; Elementary Secondary Education; Inservice Teacher Education; Master Teachers; Principals; *Professional Development; *Schools Identifiers: Harvard University MA EJ640938 EA539332 The Impact of District Policy on Beginning Teachers. Author: Grossman, Pam; Thompson, Clarissa; Valencia, Sheila Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: ERS Spectrum, v20 n1 p10-20 Win 2002 Publication Date: 2002 ISSN: 0740-7874 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2002 Abstract: Examines the role that policies concerning curriculum, professional development, and mentoring in two reform-active districts played in shaping the experiences and concerns of two first-year language-arts teachers. Finds that the two districts served powerful roles as teacher educators, even if the first-year teachers are only dimly aware of formal district policies. (Contains 30 references.) (Authors/PKP) Descriptors: *Beginning Teachers; *Board of Education Policy; Curriculum Development; Educational Change; Elementary Secondary Education; Mentors; State Legislation; EJ640915 EA539294 What Can Principals Do About New Teacher Attrition? Author: Colley, Amy C. Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Principal, v81 n4 p22-24 Mar 2002 Publication Date: 2002 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2002 Abstract: Describes three major roles principals can play to support and retain new teachers: Instructional leader, culture builder, and mentor coordinator. (PKP) Descriptors: *Administrator Role; *Beginning Teachers; Elementary Secondary Education; *Faculty Mobility; Instructional Leadership; Mentors; *Principals; School Culture; EJ640914 EA539293 What New Teachers Need: A Principal's Perspective. Author: Stuart, Lynn Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Principal, v81 n4 p18-21 Mar 2002 Publication Date: 2002 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2002 Abstract: Provides one principal's perspective about the necessary elements of effective preservice training and a workplace "wraparound" support system for new teachers to succeed. Describes support provided to one new teacher. Includes tips for maximizing the benefits of a new teacher-monitor program. (PKP) Descriptors: *Administrator Role; *Beginning Teachers; Elementary Secondary Education; Mentors; *Principals; *Teacher Education; Teacher Effectiveness; EJ640183 SP529840 The Micropolitics of Teacher Induction. A Narrative-Biographical Study on Teacher Socialization. Author: Kelchtermans, Geert; Ballet, Katrijn Availability: Sage Publications, 2455 Teller Road, Thousand Oaks, CA 91320 ($78). Tel: 800-818-7243; Web site: http://www.sagepub.com. Journal Citation: Teaching and Teacher Education, v18 n1 p105-20 Jan 2002 Publication Date: 2002 ISSN: 0742-051X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUN2002 Abstract: Examined how beginning teachers experienced their professional socialization during the induction phase and how they were confronted with the micropolitical realities of school during induction. Data from personal narratives, surveys, and interviews with Flemish elementary teachers revealed five categories of professional interests (material interests, organizational interests, social-professional interests, cultural-ideological interests, and self-interests). (SM) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; Elementary Education; Foreign Countries; Personal Narratives Identifiers: Belgium; *Micropolitics; *Teacher Socialization EJ640144 SP529801 From Preparation to Practice: Designing a Continuum To Strengthen and Sustain Teaching. Author: Feiman-Nemser, Sharon Availability: Carfax Publishing, Taylor & Francis Ltd., P.O. Box 25, Abingdon, Oxfordshire, OX14 3UE, U.K. Tel: 0141-330-6631. Journal Citation: Teachers College Record, v103 n6 p1013-55 Dec 2001 Publication Date: 2001 ISSN: 0161-4681 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUN2002 Abstract: Proposes a curriculum for teacher learning over time, examining the fit between conventional teacher education, induction, professional development, and the challenges of learning to teach in reform-minded ways. The paper examines: central tasks of teacher preparation, induction, and development; how well conventional arrangements address these tasks; and promising programs and practices at each stage of learning. (Contains references.) (SM) Descriptors: Adult Learning; *Beginning Teacher Induction; Beginning Teachers; Elementary Secondary Education; *Faculty Development; Inservice Teacher Education; Knowledge Base for Teaching; Mentors; Preservice Teacher Education; Teacher Collaboration; Teacher Improvement; Teacher Placement; Teachers; Teaching Conditions Identifiers: Teacher Knowledge EJ639654 JC509775 Mentoring Development for Community College Faculty. Author: Galbraith, Michael Availability: Order through Web site: http://query.nytimes.com/search/abstract?res=F50F14F73E5B0C708DDDAB0 994D9404482 ($2.50). Journal Citation: Michigan Community College Journal: Research & Practice, v7 n2 p29-39 Fall 2001 Publication Date: 2001 ISSN: 1081-9428 Language: English Document Type: Information Analysis (070); Journal articles (080); Opinion papers (120) Journal Announcement: CIJJUN2002 Abstract: Discusses the importance of a mentoring program for community college faculty. Identifies characteristics of a good mentor, such as strong communication skills, and those of a good mentee, such as strong listening skills. Argues that a mentoring program is beneficial to the individuals involved, as well as to the community college. (Contains 19 references.) (NB) Descriptors: *Beginning Teacher Induction; *College Faculty; Communication Skills; Community Colleges; *Faculty Development; *Interpersonal Communication; Interpersonal Relationship; Job Shadowing; *Mentors; Professional Development; Rapport; Teacher Education Programs; *Teacher Improvement; Teacher Student Relationship; EJ638390 SP529700 Individualism to Collaboration: The Significance of Teacher Culture to the Induction of Newly Qualified Teachers. Author: Williams, Anne; Prestage, Stephanie; Bedward, Julie Availability: Triangle Journals Ltd., P.O. Box 65, Wallingford, Oxford, OX10 0YG, United Kingdom. E-mail: subscriptions@triangle.co.uk. Web site: www.triangle.co.uk. Journal Citation: Journal of Education for Teaching, v27 n3 p253-67 Nov 2001 Publication Date: 2001 ISSN: 0260-7476 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY2002 Abstract: Used interview data from beginning teachers, mentors, and principals to study the implementation of new arrangements for monitoring and supporting beginning teachers in England, examining the significance of teacher culture in their first teaching year. The new arrangements appeared to have made the greatest impact on schools where the culture was one of structured collaboration versus individualism. (SM) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; Elementary Secondary Education; Foreign Countries; Individualism; School Culture; *Teacher Collaboration Identifiers: England EJ638374 SP529684 Does the First Year of Teaching Have To Be a Bad One? A Case Study of Success. Author: Hebert, Edward; Worthy, Terry Availability: Triangle Journals Ltd., P.O. Box 65, Wallingford, Oxford, OX10, 0GY, U.K. E-mail: subscriptions@triangle.co.uk. Web site: www.triangle.co.uk. Journal Citation: Teaching and Teacher Education, v17 n8 p897-911 Nov 2001 Publication Date: 2001 ISSN: 0742-051X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY2002 Abstract: Examined success in first-year teaching, using observations and interviews conducted over a school year, to describe a new physical education teacher's experiences. Results revealed several factors which impacted success, some related to preservice preparation, others to school context, and others to the new teacher taking an active role in the school social context. (SM) Descriptors: *Beginning Teachers; Case Studies; Classroom Techniques; Discipline; Elementary Secondary Education; Higher Education; Physical Education; Preservice Teacher Education; School Culture; Teacher Role; Teaching Conditions; Teaching Experience; EJ637922 RC515043 Surviving the Crossfire: Walla Walla's Mentoring Program Helps Neophytes Triumph over the Challenges of Teaching. Author: Linik, Joyce Riha Availability: For full text: http://www.nwrel.org/nwedu/2001w/index.html. Journal Citation: Northwest Education, v7 n2 p30-35 Win 2001 Publication Date: 2001 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2002 Abstract: In Walla Walla (Washington), an award-winning teacher mentoring program has boosted the new-teacher retention rate to 93 percent. With state funding, the program assigns each new teacher a "peer coach" and a "peer mentor," then provides training and support for all concerned. The program has become a good recruitment and retention tool. (SV) Descriptors: *Beginning Teacher Induction; Beginning Teachers; *Collegiality; Elementary Secondary Education; *Mentors; Teacher Persistence; *Teaching Conditions Identifiers: Peer Support; Washington (Walla Walla) Descriptive Terms: Theme issue title: "New Teachers: From Surviving to Thriving." EJ637920 RC515041 Mr. Fisher Finds His Calling. Author: Boss, Suzie Availability: For full text: http://www.nwrel.org/nwedu/2001w/index.html. Journal Citation: Northwest Education, v7 n2 p20-23,36-40 Win 2001 Publication Date: 2001 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2002 Abstract: Describes a 30-year-old new teacher's first year in an Oregon fourth-grade classroom, as he grapples with his students' diverse learning needs, inadequate textbooks, the isolation of being a rookie, and the pressures of simultaneously engaging his students' interest and meeting state standards. Lists four helpful books for new teachers. (SV) Descriptors: Active Learning; *Beginning Teachers; *Classroom Techniques; Elementary Education; Elementary School Teachers; *Grade 4; Teacher Student Relationship; *Teaching Experience Identifiers: Oregon Descriptive Terms: Theme issue title: "New Teachers: From Surviving to Thriving." EJ637917 RC515038 Facing the Future. Author: Boss, Suzie Availability: For full text: http://www.nwrel.org/nwedu/2001w/index.html. Journal Citation: Northwest Education, v7 n2 p2-9,41 Win 2001 Publication Date: 2001 Language: English Document Type: Information Analysis (070); Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2002 Abstract: A review of recent literature examines the growing shortage of qualified teachers, related to rising enrollments and high teacher turnover; various recruitment strategies; the needs of novice teachers; and well-designed induction and mentoring programs to support and retain new teachers. Sidebars describe efforts to recruit and train new teachers for rural schools in Oregon, Washington, and Montana. (SV) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; Educational Needs; Elementary Secondary Education; Higher Education; Mentors; *Preservice Teacher Education; Professional Development; Rural Schools; *Teacher Recruitment; *Teacher Shortage Identifiers: United States (Northwest) Descriptive Terms: Theme issue title: "New Teachers: From Surviving to Thriving." EJ637527 IR544658 The School Library Media Specialist and the First Year Teacher: A Partnership Revisited. Author: Knapp, Elizabeth; Barron, Daniel D. Availability: Bill Communications, Inc., 50 S. Ninth St., Minneapolis, MN 55402. Available electronically: http://209.11.43.230/onlinelearning/magazine/index.jsp. Journal Citation: School Library Media Activities Monthly, v18 n2 p49-51 Oct 2001 Publication Date: 2001 ISSN: 0889-9371 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2002 Abstract: Considers the information needs of novice teachers and ways they can be met. Discusses help from administrators, veteran teachers, professional development programs, and school library media specialists; and provides a checklist of tips for coping with the first year of teaching. (LRW) Descriptors: Administrator Role; *Beginning Teachers; Check Lists; *Information Needs; Learning Resources Centers; *Librarian Teacher Cooperation; Media Specialists; Professional Development; School Libraries; Teacher Role; EJ637153 EA539404 The Benefits of Mentoring. Author: Holloway, John H. Availability: http://www-writing.berkeley.edu/TESL-EJ Journal Citation: Educational Leadership, v58 n8 p85-86 May 2001 Publication Date: 2001 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY2002 Abstract: Reviews research on the characteristics and benefits of new-teacher mentoring programs. (PKP) Descriptors: *Beginning Teacher Induction; Elementary Secondary Education; *Mentors; *Training; EJ637137 EA539388 Why New Teachers Choose To Teach. Author: Wadsworth, Deborah Availability: http://www-writing.berkeley.edu/TESL-EJ Journal Citation: Educational Leadership, v58 n8 p24-28 May 2001 Publication Date: 2001 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY2002 Abstract: Article based on Public Agenda study of attitudes and feelings of new teachers that found them highly motivated, committed, and enthusiastic about their chosen profession. Study also found that school administrators were equally positive about new teachers. Challenges widely held assumptions about decline in supply and quality of new teachers. (PKP) Descriptors: Administrator Attitudes; *Beginning Teachers; Elementary Secondary Education; *Teacher Attitudes; *Teacher Morale; *Teacher Motivation; EJ636691 CE538805 Fueling the Fire. Author: Cutshall, Sandy Availability: Electronically searchable ERIC RIE document resume data from 1966 forward is available free to the public at http://www.eric.ed.gov. The entire ERIC database in electronic form can be purchased from the ERIC Processing and Reference Facility, 4483-A Forbes Blvd., Lanham, MD 20706 USA. Tel: 800-799-3742 (Toll Free); Tel: 301-552-4200; Web site: http://www.ericfacility.org. Journal Citation: Techniques: Connecting Education and Careers, v77 n1 p30-33 Jan 2002 Publication Date: 2002 ISSN: 1091-0131 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2002 Abstract: Describes one teacher's first year in an adult ESL class. Looks at the rewards and the challenges. (JOW) Descriptors: *Adult Education; *Beginning Teachers; *English (Second Language); Descriptive Terms: Theme: Understanding Our Differences. EJ636657 CE538771 Selected Variables Related to Expected Longevity in Teaching of Entry-Phase Agriculture Teachers. Author: Edwards, M. Craig; Briers, Gary E. Availability: Australian Council for Educational Research, Private Bag 55, Camberwell, Victoria 3124, Australia. Journal Citation: Journal of Career and Technical Education, v18 n1 p7-18 Fall 2001 Publication Date: 2001 ISSN: 0888-8639 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY2002 Abstract: A study of entry-phase agriculture teachers (n=90, one-third female) identified personal, professional, and situational characteristics that would explain how long they expected to remain in teaching. Gender and agricultural work experience were significant predictors. (Contains 28 references.) (SK) Descriptors: *Agricultural Education; *Beginning Teachers; Competence; *Expectation; Predictor Variables; Secondary Education; Secondary School Teachers; *Teacher Persistence; Work Experience; EJ635040 EC628611 The Mentoring Induction Project: Supporting Beginning Special Education Professional--Curriculum Concerns of New Teachers. Author: Warren, Sandra Hoffengardner Availability: Kluwer Academic Publisher, 101 Philip Dr., Assinippi Park, Norwell, MA 02061. Tel: 781-871-6600. Journal Citation: TEACHING Exceptional Children, v34 n2 p89 Nov-Dec 2001 Publication Date: 2001 ISSN: 0040-0599 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2002 Abstract: This brief article describes the Mentoring Induction project of the Council for Exceptional Children. The project has developed guidelines for mentoring programs and piloted the guidelines with eight school districts. Interviews with new teachers suggest their primary concern is with curriculum. Suggestions are offered for how other teachers and administrators can help new teachers. (DB) Descriptors: *Beginning Teacher Induction; Curriculum; *Disabilities; Elementary Secondary Education; *Mentors; Special Education Teachers; Teacher Attitudes; EJ634913 EC628376 Supporting Early Childhood Teachers: A Reflection on the Kentucky Teacher Internship Program. Author: Diamond, Karen E. Availability: Kluwer Academic Publisher, 101 Philip Dr., Assinippi Park, Norwell, MA 02061. Tel: 781-871-6600. Journal Citation: Topics in Early Childhood Special Education, v21 n3 p150-51 Fall 2001 Publication Date: 2001 ISSN: 0271-1214 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJAPR2002 Abstract: This article reflects on the Kentucky Teacher Internship Program, a program that provides first-year early childhood educators support and assistance from a team of resource teachers, principals, and teacher educators through a year-long supervised internship. It discusses teacher attrition and the need to address issues of teachers' pay and benefits. (Contains four references.) (CR) Descriptors: *Beginning Teacher Induction; *Disabilities; Early Childhood Education; Early Intervention; Interdisciplinary Approach; *Internship Programs; *Mentors; Teacher Burnout; *Teacher Education Programs; Teacher Persistence; Teacher Salaries; *Teaching Conditions Identifiers: *Kentucky EJ634912 EC628375 Mentoring the New Professional in Interdisciplinary Early Childhood Education: The Kentucky Teacher Internship Program. Author: McCormick, Katherine M.; Brennan, Sharon Availability: Kluwer Academic Publisher, 101 Philip Dr., Assinippi Park, Norwell, MA 02061. Tel: 781-871-6600. Journal Citation: Topics in Early Childhood Special Education, v21 n3 p131-49 Fall 2001 Publication Date: 2001 ISSN: 0271-1214 Language: English Document Type: Journal articles (080); Reports--Descriptive (141); Reports--Evaluative (142) Journal Announcement: CIJAPR2002 Abstract: This article describes the Kentucky Teacher Internship Program, a year long supervised internship that provides support and assistance to all of Kentucky's first-year interdisciplinary early childhood educators by a team of resource teachers, principals, and teacher educators. Implementation challenges are discussed, as well as suggestions for program adoption. (Contains references.) (Author/CR) Descriptors: *Beginning Teacher Induction; *Disabilities; Early Childhood Education; *Early Intervention; Interdisciplinary Approach; *Internship Programs; *Mentors; Postsecondary Education; Program Design; *Program Implementation; Teacher Education Programs Identifiers: *Kentucky EJ634149 CE538460 Learning/Knowing How To Teach Science in Urban High Schools. Author: Tobin, Kenneth Availability: Volunteering Australia Inc., Suite 2, 33 Queens Road, Melbourne, Victoria 3004, Australia. Journal Citation: Educational Horizons, v80 n1 p41-45 Fall 2001 Publication Date: 2001 ISSN: 0013-175X Language: English Document Type: Journal articles (080) Journal Announcement: CIJAPR2002 Abstract: A teacher describes his first year teaching science in an urban school and the process of co-teaching with other teachers and student "consultants" that helped him relearn to teach and deal with the subculture he encountered. (SK) Descriptors: *Beginning Teacher Induction; High Schools; *Science Instruction; Student Subcultures; *Teaching Methods; *Team Teaching; Urban Schools; EJ633983 TM523809 Attrition of New Teachers among Recent College Graduates: Comparing Occupational Stability among 1992-93 Graduates Who Taught and Those Who Worked in Other Occupations. Author: Henke, Robin R.; Zahn, Lisa Availability: Journal Citation: Education Statistics Quarterly, v3 n2 p69-76 Sum 2001 Publication Date: 2001 ISSN: 1521-3374 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR2002 Abstract: Examined the occupational stability of 1992-1993 bachelor's degree recipients, examining whether those who were teaching in 1994 were more or less likely that those who were working in other occupations in 1994 to have left the workforce or to be working in a different occupation by 1997. (Author/SLD) Descriptors: *Beginning Teachers; *Career Change; *College Graduates; *Employment Patterns; Teacher Burnout; *Teacher Persistence Identifiers: *Occupational Stability Descriptive Terms: For the entire journal, see TM 033 302. Originally published as the Executive Summary of the Statistical Analysis report of the same name. EJ633810 SP529432 Person and Context in Becoming a New Teacher. Author: Flores, Maria Assuncao Availability: Journal Citation: Journal of Education for Teaching, v27 n2 p135-48 Jul 2001 |