Correction to: Developing Beginning Teachers through: An Interactive Induction and Internship Program (Action in Teacher Education, (2004), 26, 1, (53-63), 10.1080/01626620.2004.10463313);Developing Beginning Teachers through: An Interactive Induction and Internship Program

Action in Teacher Education

Volumn 26, Issue 1, 2004, Pages 53-63

  Nugent, Peg ^a   Faucette, Nell ^b  

^a ARGOSY UNIVERSITY   (United States)

^b UNIVERSITY OF SOUTH FLORIDA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84959117485     PISSN: 01626620     EISSN: 21586098     Source Type: Journal    
DOI: 10.1080/01626620.2004.10463336     Document Type: Erratum

References (22)

1. Carnegie Task Force on Teaching as a Profession. 1986. A nation prepared: Teachers for the 21st century, New York: Carnegie.
2. Darling-Hammond, L., 1997. Doing what matters most: Investing in quality teaching, NY: National Commission on Teaching and America's Future.
3. Gold, Y., 1996. “ Beginning teacher support: Attrition, mentoring, and induction ”. In Handbook of research on teacher education, 2nd ed., Edited by: Sikula, J., 548–594. New York: Macmillan.
4. Hargreaves, A., and Jacka, N., 1995. Induction or seduction? Postmodern patterns of preparing to teach. Peabody Journal of Education, 70 (3): 41–63.
5. Hollingsworth, S., 1992. Learning to teach through collaborative conversation: A feminist approach. American Educational Research Journal, 29: 373–404.
6. Holmes Group. 1986. A report of the Holmes Group: Tomorrow's teachers, East Lansing, MI: Holmes Group.
7. Lawson, H., 1991. Three perspectives on induction and a normative order for physical education. Quest, 43: 20–36.
8. Lieberman, A., 1996. “ Practices that support teacher development: Transforming conceptions of professional learning ”. In Teacher learning: New policies, new practices, Edited by: McLaughlin, M. W., and Oberman, I., 185–201. New York: Teachers College Press.
9. Little, J. W., and McLaughlin, M. W., 1993. Teachers' work: Individuals, colleagues, and contexts, New York: Teachers College Press.
10. Moir, E., Launching the next generation of teachers through quality induction. Paper presented at the National Commission on Teaching and America's Future State Partners Symposium. July. Retrieved May 15, 2004 from the National Commission on Teaching and America's Future Web site: http://www.nctaf.org/article/index
11. Napper-Owen, G. E., 1996. Beginning teacher induction assistance: A look at the impact of involvement beyond the first year. Journal of Teaching in Physical Education, 16: 104–121.
12. Napper-Gwen, G. E., and Phillips, D. A., 1995. A qualitative analysis of the impact of induction assistance on first-year physical educators. Journal of Teaching in Physical Education, 14: 305–327.
13. National Council for Accreditation of Teacher Education. 1997. Standards, procedures, and policies for the accreditation of professional education units, Washington, DC: Author.
14. Noddings, N., 1992. The challenge to care in schools: An alternative approach to education, New York: Teachers College Press.
15. Noddings, N., 1996. On community. Educational Theory, 46: 245–267.
16. Odell, S. J., 1990. Mentor teacher programs, Washington, DC: National Education Association.
17. Odell, S. J., and Huling, L., eds. 2000. Quality mentoring for novice teachers, Washington, DC: Association of Teacher Educators. Indianapolis, IN: Kappa Delta Pi
18. Patton, M. Q., 1990. Qualitative evaluation methods, 2nd ed., Newberry Park, CA: Sage.
19. Schlecty, P., and Vance, V., 1983. Recruitment, selection, and retention: The shape of the teaching force. Elementary School Journal, 83: 469–487.
20. Sergiovanni, T. J., and Starratt, R. J., 1998. Supervison: A redefinition, 6th ed., Boston: McGraw Hill.
21. Stroot, S. A., and Williamson, K. M., 1993. Journal of Teaching in Physical Education, 12: 337–343.
22. Stroot, S. A., Faucette, N., and Schwager, S., 1993. In the beginning: The induction of physical educators. Journal of Teaching in Physical Education, 12: 375–385.