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Achinstein, Betty; Davis, Emily – Mentoring & Tutoring: Partnership in Learning, 2014
While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors' role in developing novices' content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content…
Descriptors: Beginning Teachers, Beginning Teacher Induction, Mentors, Pedagogical Content Knowledge
Achinstein, Betty; Curry, Marnie W.; Ogawa, Rodney T. – American Journal of Education, 2015
Given educators' call to equalize educational opportunities, research is needed to illuminate promises and tensions in schools that resist negative labeling and sorting of nondominant youth. This article examines an urban high school that challenges traditional expectations for low-income, Latina/o students by engaging in "relabeling," a…
Descriptors: Urban Education, Urban Schools, High School Students, Hispanic American Students
Achinstein, Betty; Aguirre, Julia – Teachers College Record, 2008
Background: The call to recruit and retain teachers of color in urban high-minority schools is based on an assumption of a cultural match with students. Yet new teachers of color may find themselves challenged by students with whom they are supposedly culturally matched. Although past research has examined recruitment, preservice, and veteran…
Descriptors: Focus Groups, Teaching Methods, Minority Group Teachers, Diversity (Faculty)