A Tale of Two First-Year Teachers: One Likely to Continue, One Likely to Drop Out

Autor/inn/en	Ingwalson, Gail; Thompson, James, Jr.
Titel	A Tale of Two First-Year Teachers: One Likely to Continue, One Likely to Drop Out
Quelle	In: Middle School Journal, 39 (2007) 2, S.43-49 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
Schlagwörter	Grade 8; Comparative Analysis; Grade 7; Middle School Teachers; Beginning Teachers; Urban Schools; Teaching Experience; Teaching Conditions; Rural Schools; Mentors; Administrator Role; Peer Influence; Teacher Collaboration; United States + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrbedingungen; Unterrichtsbedingungen; Rural area; Rural areas; Ländlicher Raum; Schulen; Lehrerkooperation; USA
Abstract	This comparative study explores the experience of two first-year teachers in starkly different school systems, one in a small city on the northern plains and the other in a Midwest urban community. Using this comparative method, the authors looked at the similarities and differences of two different educational settings to collect data regarding the practices that best support first-year teachers. The individuals in this study are brothers, and both were employed as first-year teachers in middle school settings. Josh is an eighth grade social studies teacher in a small midwestern city with a population under 80,000, and Dan is a seventh grade English teacher employed in a large district in a Midwest metropolitan area of approximately 3 million. Josh observed the different experiences, strategies, and attitudes that existed over a three-day site visit at his brother's urban middle school. During this visit, he interviewed his brother regarding specific elements of support, as well as structural and conceptual approaches of the Midwest middle school. He also conducted several situational (informal) interviews with Dan's peers. (ERIC).
Anmerkungen	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10