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Achinstein, Betty; Meyer, Tom – 1997
Nine San Francisco (California) second-year teachers who had conducted structured weekly meetings during their preservice program continue to meet monthly with two Stanford University researchers. At these meetings they discuss emerging values, philosophies, and pedagogical practice. The meetings involve formal check-in times for individuals to…
Descriptors: Beginning Teachers, Critical Thinking, Criticism, Discussion Groups
Achinstein, Betty; Barrett, Adele – Teachers College Record, 2004
Research on new teachers identifies two critical challenges in relation to how novices view their students: practice shock that results in an over focus on controlling students and a cultural mismatch that causes novices to see diversity as a problem. This article explores how mentoring strategies intervene at this critical phase, influencing…
Descriptors: Teaching Methods, Student Diversity, Mentors, Classroom Techniques
Peer reviewed
Athanases, Steven Z.; Achinstein, Betty – Teachers College Record, 2003
Examined the practice of experienced teacher induction leaders and mentor-new teacher pairs to determine what mentors needed to know and be able to do to sharpen new teachers' focus on individual student learning and growth. Results found that mentors were able to focus new teachers on individual student learning, particularly among…
Descriptors: Academic Achievement, Beginning Teachers, Elementary Education, Knowledge Base for Teaching
Achinstein, Betty; Ogawa, Rodney T.; Speiglman, Anna – American Educational Research Journal, 2004
This article explores the possibility that state educational policies, involving accountability and instructional reform, and local district and school conditions interact with teachers' personal and professional backgrounds to shape two tracks of new teachers that reinforce existing educational inequities. The present 2-year study incorporated…
Descriptors: Teacher Characteristics, Teacher Recruitment, Socialization, Academic Achievement
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