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ERIC Number: ED454528
Record Type: RIE
Publication Date: 2001-Jun
Pages: 27
Abstractor: N/A
District Policy and Beginning Teachers: Where the Twain Shall Meet. CELA Research Report.
Grossman, Pam; Thompson, Clarissa; Valencia, Sheila
This analysis considers what role district policy environments play in the lives of beginning teachers. As part of a longitudinal study of teacher learning in the language arts, the authors followed 10 teachers from their final year of teacher education into their first 3 years of teaching. In this paper, they examined the role that policies concerning curriculum, professional development, and mentoring in two reform-active districts played in shaping the experiences and concerns of three first-year language arts teachers. The questions asked in the study locate it at the intersection of two distinct literatures--the literature on beginning teachers and the literature on the relationship of policy and practice. Whereas other studies on beginning teachers concerns have taken a psychological perspective, focusing on the individual teacher as the explanatory factor, this study employs a more sociocultural view, looking at the broader contexts in which individual teachers work. The authors found that the two districts served powerful roles as teacher educators. The tasks the districts assigned the teachers, the resources they provided, the learning environments they created, the assessments they designed, and the conversations they provoked proved to be consequential for what the teachers came to learn about language arts teaching and teaching in general. (Contains 7 notes, 31 references, and a table of data.) (Author/RS)
National Research Center on English Learning and Achievement, University at Albany, State University of New York, 1400 Washington Avenue, Albany, NY 12222. Web site: For full text: ions/Community-GWW-01-2001.pdf.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. on Student Achievement, Curriculum, and Assessment (ED/OERI), Washington, DC.; National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC.
Authoring Institution: National Research Center on English Learning and Achievement, Albany, NY.; Center for the Study of Teaching and Policy, Seattle, WA.
Grant or Contract Numbers: N/A