Thompson, Clarissa | Center for the Study of Teaching and Policy

Thompson, Clarissa

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District policy and beginning teachers

ERS Spectrum: Journal of School Research and Information, 20,12-22.

District Policy and Beginning Teachers: Where the Twain Shall Meet

This Research Report looks at 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.

Curriculum Materials: Scaffolds for New Teacher Learning?

Derived from a study of beginning language arts teachers (see District Policy and Beginning Teachers: Where the Twain Shall Meet, elsewhere on this web site), this Research Report captures the ways curriculum (or its absence) guides what is learned level about instructional practice, and how, by new language arts teachers in secondary schools. The report underscores how potent curriculum policy can be for shaping teachers' early attempts to establish a secure professional repertoire.