An Assessment by Beginning Missouri Art Teachers of Their Beginning Teacher Assistance Programs

District Policy and Beginning Teachers: A Lens on Teacher Learning

searchers suggest that they suffer from myopia, focusing primarily on concerns about their own competency as teachers and the immediacy of classroom management (Fuller, 1969; Kagan, 1992). Their vision is fixed, understandably, on the contexts closest at hand. From this perspective, the district looms distantly on the horizon, barely in view once the ink has dried on the new teacher’s contract....

Models and Measures of Beginning Teacher Quality

Drawing on analyses of a subset of teacher quality studies in which student outcomes were used as a dependent variable (Hess, 2001; Walsh, 2001), the No Child Left Behind Act (NCLB; 2001) challenged traditional concepts of good teaching by emphasizing content mastery and verbal ability and downplaying the importance of pedagogy. In turn, the belief that pedagogy is a less powerful determinant o...

Mentoring and Beginning Teachers’ Workplace Learning

Mentoring has been the focus of much attention in the recent literature on initial teacher education and induction and as such has become a ‘foundation stone’ of collaborative endeavours between universities and schools in the facilitation of teacher development. In 1998 some 220 beginning teachers and 245 supervisors and mentors in New South Wales government schools were surveyed and beginning...

Missouri v. Jenkins: The Beginning of the End for Desegregation

Placing beginning teachers in hard-to-staff schools: Dilemmas posed by alternative certification programs

2 ACKNOWLEDGEMENTS We would like to thank the California Commission on Teacher Credentialing and Dr. Mike McKibbin, Project Officer for the California Teacher Internship Programs for making the 2002-2003 data available to us. We would also like to acknowledge and thank the following members of the Commission's staff who were instrumental in collecting and organizing the CCTC data set: The autho...