Teacher Fellows: A Graduate Program for Beginning Teachers

Action in Teacher Education

Volumn 23, Issue 2, 2001, Pages 43-49

  Davis, Barbara H ^a   Higdon, Kim A ^b   Resta, Virginia K ^a   Latiolais, Laura L ^c  

^a TEXAS STATE UNIVERSITY   (United States)

^b TX Independent School District   (United States)

^c Lockhart Independent School District   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33746370838     PISSN: 01626620     EISSN: 21586098     Source Type: Journal    
DOI: 10.1080/01626620.2001.10463063     Document Type: Article

References (15)

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3. Dannhaus, D., 2000. The ability to flexibly group. The State of Reading, 5 Spring: 29–34
4. Davis, L., 1999. Readers, roles, and responses: The three r's of literature circles. English in Texas, 29 (2) Fall: 34–38
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6. Davis, B. H., Resta, V. K., Miller, K., and Fortman, K., 1999. “ Beginning teachers improve classroom practice through collaborative inquiry ”. In Networks: An On-Line Journal for Teacher Research Available: http://www.oise.utoronto.ca/∼ctd/networks/journal/Vol%202(2).1999oct/article6.html
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11. Nelsen, J., Lott, L., and Glenn, H. S., 2000. Positive discipline in the classroom, 3rd ed., Roseville, CA: Prima Publishing
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14. Resta, V., 1996. A “win-win” school university partnership for teacher induction and professional development. Teacher Educators Journal, 6: 37–48
15. Scherer, M., 1999. A better beginning: Supporting and mentoring new teachers, Alexandria, VA: Association for Supervision and Curriculum Development