MARC Record from marc_nuls

LEADER: 03891cam 22003494a 4500
001 9919851600001661
005 20150423123119.0
008 030108s2003 ne a b 001 0 eng
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020 $a1402011474
020 $a1402011482 (PBK.)
029 1 $aUKM$bbA3Z1623
035 $a(CSdNU)u167914-01national_inst
035 $a(OCoLC)51479203
035 $a(OCoLC)51479203
040 $aDLC$cDLC$dUKM$dC#P$dOCLCQ$dOrPss
042 $apcc
049 $aCNUM
050 00 $aLB1729$b.C66 2003
082 00 $a370/.71/1$221
245 00 $aComprehensive teacher induction /$cedited by Edward Britton ... [et al.].
246 1 $iSubtitle on cover:$aSystems for early career learning
260 $aDordrect ;$aBoston :$bKluwer Academic Publishers,$cc2003.
300 $axiv, 404 p. :$bill. ;$c25 cm.
504 $aIncludes bibliographical references (p. 386-394) and index.
505 0 $aCase studies within countries -- Case-study methods -- Book conventions and organization -- Some opening thoughts -- Entering a Culture of Teaching -- Starting up: induction through the eyes of Teacher Li Mei -- Exploring Shanghai as a system for teacher induction -- Experiences that guide the beginner: induction as a varied process supporting core goals -- Acquiring the wisdom of practice: learning with and through curriculum materials -- Talk as a medium for induction: immersion in public conversation about and scrutiny of teaching -- Multiple stakeholders supporting common goals: building variation into a system -- Co-operation, Counseling and Reflective Practice -- Supporting the first two years of teaching -- The general study context -- Teacher education -- Who is a beginning teacher? The job market for teachers -- Responsibilities of middle-school teachers -- Swiss induction: individual and professional growth go together -- The training of counselors and mentors: not just experienced teachers -- Research and evaluation: making a system reflective -- A summary of main induction features -- Help in Every Direction -- The national context for local teacher induction -- Expectations and resources for teaching the science curriculum -- Diverse support providers: a repertoire of support activities -- Enabling factors supporting induction within the culture of the educational system -- A summary of New Zealand's main induction features -- Being and Becoming a Mathematics Teacher -- 'One foot in the classroom': a week in the life of a stagiaire teacher -- A brief interlude on two key terms -- Some observations about the system of national education in France -- How to become a mathematics teacher -- Settings and occasions for stagiaire learning -- Some specific elements of the mathematics teaching terrain -- Looking more generally -- What is valued by the system -- Guiding the New Teacher -- Yoko Matsubara's first year -- An overview of Japan's educational system -- Pre-service teacher preparation in Japan -- Becoming a teacher -- Characteristics of today's beginning teacher induction training program -- Program evaluation and the politics of induction -- Making Sense of Induction -- Why induction? -- Whom does induction serve? Who is (or gets to be) a new teacher? -- What is induction? What is the 'curriculum of induction'? -- Who provides the needed knowledge and activities? Whose knowledge is it? Where does it reside? -- Induction as complex systems: articulation and co-ordination -- Some concluding thoughts -- Notes on Data Collection -- Swiss Induction Practices by Canton -- The French Memoire Professionel.
650 0 $aTeacher orientation$vCross-cultural studies.
700 1 $aBritton, Edward D.
949 $aLB 1729 .C66 2003$i31786101599758
994 $a92$bCNU
999 $aLB 1729 .C66 2003$wLC$c1$i31786101599758$d10/28/2007$e10/13/2007 $f8/30/2004$g1$lCIRCSTACKS$mNULS$n4$rY$sY$tBOOK$u9/12/2003