Complexities involved in mentoring toward a high-leverage practice in the induction years

Teachers College Record

Volumn 115, Issue 10, 2013, Pages

  Stanulis, Randi N ^a   Brondyk, Susan K ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84890624116     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

References (52)

1. Achinstein, B., & Barrett, A. (2004). (Re)Framing classroom contexts: How new teachers and mentors view diverse learners and challenges of practice. Teachers College Record, 106(4), 716-746.
2. Allen, D. (1998). Assessing student learning: From grading to understanding. New York, NY: Teachers College Press.
3. Almasi, J. (1996). A new view of discussion. In L. B. Gambrell, & J. F. Almasi (Eds.), Lively discussions! Fostering engaged reading. Newark, DE: International Reading Association.
4. Cochran-Smith, M. (1991). Learning to teach against the grain. Harvard Educational Review, 51(3), 279-310.
5. Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data. Thousand Oaks, CA: Sage Publications.
6. Cole, M. (1998). Cultural psychology: A once and future discipline. Cambridge, MA: The Belknap Press of Harvard University Press.
7. Collins, S., & Clark, A. (2008). Activity frames and complexity thinking: Honouring both public and personal agendas in an emergent curriculum. Teaching and Teacher Education, 24, 1003-1014.
8. Denzin, N. (1970). The research act: A theoretical introduction to sociological methods. Chicago, IL: Aldine Publication.
9. Duffield, S. (2006). Safety net or free fall: the impact of cooperating teachers. Teacher Development, 10(2),167-178.
10. Feiman-Nemser, S. (1990). Teacher preparation: Structural and conceptual alternatives. In W. R. Houston, M. Huberman, & J. Sikula (Eds.), Handbook of Research in Teacher Education (pp. 212-233). New York, NY: Macmillan.
11. Feiman-Nemser, S. (2001a). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record 103(6), 1013-1055.
12. Feiman-Nemser, S. (2001b). Helping novices learn to teacher: Lessons from an exemplary support teacher. Journal of Teacher Education 52(1), 17-30.
13. Franke, M., Grossman, P., Hatch, T., Richert, A., & Schultz, K. (2006, April). Using representations of practice in teacher education. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
14. Gee, J. (2001). Reading in "new times." Paper presented at the National Reading Conference, San Antonio, TX.
15. Geertz, C. (1973). The interpretation of cultures. New York, NY: Basic Books.
16. Glazerman, S., Dolfin, S., Bleeker, M., Johnson, A., Isenberg, E., & Lugo-Gil, J. (2008). Impacts of a comprehensive teacher induction: Results from the first year of a randomized controlled study (NCEE 2009-4034). Washington, D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
17. Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, reimagining teacher education. Teachers and Teaching, 15(2), 273-289.
18. Grossman, P. L., Smagorinsky, P., & Valencia, S. (1999). Appropriating tools for teaching English: A theoretical framework for research on learning to teach. American Journal of Education, 108, 1-29.
19. Hammerness, K. (2006). Seeing through teachers' eyes: Professional ideals and classroom practices. New York, NY: Teachers College Press.
20. Helman, L. (2006). What's in a conversation? Mentoring stances in coaching conferences and how they matter. In Achinstein, B. & Athanases, S. (Eds.), Mentors in the making: Developing new leaders for new teachers. New York, NY: Teachers College Press, 69-82.
21. Jadallah, M., Anderson, R. C., Nguyen-Jahiel, K., Miller, B. W., Kim, I., Kuo, L., Dong, T., & Wu, X. (2010). Influence of a teacher's scaffolding moves during child led small group discussions. American Educational Research Journal, 48(1), 194-230.
22. Johnston, P. (2004). Choice words: How our language affects children's learning. Portland, ME: Stenhouse Publishers.
23. Junker, B., Matsumura, L., Crosson, A., Wolf, M., Levison, A., Weisberg, Y., & Resnick, L. (2004). Overview of the Instructional Quality Assessment. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
24. Kapadia, K., Coca, V., & Easton, J. (2007). Keeping new teachers: A first look at the influences of induction in the Chicago Public Schools. Chicago, IL: Consortium on Chicago School Research, University of Chicago.
25. Kardos, S., & Johnson, S. M. (2007). On their own and presumed expert: New teachers' experience with their colleagues. Teachers College Record, 109(9), 2083-2106.
26. Kazemi, E., & Hintz, A. (2008). Fostering productive mathematical discussions in the classroom. Unpublished manuscript, University of Washington, Seattle, WA.
27. Kazemi, E., & Hubbard, A. (2008). New directions for the design and study of professional development: Attending to the Coevolution of teachers' participation across contexts. Journal of Teacher Education 59(5), 428-441.
28. Kazemi, E., Lampert, M., & Ghousseini, H. (2007). Conceptualizing and using routines of practice in mathematics teaching to advance professional education. Report to the Spencer Foundation, Ann Arbor, MI.
29. Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability. Teaching and Teacher Education, 21, 899-916.
30. Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3(3), 149-164.
31. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
32. Lewis, C., Enciso, P., & Moje, E. (2007). Reframing sociocultural research on literacy. New York, NY: Routledge.
33. Little, S., Stanulis, R. N., Brondyk, S., & Wibbens, E. (2012). Beginning teachers as learners: Their perspectives on learning to lead classroom discussions in an intensive mentoring program. Manuscript under review.
34. Matsumura, L., Garnier, H., Correnti, R., Junker, B., & Bickel, D. (2010). Investigating the effectiveness of a comprehensive literacy coaching program in schools with high teacher mobility. The Elementary School Journal, 111(1), 35-62.
35. Merseth, K. (2010). Inside urban charter schools: Promising practices and strategies of five highperforming schools. Cambridge, MA: Harvard Education Press.
36. Miles, M., & Huberman, A. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage Publications.
37. Moje, E., & Lewis, C. (2007). Examining opportunities to learn literacy: The role of critical sociocultural literacy research. In Lewis, C. Lewis, P. Enciso, & E. Moje. (Eds.), Reframing sociocultural research on literacy. New York, NY: Routledge.
38. Opfer, D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407.
39. Patton, M. (1990). Qualitative Evaluation and Research Methods (2nd ed.). Newbury Park, CA: Sage Publications.
40. Sarason, S. (1972). The creation of settings and the future societies. San Francisco, CA: Jossey-Bass.
41. Schwille, S. (2008). The professional practice of mentoring. American Journal of Education, 115(1), 139-167.
42. Sleep, L., Boerst, T., & Ball, D. (2007). Learning to do the work of teaching in a practice based methods course. Atlanta, GA: National Council of Teachers of Mathematics Conference Pre-session.
43. Stanulis, R. N. (1994). Fading to a whisper: One mentor's story of sharing her wisdom without telling answers. Journal of Teacher Education, 45(1), 31-37.
44. Stanulis, R. N., Campbell, P. E., & Hicks, J. (2002). Finding her way: A beginning teacher's story of learning to honor her own voice in teaching. International Journal of Educational Action Research, 10(1), 45-65.
45. Stanulis, R. N., & Floden, R. (2009). Intensive mentoring as a way to help beginning teachers develop balanced instruction. Journal of Teacher Education, 60(2), 112-122.
46. Stanulis, R. N., Little, S., & Wibbens, E. (2012). Intensive mentoring that contributes to change in beginning elementary teachers' learning to lead classroom discussions. Teaching and Teacher Education: An International Journal of Research and Studies, 28, 32-43.
47. Tharp, R., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge, UK: Cambridge University Press.
48. Valencia, S., Place, N., Martin, S., & Grossman, P. (2006). Curriculum materials for elementary reading: Shackles and scaffolds for four beginning teachers. The Elementary School Journal, 107(1), 93-120.
49. Villar, A. (2004). Measuring the benefits and costs of mentor-based induction: A value added assessment of new teacher effectiveness linked to student achievement. Santa Cruz, CA: New Teacher Center.
50. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: University Press.
51. Wood, M., Jilk, L., & Paine, L. (2012). Moving beyond sinking or swimming: Reconceptualizing the needs of beginning mathematics teachers. Teachers College Record, 114(8), http://www.tcrecord.org ID Number: 16528, Date Accessed: 4/24/2012 2:29:31.
52. Yin, R. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage Publications.