This qualitative study examined the experiences of 10 prospective teachers completing internships in low-income, majority-minority schools while participating in a professional learning community within the context of a course that focused on culturally responsive pedagogy. Drawing primarily from interviews and online discussions, the article…

When beginning or experienced teachers lack control over pupils in their classrooms, they do not experience job satisfaction and become increasingly ineffective in their classroom work. Based on a review of the literature, this paper provides: (1) practical, workable strategies to assist experienced and inexperienced teachers to become more…

This study sought to determine the perceptions of first-year teachers in Illinois secondary schools with respect to the importance of selected teaching activities. The study further examined the main sources of assistance for beginning teachers in these activities and measured these teachers' self-assessed success. From the target population of…

A report is given of findings from a study of beginning teachers' development of "knowledge-in-action," Schon's (1983) term for knowledge that is apparent in a professional's day-to-day actions. Participants were observed and interviewed frequently during their practice teaching placements. Transcripts of lessons and interviews were prepared for…

A needs assessment conducted with 469 first-year teachers in Virginia in 1984-85 sought to determine the teachers' needs in terms of their competencies and what sort of learning experiences would be most helpful to them. Respondents indicated needs in a wide range of competency areas, with classroom management evoking the greatest concern.…

A description is given of a teacher induction seminar designed for preservice student teachers and required by the teacher training program at the University of Wisconsin-Parkside (Kenosha, Wisconsin). The seminar, called "Discipline and Classroom Management," focuses primarily on the assistance/support model of beginning teacher…

A first year secondary school teacher was observed on a weekly basis in order to gain insight into her planning processes and how and why they changed over the year. Changes are discussed in terms of Ryan's four stages of teacher development. Implications of the study for teacher education are presented. (Author/MT)

This article describes Oldfields School's systematic orientation program for beginning teachers. They meet as a group and discuss case studies, which give substance to the regulations and policies listed in the school handbooks. (SJL)

Ten suggestions for new college faculty include provide clear instructional goals and a rationale, treat students fairly, allow each an opportunity to talk daily, bring the real world in, use one-to-one conferencing when needed, invite students into the evaluation process, model positive behavior, set reasonable standards, grow professionally, and…

The study evaluated 117 beginning elementary and intermediate/secondary general and special educators who were more and less effective in maintaining class participation. The study found that more effective teachers provided effective transitions, made assignments, and approved of students' verbal responses more often than less effective…

A study was conducted to gain greater understanding of the nature of work of beginning home economics teachers. Their work was characterized by fairly heavy teaching schedules, responsibility for clubs and other extracurricular activities, difficulty with time and classroom management, and limited teaching techniques and ability to plan and…

Describes how Educational Testing Service staff addressed student diversity and teacher equity in developing innovative classroom performance assessments for beginning teachers. The process involved articulating a conception of teaching and learning, creating valid performance assessment criteria, and developing a system for training local…

This article identifies classroom resources recommended for beginning special education teachers. Resources are grouped into six categories: (1) developing professionalism; (2) basics for effective instruction; (3) academic instruction; (4) cognitive-behavioral instruction; (5) behavioral management; and (6) classroom extras. Resources include…

To enhance effectiveness, teachers should analyze memories of successful learning experiences and teachers, share enthusiasm about their subject with students, blend plans for professional and personal growth, choose appropriate teaching and classroom-management styles, develop portfolios charting progress, participate in support groups, and build…