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Newly Hired Teachers of Science

A Better Beginning

  • Book
  • © 2015

Overview

Editors:
  1. Julie A. Luft

    1. University of Georgia, USA

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  2. Shannon L. Dubois

    1. Valparaiso University, USA

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    You can also search for this editor in PubMed   Google Scholar

  • This book is a comprehensive guide to studying and supporting newly hired teachers of science
  • This book shares the most current information about the status of newly hired science teachers, different ways in which to support newly hired science teachers, and different research approaches that can provide new information about this group of teachers
  • The book is intended for administrators who have new science teachers in their schools and districts, professionals who create science teacher induction programs, mentors who work closely with new science teachers, educational researchers interested in studying new science teachers, and even new science teachers

Part of the book series: Cultural Perspectives in Science Education (CHPS)

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-xii
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  2. Looking at Newly Hired Science Teachers

    1. Front Matter

      Pages 1-1
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    2. The First Five Years

      • Eric R. Banilower, Peggy J. Trygstad, P. Sean Smith
      Pages 3-29

    3. Perceived Support and Retention of First Year Secondary Science Teachers

      • Sissy S. Wong, Jonah B. Firestone, Richard L. Lamb, Julie A. Luft
      Pages 31-42

    4. Building Strong Foundations

      • Michelle Brown
      Pages 43-53

  3. Newly Hired Science Teacher Development

    1. Front Matter

      Pages 55-55
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    2. Exploring Beginning Teachers’ Content Knowledge

      • Kathleen M. Hill, Julie A. Luft
      Pages 57-74

    3. Teaching Chemistry with a Biology Degree

      • Ryan S. Nixon, Julie A. Luft
      Pages 75-85

    4. Plugging the ‘Leaky Bucket’ of Early Career Science Teacher Attrition through the Development of Professional Vision

      • Gregory T. Rushton, Brett A. Criswell
      Pages 87-98

    5. Creating Awareness of Science Teacher Identity

      • Angela W. Webb
      Pages 99-112

  4. Supporting Newly Hired Science Teachers

    1. Front Matter

      Pages 113-113
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    2. Teach to Learn

      • Benjamin K. Campbell, James D. Barlament, Amy R. Peacock, Glenda Huff, Janna Dresden, Noris Price et al.
      Pages 115-128

    3. Moving towards Comprehensive Induction Systems for New Teachers of Science through the Use of Technology Enhanced Communities of Practice

      • Joel D. Donna, Gillian H. Roehrig
      Pages 129-143

    4. Professional Learning Community Based Induction

      • Jacqueline T. Mcdonnough, Molly M. Henschel
      Pages 145-153

    5. Establishing Professional Practice through a New Teacher Support Group

      • Hillary Merk, Tori Baird, Aliceson Brandt, Katie Greisen, Sophia Jackson, Jalah Reid
      Pages 155-163

    6. Creating Supports for the Development of High-Leverage Teaching Practices in Secondary Science Classrooms

      • Gail Richmond
      Pages 165-180

    7. Supporting Ambitious Instruction by Beginning Teachers with Specialized Tools and Practices

      • David Stroupe, Mark Windschitl
      Pages 181-196

    8. Connecting Research to Practice for Better Beginnings

      • Julie A. Luft, Shanon L. Dubois, Eric R. Banilower, Benjamin J. Campbel, Brett A. Criswel, Joel D. Dona et al.
      Pages 197-203

  5. Back Matter

    Pages 205-212
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Keywords

About this book

Supporting newly hired science teachers has taken on an increased importance in our schools. This book shares the most current information about the status of newly hired science teachers, different ways in which to support newly hired science teachers, and different research approaches that can provide new information about this group of teachers. Chapters in the book are written by those who study the status of beginning science teachers, mentor new teachers, develop induction programs, and research the development of new science teachers. Newly Hired Teachers of Science is for administrators who have new science teachers in their schools and districts, professionals who create science teacher induction programs, mentors who work closely with new science teachers, educational researchers interested in studying new science teachers, and even new science teachers. This is a comprehensive discussion about new science teachers that will be a guiding document for years to come.

Editors and Affiliations

  • University of Georgia, USA

    Julie A. Luft

  • Valparaiso University, USA

    Shannon L. Dubois

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