Understandings, Beliefs, and Reported Decision Making of First-Year Teachers from Different Reading Teacher Preparation Programs

By Beth Maloch, A. S. Flint, Deborah B. Eldridge, Janis Harmon, Rachelle G. Loven, J. Fine, Mona Bryant-Shanklin, Miriam G. Martinez. The Elementary school journal, 2003

132 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0bef29c09a4a5ae1b148c13f7586f1634e6ca087

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Megan Tschannen-Moran
2. Denise J. Johnson
3. Robert M. Klassen
4. Chen Schechter

In Education

1. Denise J. Johnson
2. Megan Tschannen-Moran
3. Robert M. Klassen
4. K. Leithwood
5. Einar M. Skaalvik
6. R. Federici
7. Alan J. Daly
8. H. Koomen

Citations in the corpus

• Exploring Literacy Teachers' Self-Efficacy Beliefs: Potential Sources at Play. (2011, background): “…willing to experiment with teaching methods whereas beginning teachers who graduated from general education programs tended to make decisions about teaching and learning in relation to external factors, such as available materials, mandates, or the wishes of administrators (Maloch et al., 2003).”
• Teachers’ Preparation to Teach Reading and Their Experiences and Practices in the First Three Years of Teaching (2005, background): “The findings from year 1 have been reported previously (Flint et al., 2000; Maloch et al., 2003).”