Teaching at the Boundary of Acceptable Practice
By Cynthia L. Carver, Daniel S. Katz. 2004
87 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/46414b1b3ee799f9265214b655d9c6221b57f7e8
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In Education
Citations in the corpus
- The Components of Effective Professional Development Activities in terms of Teachers' Perspective (2014, unknown): “…development activities within and beyond the school day affect teachers positively (Birman, Desimone, Porter, & Garet, 2000; Boydak & Dikici, 2001; Carver & Katz, 2004; Desimone, Porter, Garet, Yoon, & Birman, 2002; Easton, 2008; Jonson, 2002; McCaughtry, Martin, Kulinna, & Cothran, 2006;…”
- Embracing Contraries: Combining Assistance and Assessment in New Teacher Induction (2008, unknown): “Although program leaders distinguished their view of mentoring from “feel-good” support, we observed instances where SCNTP advisors were unwilling to confront unacceptable teaching practices head-on (Carver & Katz, 2004).”
- Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention (2012, background): “Carver and Katz (2004) explored the professional responsibility of mentor teachers when beginning teachers’ practices were only borderline acceptable. Based on the results of their study, part of a national New Teacher Induction study by Feiman-Nemser, they recommended mentor teachers take a direct ”
- Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice (2013, background): “Despite its importance, critical dialogue with colleagues presents a challenge to professionals in education as they confront strong discourses that discourage this interprofessional dialogue (Carver & Katz, 2004; Clandinin, Downey, & Huber, 2009; Pomson, 2005).”