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ERIC Number: EJ763055
Record Type: Journal
Publication Date: 2007-Feb
Pages: 2
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-0036-6803
Literature Review as an Invitation to Inquiry: Beginning Research on Teacher Professional Continuum
Stuessy, Carol L.
School Science and Mathematics, v107 n2 p42 Feb 2007
Teacher Professional Continuum (TPC) brings to mind a messy collection of terms: induction, intern, mentoring, mid-career, renewal, preparation, professional development, recruitment, retention, veteran teachers. Currently, no coherent structure or model defines, differentiates, or identifies the most important concepts, processes, and relationships existing between and among the concepts and processes residing within the TPC conceptual frame. The need for such a framework became apparent in the earliest stages of the PRISE Research Group's thinking about methods, instrumentation, interview questions, case studies, and other aspects of the research associated with the TPC of high school science teachers in Texas. The PRISE Research Group needed a conceptual framework as a "foundation and inspiration" (Boote & Belle, 2005) to ground the pursuit of the PRISE project's substantial research goals: to define what is, to describe what should be, and to provide a list of policy alternatives regarding how to get there in recruiting, renewing, and retaining high school science teachers in the state of Texas. Review of the literature has served many purposes, including the demarcation of what is and what is not within the scope of the projected research goals. Criteria outlined by Boote and Belle (2005) for evaluating the quality of dissertation literature reviews have been applied in the group's literature review process. As the work has progressed, the purpose of the ill-defined problem of literature review has become more focused: to develop a conceptual model derived from the review that articulates important variables and phenomena relevant to the recruitment, renewal, and retention of high school science teachers at various stages in their career development. In this article, the author reports the group's literature review process: (1) Immersion; (2) Domain Definition; (3) Synthesis and Communication; and (4) Model Revision. These four phases have been iterative, with activities within each phase informing the final development of the working conceptual model.
School Science and Mathematics Association. Texas A&M University, TAMU 4232, College Station, TX 77843. Tel: 979-862-8100; e-mail: ssmj@coe.tamu.edu; Web site: http://ssmj.tamu.edu
Publication Type: Information Analyses; Journal Articles
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas