Novice Teachers (novice + teacher)

Distribution by Scientific Domains


Selected Abstracts


Designing and evaluating an educational performance support system

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2000
Martyn Wild
This paper provides an account of the design of the Lesson Planning System (LPS), a performance support system (PSS) to support novice teacher-education students in learning and performing the complex cognitive task of lesson planning. It also reports on an initial research study to investigate the effectiveness of this software. The LPS is a hypermedia software system, predicated on task performance rather than learning, which has been developed to better understand the nature and potential role of PSSs in teacher education. The principles applied in the design and development of the LPS are relevant to the design of other PSSs across a wide range of task-based activities in the professional development of teachers. [source]


Using computer conferencing and case studies to enable collaboration between expert and novice teachers

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 2 2005
Eileen C. Winter
Abstract This paper reports on a teaching innovation where groups of experienced and novice teachers collaborated in analyzing case studies involving the education of students with special learning needs. The teachers collaborated in an asynchronous computer conferencing system (Web Knowledge Forum). All participants were enrolled in special education graduate courses taught by the authors. The authors discuss the use of case studies in teacher education, collaboration between novice and expert teachers, and highlight some of the demands of computer conferencing particularly in relation to the loss of face-to-face interactions and the interpretive demands of electronic communication. [source]


Do financial incentives help low-performing schools attract and keep academically talented teachers?

JOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 3 2010
Evidence from California
This study capitalizes on a natural experiment that occurred in California between 2000 and 2002. In those years, the state offered a competitively allocated $20,000 incentive called the Governor's Teaching Fellowship (GTF) aimed at attracting academically talented, novice teachers to low-performing schools and retaining them in those schools for at least four years. Taking advantage of data on the career histories of 27,106 individuals who pursued California teaching licenses between 1998 and 2003, we use an instrumental variable strategy to estimate the unbiased impact of the GTF on the decisions of recipients to begin working in low-performing schools within 2 years after licensure program enrollment. We estimate that GTF recipients would have been less likely to teach in low-performing schools than observably similar counterparts had the GTF not existed, but that acquiring a GTF increased their probability of doing so by 28 percentage points. Examining retention patterns, we find that 75 percent of both GTF recipients and nonrecipients who began working in low-performing schools remained in such schools for at least four years. 2010 by the Association for Public Policy Analysis and Management. [source]


It's Not the Culture of Poverty, It's the Poverty of Culture: The Problem with Teacher Education

ANTHROPOLOGY & EDUCATION QUARTERLY, Issue 2 2006
Gloria Ladson-Billings
The preparation of novice teachers is dominated by psychological notions almost to the exclusion of other social science paradigms. The perspective that is least likely to be evident in teacher preparation is that of anthropology. However, prospective and novice teachers regularly and loosely use the word "culture" as an explanation for student patterns of behavior they cannot explain. This discussion focuses on the ways prospective and novice teachers construct culture simultaneously as both the problem and the answer to their struggles with students different from themseles. [source]