Playing it Safe as a Novice Teacher

By Sharon M. Chubbuck, Renée T. Clift, Joanne Allard, Janet C. E. Quinlan. 2001

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The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher (2008, unknown): “Other times, emotional responses may be related to teachers’ indignation at how educational practices perpetuate marginalization and their feelings of pressure to conform to the practices of colleagues (Chubbuck, Clift, Allard, & Quinlan, 2001).”
Curriculum Materials for Elementary Reading: Shackles and Scaffolds for Four Beginning Teachers (2006, background): “Philosophical debates continue over whether textbooks constrain teachers and discourage autonomy (Apple & Junck, 1990; McNeil, 1986), support them (Ball & Feiman-Nemser, 1988; Kauffman, Johnson, Kardos, Liu, & Peske, 2002), or provide the most effective and efficient means todeliver instruction (Car”
Experiences of beginning teachers in a school‐based mentoring program in Sweden (2005, background): “However, if they had initially set up personal goals and a preliminary plan for the talks, they would probably have increased their development, as targeted reflecting talks usually contribute to progress (Chubbuck et al., 2001; Lucas, 2001).”