Induction Support of New Teachers: A Functional Approach

Journal of Teacher Education

Volumn 37, Issue 1, 1986, Pages 26-29

  Odell, Sandra J ^a  

^a UNIVERSITY OF NEW MEXICO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84970370510     PISSN: 00224871     EISSN: None     Source Type: Journal    
DOI: 10.1177/002248718603700106     Document Type: Article

References (8)

1. Burke, P., & Schmidt, W. (1984). Entry year assistance: A promising practice. Action in Teacher Education, 6 (1-2), 71-74.
2. Fuller, F.F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, 207-226.
3. Glassberg, S. (1979). A developmental model for the beginning teacher. In K. R. Howey & R. H. Bents (Eds.), Toward meeting the needs of the beginning teacher (pp. 111-139). Lansing, MI: Midwest Teacher Corps. Network. (ERIC Document Reproduction Service No. ED 206 581).
4. Johnston, J.M. (1985). Teacher induction: Problems, roles and guidelines. In P. J. Burke & R. G. Heidman (Eds.), Career-long teacher education (pp. 194-222). Springfield, IL: Charles C. Thomas.
5. Katz, L.G. (1972). Developmental stages of preschool teachers. Elementary School Journal, 73, 50-54.
6. Odell, S.J. (1985). A collaboration model for teacher induction. Unpublished manuscript, University of New Mexico, College of Education, Albuquerque.
7. Sprinthall, N.A., & Thies-Sprinthall, L. (1983). The teacher as an adult learner: A cognitive-developmental view. In G. A. Griffin (Ed.), Staff development (Eighty-second Yearbook of the National Society for the Study of Education) (pp. 13-35). Chicago: University of Chicago Press.
8. Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54 (2), 143-178.