Impact of a Collaborative Peer Assistance and Review Model on Entry-Year Teachers in a Large Urban School Setting-Reference-Cited by-同舟云学术

Impact of a Collaborative Peer Assistance and Review Model on Entry-Year Teachers in a Large Urban School Setting

Published:1999-01 Issue:1 Volume:50 Page:27-41
ISSN:0022-4871
Container-title:Journal of Teacher Education
language:en
Short-container-title:Journal of Teacher Education

Author:

Stroot Sandra A.¹,Fowlkes Judith²,Langholz Joan²,Paxton Susan²,Stedman Pat²,Steffes Leslie²,Valtman Angie²

Affiliation:

1. The Ohio State University

2. Columbus Public Schools

Publisher

SAGE Publications

Subject

Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/002248719905000104

Reference27 articles.

1. Burden, P.R. (1990). Teacher development. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 311-328). New York: Macmillan.

2. Fuller, F.F. & Bown, O.H. (1975). Becoming a teacher. In K. Ryan (Ed.), Teacher education, 74th yearbook of the National Society for the Study of Education, Part II (pp. 25-52). Chicago : University of Chicago Press.

3. Gold, Y. (1996). Beginning teacher support: Attrition, mentoring, and induction. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 548-593). New York: Macmillan.

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