Transitions into Teaching: Learning to Teach Writing in Teacher Education and Beyond

By Pam Grossman, Sheila W. Valencia, Kate E. Evans, C. Thompson, Susan D. Martin, Nancy A. Place. 2000

309 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b356b61fa72650000d24356937f5f02ede7d5668

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Citations in the corpus

Finding balance: impact of classroom management conceptions on developing teacher practice (2004, background): “Furthermore, the four conceptions shared by Charles and Stephanie appear to have played a central role in providing pedagogical tools (Grossman et al., 1999) and vocabulary that allowed them, as novices, to make sense of complex and intense social interactions in the classroom.”
Curriculum Materials for Elementary Reading: Shackles and Scaffolds for Four Beginning Teachers (2006, methodology): “Description of the Study The data for this study weredrawnfrom a larger, longitudinal study of beginning language arts teachers in which we followed 10 prospective teachers, five secondary and five elementary, from the last year of their graduate-level teacher education program into their first 3 ye”
Developing a Theory of Ambitious Early-Career Teacher Practice (2013, background): “…make up preservice preparation and the first year of teaching for individuals, nor have they convincingly accounted for the dramatic variability in instructional skills of beginning teachers who experience the same training (for exceptions, see Grossman et al., 2000; Horn, Nolen, & Ward, 2008).”
Teacher Educators' Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation (2012, background): “…and commentaries that emphasize the increased importance of education in today’s society as well as the enormity of the challenge associated with ensuring that all students1 achieve high academic standards (Darling-Hammond, 2010; Grossman et al., 2000; Wubbels, Korthagen, & Broekman, 1997).”
Our Lives as Writers: Examining Preservice Teachers' Experiences and Beliefs about the Nature of Writing and Writing Instruction. (2005, background): “However, there can be challenges in integrating new approaches, particularly in field experiences that do not support innovations (Grossman et al., 2000).”
Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice (2017, background): “However, their rate of growth was the greatest in the second interval, suggesting a lag between their introduction to new practices and their taking them up (Desimone et al. 2002; Grossman et al. 2000).”
Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why? (2011, background): “Although studies that follow novices from their preparation experiences into the first years of teaching are remarkably rare, the few that have been reported portray similar transitions into professional work: newcomers are willing to try out some non-traditional strategies when they enter their cla”
Teacher Preparation Research (2002, background): “…that suggest that field experiences and student teaching can be designed to be more educative (Florio-Ruane & Lensmire, 1990; Grisham, Laguardia, & Brink, 2000; Grossman & Richert, 1988; Grossman et al., 2000; Hollingsworth, 1989; Lazar, 1998; Shefelbine & Hollingsworth, 1987; J. D. Wilson, 1996).”
What About Writing? A National Exploratory Study of Writing Instruction in Teacher Preparation Programs (2016, background): “…data regarding the current state of writing instruction in universitybased teacher preparation programs (TPPs) is one barrier obstructing improvement of writing instruction (e.g., Colby & Stapleton, 2006; Grossman et al., 2000; Moore-Hart & Carpenter, 2008, 2009;Morgan, 2010; Risko et al., 2008).”
Improving Working Conditions to Support Special Educators’ Effectiveness: A Call for Leadership (2020, background): “One way teacher educators could do this is by shaping candidates’ professional identity (Morris Mathews, 2018) and by providing opportunities for them to conceptualize, organize, and enact high-quality professional practice reflecting that identity (Feiman-Nemser, Tamir, & Hammerness, 2014; Grossman”
From Coherence in Theory to Coherence in Practice (2006, background): “Furthermore, with several exceptions (Grossman et al., 2000), few studies have been conducted that directly examine the enacted classroom practices of teacher education graduates of programs that have been trying to espouse a coherent vision of practice.”
Complex Interactions in Student Teaching (2009, background): “This study is part of a 4-year longitudinal study of beginning language arts teachers in which we followed teachers from their last year of teacher education into their first 3 years of full-time teaching (see Grossman, et al., 2000; Valencia, Place, Martin, Grossman, 2006).”
Does Preservice Preparation Matter? Examining an Old Question in New Ways (2014, background): “Moreover, several case studies of individual programs indicate that requiring more, well-designed coursework and student teaching experiences can benefit teachers (Grossman et al., 2000).”
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009, background): “Similarly, I include context as an important component of the framework, knowing that its interpretation, emphasis, and measurement will differ depending on the study (Borko, 2004; Ensor, 2001; Grossman et al., 2000; Putnam & Borko, 2000; Shulman & Shulman, 2004).”
Pre-Service Teachers' Metaphors of Teaching and Literacy (2008, background): “Grossman et al. (2000) followed teachers during the first 3 years of their career.”