'It didn't have to be so hard': The first years of teaching in an urban school

International Journal of Qualitative Studies in Education

Volumn 18, Issue 3, 2005, Pages 379-398

  Worthy, Jo ^a  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 27944490018     PISSN: 09518398     EISSN: None     Source Type: Journal    
DOI: 10.1080/09518390500082699     Document Type: Article

References (35)

1. Association of Teacher Educators (1986) Guidelines for professional experiences in teacher education (Reston, VA, Author).
2. Barth, R.S. (1988) Principals, teachers, and school leadership, Phi Delta Kappan, 69, 639-642.
3. Beck, C. & Kosnik, C. (2001) Professors and the practicum: Involvement of university faculty in preservice practicum supervision, Journal of Teacher Education, 53, 6-19.
4. Ben-Peretz, M. (2001) The impossible role of teacher educators in a changing world, Journal of Teacher Education, 52, 48-56.
5. Broaddus, K. & Bloodgood, J. W. (1999) 'We're supposed to already know how to teach reading': Teacher change to support struggling readers', Reading Research Quarterly, 34, 426-451.
6. Cochran-Smith, M. (1995) Color blindness and basket making are not the answers: Confronting the dilemma of race, culture, and language diversity in teacher education, American Educational Research Journal, 32, 493-522.
7. Cruz, B. C. (1997) Walking the talk: The importance of community involvement in preservice urban teacher education, Urban Education, 32, 394-410.
8. Darling-Hammond, L., Berry, B., Haselkorn, D. & Fideler, E. (1999) Teacher recruitment, selection, and induction: Policy influences on the supply and quality of teachers, in: L. Darling-Hammond & G. Sykes (Eds) Teaching as the learning profession: Handbook of policy and practice (San Francisco, Jossey-Bass), 193-232.
9. Donovan, C. (1999) Learning to teach reading/language arts: Considering the impact of experiences on understanding, National Reading Conference Yearbook, 48, 451-465.
10. Emerson, R., Fretz, R. I. & Shaw, L. L. (1995) Writing ethnographic fieldnotes (Chicago, University of Chicago Press).
11. Erlandson, D. A., Harris, E. L., Skipper, B. L. & Allen, S. D. (1993) Doing naturalistic inquiry (Newbury Park, CA, Sage).
12. Evans, C. S. (1995) Theory and practice. Relationship of methods course work to field experience settings, Teacher Education and Practice, 11, 61-70.
13. Feiman-Nemser, S. (2001) Helping novices learn to teach: Lessons from an exemplary support teacher, Journal of Teacher Education, 52, 17-30.
14. Fuller, F. F., Bown, O. H. & Peck, R. F. (1967) Creating climates for growth (Austin, TX, Hogg Foundation for Mental Health).
15. Gold, Y. (1996) Beginning teacher support: Attrition, mentoring, and induction, in: J. Sikula, T. J. Buttery & E. Guyton (Eds) Handbook of research on teacher education (New York, Macmillan), 548-593.
16. Haberman, M. (1995) Selecting 'star' teachers for children and youth in urban poverty, Phi Delta Kappan, 76, 777-782.
17. Halford, J. M. (1998) Easing the way for new teachers, Educational Leadership, 55, 33-36.
18. Ingersoll, R. M. (2001) Teacher turnover and teacher shortages: An organizational analysis, American Educational Research Journal, 38, 499-534.
19. Katz, L. G. (1972) Developmental stages of preschool teachers, Elementary School Journal, 73, 50-54.
20. Knowles, J. G. (1988) A beginning teacher's experience: Reflections on becoming a teacher, Language Arts, 65, 702-712.
21. Ladson-Billings, G. (1995) Toward a theory of culturally relevant pedagogy, American Educational Research Journal, 32, 465-491.
22. Lave, J. & Wenger, E. (1991) Situated learning: Legitimate peripheral participation (Cambridge, Cambridge University Press).
23. Liberman, A. & Miller, L. (1999) Teachers transforming their world and their work (New York, Teacher's College Press).
24. Olson, L. (2000) Quality counts 2000: Finding and keeping competent teachers. Education Week. Available online at: http://www.edweej.org/sreports (accessed 5 May 2002).
25. Rice, E.H. (2001) The collaboration process in professional development schools: Results of a metaethnography, 1990-98, Journal of Teacher Education, 53, 55-67.
26. Roskos, K. & Walker, B. (1991) Learning to teach problem readers: Instructional influences on preservice teachers' practical knowledge, Journal of Teacher Education, 45, 279-288.
27. Ryan, K. (1986) The induction of new teachers (Bloomington, IN, Phi Delta Kappa Educational Foundation).
28. Schön, D. (1982) The reflective practitioner (New York, Basic Books).
29. Strauss, A. L. & Corbin, J. (1990) Basics of qualitative research: Grounded theory procedures and techniques (Newbury Park, CA, Sage).
30. Stroot, S.A., Fowlkes, J., Langholz, J., Paxton, S., Stedman, P., Steffes, L. & Valtman, A. (1999) Impact of a collaborative peer assistance and review model on entry-year teachers in a large urban school setting, Journal of Teacher Education, 50, 27-41.
31. Veenman, S. (1984) Perceived problems of beginning teachers, Review of Educational Research, 54, 143-178.
32. Weiner, L. (1990) Preparing the brightest for urban schools, Urban Education, 25, 258-73.
33. Wideen, M., Mayer-Smith, J. & Moon, B. (1998) A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inequity, Review of Educational Research, 68, 130-178.
34. Worthy, J. & Patterson, B. (2001) 'I can't wait to see Carlos!': Preservice teachers, situated learning and personal relationships with students, Journal of Literacy Research, 33, 305-344.
35. Zeichner, K. & Liston, D. P. (1987) Teaching student teachers to reflect, Harvard Educational Review, 57, 23-48.