A Model for Beginning Teacher Support and Assessment

Action in Teacher Education

Volumn 21, Issue 1, 1999, Pages 24-36

  Yopp, Ruth H ^a   Young, Beverly L ^b  

^a CALIFORNIA STATE UNIVERSITY   (United States)

^b CALIFORNIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 14744296335     PISSN: 01626620     EISSN: 21586098     Source Type: Journal    
DOI: 10.1080/01626620.1999.10462944     Document Type: Article

References (18)

1. Bartell, C., 1995. Shaping teacher induction policy in California. Teacher Education Quarterly, 22 (4): 27–43
2. Borich, G. D., 1992. Effective Teaching Methods, New York: Macmillian Publishing Co. California Codes, Education Code Section 44279 (1992)
3. California New Teacher Project. 1994. A Guide to Prepare Support Providers for Work with Beginning Teachers: Training Module, Sacramento, CA: Author
4. 1992. California Senate Bill 1422, Chapter 1245
5. California State University Institute for Education Reform. 1996. The Teachers Who Teach our Teachers, Sacramento, CA: Author
6. Commission on Teacher Credentialing and California Department of Education. 1992. Success for beginning teachers: Final report of the California New Teacher Project, Sacramento, CA: Author
7. Darling-Hammond, L., 1995. Changing conceptions of teaching and teacher development. Teacher Education Quarterly, 22 (4): 9–26
8. Far West Laboratory for Educational Research and Development. 1992. Framework of knowledge, skills, and abilities for beginning teachers in California, San Francisco, CA: Author
9. Fuller, F., Achieving effective competencies through the teacher concerns self-confrontation model of personalized teacher education. A paper presented at the Annual Meeting of the American Education Association. Chicago, IL
10. Guillaume, A., and Yopp, H. K., 1995. Professional portfolios for student teachers. Teacher Education Quarterly, 22 (1): 93–101
11. Krause, S., 1996. Portfolios in teacher education. Effects of instruction on preservice teachers' early comprehension of the portfolio process. Journal of Teacher Education, 47 (2): 130–138
12. Long, C., and Stansbury, K., 1994. Performance assessments for beginning teachers. Phi Delta Kappan, 76: 318–322
13. Natale, J., 1993. Why teachers leave. The Executive Educator, 15: 14–18
14. Rogan, J. M., 1988. Validation of SoC questionnaire Unpublished manuscript
15. Sandlin, R. A., Young, B. L., and Karge, B. D., 1993. Regularly and alternatively credentialed beginning teachers: Comparison and contrast of their development. Action in Teacher Education, 14: 16–23
16. Yopp, R. H., Yopp, H. K., Guillaume, A., and Young, B. L., How can the portfolio process help new teachers recognize and improve their practice?. Presentation at the West Ed Portfolio Symposium. San Francisco, CA
17. Yopp, R. H., and Young, B. L., Reciprocal classroom observation: An integral part of induction year support and assessment. Paper presented at the annual meeting of the American Educational Research Association. New Orleans
18. Zubizarreta, J., 1994. Teaching portfolios and the beginning teacher. Phi Delta Kappan, 76: 323–326