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The purpose of this article is to examine how and to what extent schools’ responses to accountability policies in the United States influence the ability of new teachers of color to draw on their own ...
The study examines the induction experiences of new teachers of color in urban high-minority schools as they negotiate challenges about cultural identifications. The research questions ask: How, if at...
This article explores how beginning teachers use and learn from curriculum materials. As part of a longitudinal study of beginning English teachers who teach in the Pacific Northwest of the Unit...
New teachers in the US often are unprepared to meet the needs of culturally and linguistically diverse students. Preparing teachers for diversity has generated widespread interest in mentoring, yet li...
New teachers in the US often are unprepared to meet the needs of culturally and linguistically diverse students. Preparing teachers for diversity has generated widespread interest in mentoring, yet li...
Research on new teachers identifies two critical challenges in relation to how novices view their students: 'practice shock" that results in an overfocus on controlling students and a cultural mismatc...
Mentoring novice teachers often features buddy support, technical advice, and classroom management tips to meet teacher-centered concerns of survival. Such mentoring aligns with conventional models of...
Teacher hiring decisions have far-reaching effects. Accordingly, it is important that prospective teachers be scrutinized carefully. The process that yields new teacher hires also deserves careful ana...
This study examines the relationship between the reported career intentions and perceptions of preparedness of graduating secondary teachers in Quebec, across a two- year period, in an effort to ident...
Successfully inducting new teachers creates professional alliances to sustain learning organizational cultures. This research involved 30 beginning teachers from a large school board in southern Ont...

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