ANNOTATED BIBLIOGRAPHY
- LESSON PLANNING
(The following sites include
links to additional sites)
- PROFESSIONAL DEVELOPMENT SCHOOLS
A Better Beginning:
Helping new teachers survive and thrive. A publication of
the NEA New Teacher Support Initiative. To view or download
a copy, visit the Web at http://conference.nea.org/betbegng.pdf
Bey, T. M., and Holmes, C. T., eds.1990. Mentoring: Developing
Successful New Teachers. Association of Teacher Educators:
Reston, VA.
_____. eds.
1992. Mentoring: Contemporary Principals and Issues.
Association of Teacher Educators: Reston, VA.
Blair-Larsen,
S. M. 1998. Designing a mentoring program. (Teacher assessment).
Education. 118, 602(3).
Author's Abstract: Widespread concern at all levels
about the quality of schools in our nations has led to
renewed interest in the areas of teacher preparation and
teacher induction. Teacher induction is the period of
transition from student to professional. One goal of teacher
induction is to provide ongoing assistance to teachers
entering the profession through mentoring programs. The
goal of a mentoring program whether implemented at the
state or local level is to offer intervention that orients
new teachers to the school community and to provide instructional
and interpersonal support that fosters professional development.
A number of suggestions for a mentor team to consider
when designing a mentoring program for a local school
district are the focus of this article.
Boreen, J., Johnson, M. K., Niday, D., & Potts, J.
(2000). Mentoring Beginning Teachers. York, Maine:
Stenhouse.
Summary: This is a practical book about mentoring beginning
with an overview of mentoring, and discussing the benefits
and tensions. Other chapters cover such specific topics
as the need for mentors, preparing to be a mentor, helping
with classroom management, and encouraging reflection
and professional development. These chapters contain activities
and strategies to assist the mentor in developing and
encouraging these areas. The last chapter supplies numerous
questions and answers related to the mentoring role. The
Appendix contains a list of numerous resources for teachers.
Brock, B. L.,
and Grady, M.L. 1997. From First-Year to First-Rate:
Principals Guiding Beginning Teachers. Corwin Press:
Thousand Oaks, CA.
Creating a Teacher
Mentoring Program NESís Foundation, the National Foundation
for the Improvement of Teaching and Learning (NFIE), has
developed a 16-page booklet for members that offers guidelines
for designing effective new teacher mentoring programs.
Get it on the Web at www.nfie.org
or by calling (202) 822-7840.
DeBolt, G. 1992.
Teacher Induction and Mentoring: School-based collaborative
programs. SUNY: Albany.
Summary: This book provides a) an overview of induction
into teaching and mentoring processes, b) descriptions
of five school-based collaborative models of mentoring
projects, c) an examination of lessons and questions evolving
from research and practice regarding mentoring new teachers.
No agreed upon definition of mentoring. There is a caution
to formal planning, as there needs to be flexibility in
how mentors and interns and new teachers schedule their
time. Selection of mentors is important. The mentoring
relationship is at the heart of the success of the program.
Feiman-Nemser,
S. 1996. Teacher Mentoring: A critical review. ERIC Digest.
AACTE.
Summary: Gives an overview and critical response to
mentoring programs. There is no rigorous empirical data.
More research is needed to find out what mentors should
do, what they actually do, and what novices learn as a
result. Most teachers work alone and lack opportunities
to observe and discuss each otherís practice. Mentorís
beliefs about learning to teach are important to know.
They should assist and not assess. It is important to
promote observation and conversation about teaching.
Fraser, J. 1998.
Teacher to Teacher: A Guidebook for Effective Mentoring.
Heinemann: Portsmouth, NH.
Galvez-Hjornevik,
C. 1986. Mentoring among teachers: A review of the literature.
Journal of Teacher Education, 37, 6-11.
Summary: The mentoring concept originated with Homerís
Odyssey. Odysseus left an experienced and trusted guide
and counselor, Mentor, in charge of his son, Telemachus,
while he was away on his journey. The mentor should be
a facilitator and develop a collegial relationship with
the mentee. The article mentions six attributes of a productive
relationship and explores the coaching concept by Showers
(1982). Kram (1983) describes the phases in the relationship
as initiation, cultivation, separation, and redefinition.
Bensahel (1977) gives five warnings to the mentor.
Gordon, S. P.
1991. How to help beginning teachers succeed. ASCD:
Alexandria.
Summary: This article lists six environmental difficulties
as difficulty first teaching assignments, unclear expectations,
lack of instructional resources, isolation, role conflict,
and reality shock. Twelve potential needs are also listed:
classroom management, understanding school system, getting
materials and resources, planning and managing instruction,
assessing and evaluating students, motivating students,
possessing effective strategies, meeting individual needs,
communicating with colleagues and administrators, communicating
with parents, adjusting to the teaching role, and emotional
support. Glickmanís four supervisory approaches; nondirective,
collaborative, directive, and directive informational,
are discussed. They give a list of initial assistance
areas and ways of giving on-going assistance for the new
teacher.
Graham, P.,
Hudson-Ross, S., Adkins, C., McWhorter, & Stewart, J.
M. 1999. Teacher Mentor: A dialogue for collaborative
learning. Teachers College Press: NY.
Summary: This book is divided into four parts with schoolteachers,
teacher candidates, and university faculty sharing experiences
working in a collaborative inquiry community. The first
several chapters give an overview of mentoring situations,
discuss the dialogue journal, and share about giving up
their kids and a teacherís growth from a teacher candidate
challenge. The second section looks at teacher candidate
research on literacy, student writers, small group book
sharing, class disruptions, and forming a research team.
The third section deals with teacher candidate issues
such as: connecting school and campus learning, coping
with a sense of failure, understanding discipline issues,
leading classroom discussions, and developing classroom
routines. The last section describes how to go about building
a collaborative inquiry community.
Gray, W. A.
and Gray, M. M. 1985. Synthesis of research on mentoring
beginning teachers. Educational Leadership, 43, 37-43.
Hawkey, K. 1997. Roles, responsibilities, and relationships
in mentoring: a literature review and agenda for research.
Journal of Teacher Education, 48, 325(11).
Abstract: Research into mentor and student teachers
identifies four distinct approaches. Some literature identifies
personnel, roles and responsibilities of those involved.
Other research methods examine the stages of development.
A third studies the typical stages of the mentoring relationship
and the fourth examines what mentors contribute to the
experience.
Hayes, I, ed.
1998. Great Beginnings: Reflections and Advice for New
English Arts Teachers and the People Who Mentor Them.
National Council of Teachers of English: Urbana, IL.
Heller, M. P.
and Sindelar, N. W. 1991. Developing an Effective Teacher
Mentor Program. Phi Delta Kappa Educational Foundation:
Bloomington, IN.
Huffman, G.
& Leak, S. 1986. Beginning teachersí perceptions of
mentors. Journal of Teacher Education, 37, 22-25.
Summary: The researchers asked 108 new teachers their
response to the mentoring program. They found that for
maximum effectiveness the mentor needs to teach the same
grade level and needs adequate conferencing time with
the new teacher. The most beneficial functions of the
mentor were support and encouragement, collegiality, specifics
for improving teaching, information on policies and rules,
feedback that is friendly, and informal conversations.
Huling-Austin,
L., Odell, S.J. Ishler, P., Kay, R. S., and Edelfelt, R.A.
1989. Assisting the Beginning Teacher. Association
of Teacher Educators: Reston, VA.
Knowles, J.
G. 1992. Models for understanding preservice and beginning
teachers' biographies: Illustrations from case studies.
In I. F. Goodson (Ed.), Studying teachers' lives (99-152).
Routledge: London.
Kram, K. 1983.
Phases of the mentor relationship. Administrative Science
Quarterly, 26.
Lucas, C. 1999.
Developing competent practitioners. Educational Leadership,
56, 45-48.
Summary: This article describes Californiaís model for
supporting new teachers as a four-step process: planning,
teaching, reflecting, and applying. The mentor assists
in the cycle by a preconference with the intern, an observation
of 45 minutes, a postconference, an in-depth exploration
of a specific area of teaching, an action plan, and an
individualized learning plan.
Maynard, T,
and Furlong, J. 1993. Learning to teach and models of
mentoring. In D. McIntyre, H. Hagger, & M. Wilkin
(Eds.), Mentoring: Perspectives on school-based teacher
education (69-85). Kogan Page: London.
MentoringProgram
Statndards This in-depth document details various aspects
of successful new teacher mentor programs. On the Web at
www.mentors.net/OcassPapers/Mstandards.html
Moon T.R., Callahan
C.M., and. Tomlinson, C.A. 1999. The effects of mentoring
relationships on preservice teachers' attitudes toward academically
diverse students. Gifted Child Quarterly, 43, 56(7).
Abstract: Preservice teachers from seven universities
were studied as part of a three-year project focusing
on how preservice teachers develop an awareness of the
needs of academically diverse learners and then implement
or modify instruction to meet those needs. The research
reported here describes the impact of the study's interventions
on preservice teachers attitudes, beliefs and practices
as they relate to academically diverse learners. All participants
completed a survey designed to assess their attitudes,
beliefs, and practices regarding struggling and gifted
learners prior to and upon completion of the interventions.
Using a univariate repeated analysis of variance technique,
statistically significant differences were found between
the two intervention groups' attitudes toward differentiation.
Results suggest that, as novices become more acquainted
with the realities of the classroom, they gain a clear
picture of the complexity involved in appropriate curriculum
modifications to address the academic needs of diverse
learners.
Odell, S. and;
Ferraro, D. P. 1992. Teacher mentoring and teacher retention.
Journal of Teacher Education 43, 200(5).
Abstract: Four years after their initial, mentored teaching
year, two cohorts of beginning teachers (N= 160) were
surveyed to determine whether they had remained in teaching
and their retrospective attitudes about mentoring. Approximately
96% of those located were still teaching. Of the different
types of support they received from their mentors, they
most valued emotional support. It is suggested that teacher
mentoring may reduce the early attrition of beginning
teachers.
Peer Mentoring
Training Materials This publication, published by NEAís
Training and Organization Development team, highlights information
about the basics of mentoring and includes material on adulty
learning theory and reflective practice. Also contains an
extensive peer mentoring training design. To request a copy,
call Kelly Cedeno at (202) 822-7183.
Rowley, J. 1999. The good mentor. Educational Leadership,
56, 20-22.
Summary: States six essential qualities of the good
mentor: 1) commits to goal of mentoring, 2) accepts beginning
teacher, 3) provides instructional support, 4) is effective
in various interpersonal contexts, 5) models lifelong
learning, and 6) communicates hope and optimism.
A Survey of
Mentoring and Induction Programs in Each of the United States
The Web site details state-mandated new teacher induction
programs. Includes brief descriptions and histories. Available
at: www.teachermentors.com/MCenter%20Site/StateLinks.html
Three Phases
of the Mentor-Mentee Relationship This document details
the trhee phases of the mentor-new teacher relationship
and addresses the needs and concerns of both at each phase.
On the Web at www.coled.mankato.msus.edu/dept/labdist/mentor/interpersonal/menteePhase.asp
Tomlinson, P.
1995. Understanding mentoring: Reflective strategies
for school-based teacher preparation. Milton Keynes.
Open University Press: UK.
Williams, Chuck
T. Draft Model Legislation for New Teacher Mentoring ProgramsóThis
packet contains draft model legislation for states interested
in legislatively establishing a state supported new teacher
mentoring system. Contact Chuck Williams at (202) 822-7703
or ctwilliams@nea.org
Zeichner, K. M., & Gore, J. M. 1990. Teacher socialization.
In W. R. Houston (Ed.), Handbook of research on teacher
education (105-127). Macmillan: New York.
I Can Do It
This one-day training for new teachers was developed by
the California Teachers Association. The training covers
classroom management, communication styles, dealing with
difficult behavior and more. For more information about
the training, call (650) 697-1400 ext. 5322 (need to get
this information from Sandra Jackson, CTA).
Itís All About
Kids NEAís award-winning CD-Rom for new teachers is now
available on the Web at www.nea.org/bt
Slick, G. A.,
ed. 1995. Making a difference for teachers: The field
experience in actual practice. Corwin Press: Thousand
Oaks, CA.
Williams, C.
T. Helping New Teachers Succeed: NEAís New Teacher Support
Initiative (Mentoring New Teachers) A comprehensive, in-depth
manual. For a copy, contact Marilyn Schlief or Timothy Crawford
in NEA Teaching and Learning, 202/822-7350.
Wong, Harry
& Rosemary. (1998). The First Days of School: How
to be an Effective Teacher. Harry K. Wong Publisher.
Web site: www.eduquery.com/news/wongint.htm
Arroyo, A.A.,
Rhoad, R. Drew, P. 1999. Meeting Diverse Student Needs in
Urban Schools: Research-Based Recommendations for School
Personnel. Preventing School Failure, 43, 145.
Abstract: The article explores the causes and
solutions for student underachievement in urban schools.
Topics include influences on underachievement, teacher
behavior, teacher expectations, class size, family income,
family mobility, family relationships, and recommendations
to improve achievement.
Clark, C. Medina,
C. 2000. How Reading and Writing Literacy Narratives Affect
Preservice Teachers' Understandings of Literacy, Pedagogy,
and Multiculturalism. Journal of Teacher Education, 51,
63.
Colbert, J.
A. & Wolff, D. E. 1992. Surviving in urban schools:
A beginning teacher support system. Journal of Teacher
Education, 43, 193-199.
Summary: Collaboration between a large urban school
district and state university school of education included
increasing the retention of beginning teachers, systematic
support and assistance, and reducing feelings of isolation
through cooperative team planning. ìIf we ant to retain
new teachers, particularly those teaching in inner-city
schools, we must introduce them to the profession humanely,
in ways that engender self-esteem, competence, collegiality,
and professional stature.î This program helped beginning
and emergency status teachers at the secondary and elementary
levels. Teams of two to four beginning teachers with one
lead teacher were organized at each school. They met weekly
for cooperative planning. The lead teacher kept a journal
of these meetings, and project staff monitored the teams.
The lead teachers were trained in classroom observation
and coaching techniques. Beginning and lead teachers enrolled
together in university classes designed for them. The
year began with a one-day retreat addressing the topics
that the teachers and faculty needed. The lead teachers
assisted beginning teachers in implementing strategies
from the workshops. Throughout the year they had additional
staff development workshops. Twice a year they administered
formative evaluation questionnaires to see if the program
was meeting the participantsí needs. Found that over 95%
of the beginning teacher participants were still teaching
in their urban classrooms after 3 years. Four instruments
were used to determine teacher effectiveness.
Finn, P. J.
1999. Literacy with an attitude: Educating working-class
children in their own self-interest. State University
of New York Press: Albany.
Haberman, M.
1987. Recruiting and selecting teachers for urban schools.
New York: ERIC/CUE, Institute for Urban and Minority Education,
Columbia University. (ERIC Document Reproduction Service
No. ED 292 942)
Summary: This document contains a review of the educational
reform literature and how it relates to urban teacher
education and urban students. It describes the reasons
for teacher shortages in urban schools and how to address
these issues. The document discusses five content areas
for selecting future urban teachers: persistence, teacherís
response to authority, the ability to apply principles
to the particular classroom setting, acceptance of and
respect for at risk students, and the teachersí need for
approval and the reasons teachers seek to teach urban
youth. Two appendices supply information on reform literature
and urban teacher education and questions for teacher
education program candidates.
Hutchinson,
J. N. 1999. Students on the margins: Education, stories,
dignity. State University of New York Press: Albany.
Jenkins, W.
L. Parenting toward school success (Helping your child
achieve the American dream). William Jenkins Enterprises:
St. Louis, MO.
Jenkins, W.
L. 1997. Understanding and Educating African-American
Children (From excuses to excellence). William Jenkins
Enterprises: St. Louis, MO.
Kailin, J. 1998.
Preparing Urban Teachers For Schools and Communities: An
Anti-Racist Perspective. High School Journal, 82,
80(1).
Abstract: The racial divide is likely to intensify
in schools and surprisingly teacher education is oblivious
to the problem as it does not require study of race relations
or multicultural education in preparation for teaching in
a multi-racial society. To properly prepare teachers an
anti-racist perspective must be included in teacher training.
Kozol, Jonathan.
1991. Savage Inequalities: Children in Americaís Schools.
Crown Publishers.
Ladson-Billings,
G. 2000. Fighting for our lives: Preparing teachers to teach
African American students. Journal of Teacher Education,
51, 206-214.
Summary: There is a dearth of literature on preparing
teachers to teach African American students; mostly generic
models of teaching are used. We need to understand the
specific and unique qualities of the African American
experience. Discusses the two concepts of equivalent and
analogous. Analogous experiences are not necessarily equivalent,
such as the internment of Japanese Americans during WWII,
treatment of American Indians, and African American experiences.
There is a symbol system of Blackness and Whiteness that
needs to be addressed and impacts the Black students.
Need to organize curricular and pedagogical learning differently
for different learners. A systemic, comprehensive approach
was suggested for educating teacher candidates about teaching
African American students: autobiographies, restructured
field experiences, situated pedagogies, and expert teachersí
classrooms.
Matus, D.E.
1999. An innovative strategy supports student teachers in
urban secondary schools. The Clearing House, 73,
37(5).
Abstract: A method that helps student teachers at urban
secondary schools overcome the difficulties of teacher
training is presented. It makes use of seminars in which
the benefits of effective classroom management strategies
for both teacher and students are taught.
Noordhoff, K.
& Kleinfeld, J. 1993. Preparing teachers for multicultural
classrooms. Teaching & Teacher Education, 9,
27-39.
Summary: Teachers need to match the frame of reference
for teaching academic concepts to the context of the learnerís
environment. If this is not done for multicultural students,
then standards and expectations are lowered. An example
of this was when a student teacher teaching Native Alaskans
used McDonaldís hamburgers as an example of energy production
in the food chain. At the end of the teaching experience
he drew a diagram of a village steam bath and had student
make observations about condensation and evaporation while
using the steam bath. The students could relate these
concepts to their real world. Teachers should take into
account culturally different studentsí background knowledge,
frame of reference, communication styles, and vocabulary.
Paine, L. 1990.
Orientation towards diversity: What do prospective teachers
bring? East Lansing, MI: National Center for Research on
Teacher Education. (ERIC Document Reproduction No. ED 320
903)
Summary: Four areas of preservice teachersí concept
of diversity were listed as individual, categorical, contextual,
and pedagogical. Found that preservice teachers value
ideals of equality and fairness but had trouble describing
specific teaching methods to support those values. They
came with a deficiency orientation that saw social, ethnic,
racial, and economic differences as significant barriers
to learning, not as a positive resource for teaching and
learning.
Payne, R. K.
1998. A framework for understanding poverty. RFT
Publishing: Highland, TX.
Reglin, G. L.
1995. Achievement for African-American students: Strategies
for the diverse classroom. National Education Service:
Bloomington, IN.
Schwartz, F.
1996. Why many new teachers are unprepared to teach in most
New York City schools. Phi Delta Kappan, 78, 82(3).
Smith, G. P.
1998. Common sense about uncommon knowledge: The knowledge
bases for diversity. AACTE: Washington, DC.
Summary: This book provides extensive information about
13 knowledge bases for diversity: 1) Foundations of Multicultural
Education, 2) General Principles of Human Development
and Their Multicultural Translations, 3) Cultural and
Cognitive Learning Style Theory and Research, 4) Language,
Communication and Interactional Styles of Marginalized
Cultures, 5) Essential Elements of Cultures, 6) Principles
of Culturally Responsive Teaching and Culturally Responsive
Curriculum Development, 7) Effective Strategies for Teaching
Minority Students, 8) Foundations of Racism, 9) Effects
of Policy and Practice on Culture, Race, Gender, and Other
Categories of Diversity, 10) Culturally Responsive Diagnosis,
Measurement, and Assessment, 11) Sociocultural Influences
on Subject-Specific Learning, 12) Gender and Sexual Orientation,
and 13) Experiential Knowledge.
Weiner, L. 1999.
Urban teaching: the essentials. Teachers College Press:
NY.
Summary: A helpful book of advice for preservice students
and teachers teaching in urban settings. Gives the distinguishing
characteristics of urban schools and a prescription for
success in the ability to reflect. Gives advice about
dealing with the urban school setting, the urban school
system, relations with teachers, the union, and administrators.
Shares application of cultural differences to teaching
and discusses managing the urban classroom. The book ends
with moral and political obligations.
Williams B. and
Newcombe E. 1994. Building on the strengths of urban learners.
(Contemporary Issues: Urban Schools) Educational Leadership,
51, 75(4).
Abstract: Researchers at Research for Better Schools
have developed the Urban Learner Framework to help educators
recognize the potentials and strengths of urban students.
The framework focuses on the differences and experiences
of the students at school and renders a positive characterization
for urban learners. It emphasizes the role of culture
in explaining the differences between individuals and
its importance in cognitive development. Through the Urban
Learner Framework, educators will be able to implement
change in the educational system.
Schon, D.A.
1983. The Reflective Practitioner: How Professionals Think
in Action. Jossey-Bass: San Francisco.
_____. 1987.
Educating the Reflective Practitioner: Toward a New Design
for Teaching and Learning in the Professions: Jossey-Bass:
San Francisco.
_____. 1991.
The Reflective Turn: Case Studies in and on Educational
Practice. Teachers College Press: New York.
Tickle, Les.
1994. The Induction of New Teachers: Reflective Professional
Practice. Cassell: London.
| .STUDENT
TEACHING & BEGINNING TEACHERS |
| ..... |
Beginning Now:
Resources for Organizers of Beginning Teachers, 1999 This
54-page, comprehensive compilation of recent research about
new teachers is available from NEA at www.nea.org/btvc/kuttner.html
Beginning Teachers
on the Web NEAís Web site for new teachers (www.nea.org/bt)
includes hands-on tips, printable resources, and interactive
features that range from a day-to-day diary of a beginning
teacher to the ability to post messages about current issues
in education.
Field, B. and
Field, T., ed. 1997. Teachers as mentors: A practical
guide. Falmer Press: London.
Furlong, J.,
and Maynard, T. 1995. Mentoring student teachers: The
growth of professional knowledge. Routledge: New York.
Graham, P.,
Hudson-Ross, S., Adkins, C., McWhorter, P., and Stewart,
J. M., eds. 1999. Teacher mentor: A dialogue for collaborative
learning. Teachers College Press: New York.
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