Keeping New Teachers in Mind.

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How researchers see this paper

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

What New Teachers Need to Learn (2003, background): “insight from colleagues with experience in their subject areas ( Johnson & Kardos, 2002 ).”
Induction Programs That Keep New Teachers Teaching and Improving (2004, background): “Principals and teacher leaders have the largest roles to play in fostering such experiences ( Johnson & Kardos, 2002 ):”
Veteran teachers: commitment, resilience and quality retention (2009, background): “Other scholars such as Snoeyink and Ertmer ( 2002 ), Johnson and Kardos ( 2002 ), Johnson and The Project on the Next Generation of Teachers ( 2004 ), Kauffman, Johnson, Kardos, Liu, and Peske ( 2002 ) and Feiman‐Nemser ( 2003 ) appear also to treat ‘experienced teachers’ and ‘veteran teachers’ inte”
The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. (2012, background): “On the other hand, beginning teachers start working in the classrooms and find themselves more traditional, with full teachercontrolled schools, and have minimal to no opportunity to experience noninterventionism (Eddy, 1969; Featherstone, 1993; Johnson & Kardos, 2002; Long & Frye, 1989; ).”
Using Wenger’s Communities of Practice to Explore a New Teacher Cohort (2011, background): “As Johnson and Kardos (2002) explain, all-novice learning cultures can be woefully lacking in knowledge.”