Research and Resources
An
investigation of the effects of variations in mentor-based induction on the
performance of students in
Fletcher, S.,
Strong, M. & Villar, A. (2005). An investigation of the effects of
variations in mentor-based induction on the performance of students in
Are we doing
what we are supposed to be doing?: Mentoring novices through the uncertainties
and challenges of their first
Stanulis, R. N.,
Fallona, C. & Pearson, C. (2002). Are we doing what we are supposed to be
doing?: Mentoring novices through the uncertainties and challenges of their
first year of teaching. Mentoring
and Tutoring, 10(1), 71-81.
Beyond support:
Taking new teachers seriously as learners
Feiman-Nemser, S.,
Schwille, S., Carver, C., & Yusko, B. (1999). Beyond support: Taking new
teachers seriously as learners. In M. Scherer (Ed.), A better beginning:
Supporting mentoring new teachers
Bridging
practices: Intertwining content and pedagogy in teaching and learning to teach
Ball, D. L.
(2000). Bridging practices: Intertwining content and pedagogy in teaching and
learning to teach. Journal of teacher Education, 51(3), 241-347.
Classroom
teachers as mentors: Possibilities for participation in a professional
development school context
Stanulis, R. N.
(1995). Classroom teachers as mentors:
Possibilities for participation in a professional development school
context. Teaching and Teacher Education:
An International Journal of Research and Studies, 11(4), 331-344.
Cumulative and
residual effects of teachers on future students' academic achievement
Sanders, W. R.,
J.C. (1996). Cumulative and residual effects of teachers on future students'
academic achievement.
Fading to a
whisper: One mentor's story of sharing her wisdom without telling answers
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), 31-38.
Finding her
way: A beginning teacher’s story of learning to honor her own voice in teaching
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.
Fitting in and
learning to teach: Tensions in developing a vision for a university-based
induction program
Stanulis, R. N.,
Burrill, G., &
From
preparation to practice: Designing a continuum to strengthen and sustain
teaching
Feiman-Nemser, S.
(2001). From preparation to practice:
Designing a continuum to strengthen and sustain teaching. Teachers
College Record, 103(6), 1013-1055.
Intensive
mentoring as a way to help beginning teachers develop and improve balanced
instruction during their induction years
Stanulis, R. N.,
Floden, R., Carlin, S. B., & Ahn, S. (2006). Intensive mentoring as a way
to help beginning teachers develop and improve balanced instruction during
their induction years (pp. 22).
Jumping in:
Trust and communication in mentoring student teachers
Stanulis, R. N.,
& Russell, D. (2000). Jumping in: Trust and communication in mentoring
student teachers. Teaching and Teacher Education: An International Journal
of Research and Studies, 16(1), 65-80.
Making subject
matter part of the conversation or helping beginning teachers learn to teach
Feiman-Nemser, S.
(2001). Making subject matter part of the conversation or helping beginning
teachers learn to teach. Journal of Teacher Education, 52, 1.
Negotiating
preparation and practice: Student teaching in the middle
Weaver, D., &
Stanulis, R. N. (1996). Negotiating preparation and practice: Student teaching
in the middle. Journal of Teacher Education, 47(1), 27-36.
Professional
culture and the promise of colleagues
Johnson, S. M.,
& Kardos, S.M. (2004). Professional culture and the promise of colleagues.
In S. M. Johnson (Ed.), Finders and keepers: Helping new teachers survive
and thrive in our schools.
Re)Framing
classroom contexts: How new teachers and mentors view diverse learners and
challenges of practice
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.
Tapping the
potential: Retaining and developing high-quality new teachers
Education, A. f.
E. (2004). Tapping the potential: Retaining and developing high-quality new
teachers. Educational Reseach Journal, 31, 197-224.
The support
gap: New teachers' early experience in high-income and low-income schools
Johnson, S. M.,
Kardos, S.M., Kauffman, D., Liu, E. & Donaldson, M.L. (2004). The support
gap: New teachers' early experience in high-income and low-income schools. Education
Policy Analysis Achives, 12(61).
Those who
understand: Knowledge Growth in Teaching
Shulman, L.
(1986). Those who understand: Knowledge Growth in Teaching. Educational
researcher, 15(2), 4-14.
What are the
effects of induction and mentoring on beginning teacher turnover?
Smith, T., &
Ingersoll, R. (2004). What are the effects of induction and mentoring on
beginning teacher turnover? American Education Research Journal, 41(3),
681-714.
What's in a
conversation? Mentoring stances in coaching conferences and how they matter
Helman, L. (2006).
What's in a conversation? Mentoring stances in coaching conferences and how
they matter. In B. Achinstein & S. A. /atgabases (Eds.), Mentors in the
making: Developing new leaders for new teachers (pp. 69-82).
Why do
high-poverty schools have difficulty staffing their classrooms with qualified
teachers?
Ingersoll, R. M.
(2004). Why do high-poverty schools have difficulty staffing their
classrooms with qualified teachers?
