Assisting the beginning teacher. (1989). Reston, VA: Association of Teacher Educators.
2.
Cooper, E. J. (1993). A comprehension and cognitive development approach to school reform. Journal of Negro Education, 62, 91-100.
3.
Cooper, M. G. (1990). Conceptual frameworks and models of assistance to new teachers. In Morey, A. I., & Murphy, D. S. (Eds.), Designing pro- grams for new teachers: The California experience (pp. 19-25). San Francisco, CA: Far West Laboratory for Educational Research and Development.
4.
Darling-Hammond, L. (1985). Valuing teachers: The making of a profession. Teachers College Record, 87, 205-218.
5.
Delpit, L. D. (1992). Education in multicultural society: Our future's greatest challenge. Journal of Negro Education, 61, 237-249.
6.
Dilworth, M. E. (1989). Recruitment: The good news and the bad news on the teaching profession. In Garibaldi, A. M. (Ed.), Teacher recruitment and retention: With a special focus on minority teachers (pp. 8-10). Washington, D.C.: National Education Association.
7.
Edelfelt, R. A. , & Ishler, P. (1989). Starting a beginning teacher assistance program. In Assisting the beginning teacher (pp. 95-113). Reston, VA: Association of Teacher Educators.
8.
Hodgkinson, H. (1985). All one system. Washing- ton, D. C.: Institute for Educational Leadership.
9.
Huling-Austin, L. (1989). Beginning teacher assistance programs: An overview. In Assisting the beginning teacher (pp. 5-18). Reston, VA: Association of Teacher Educators.
10.
Littleton, P. , & Littleton, M. (1988). Induction programs for beginning teachers. Clearing House, 62, 36-38.
11.
Lortie, D. C. (1975). School-teacher: A sociological study. Chicago: University of Chicago Press.
12.
McGreal, T L. (1983). Successful teacher evaluation. Alexandria, VA: Association for Supervision and Curriculum Development.
13.
Mitchell, D. E. , & Hough, D. (1990). A policy framework for new teacher support. In Morey, A. I., & Murphy, D. S. (Eds.), Designing pro- grams for new teachers: The California experience (pp. 85-96). San Francisco, CA: Far West Laboratory for Educational Research and Development.
14.
Morey, A. I. (1990). Introduction. In A. I. Morey & D. S. Murphy (Eds.), Designing programs for new teachers: The California experience (pp. 1-8). San Francisco, CA: Far West Laboratory for Educational Research and Development.
15.
Murphy, D. S. , Merseth, K. K. & Morey, A. I. (1990). Content and strategies for assisting new teachers. In In Morey, A. I., & Murphy, D. S. (Eds.), Designing programs for new teachers: The California experience (pp. 26-39). San Francisco, CA: Far West Laboratory for Educational Research and Development.
16.
Oakes, J. (1988). Tracking: Can school take a different route? National Education Association, 6, (6), 41-47.
17.
Odell, S. J. (1989). Developing support programs for beginning teachers. In Assisting the beginning teacher (pp. 19-38). Reston, VA: Association of Teacher Educators.
18.
Robinson, G. L. N. (1985). Crosscultural understanding: Processes and approaches for foreign language, English as a second language and bilingual educators. New York: Pergamon Institute of English.
19.
Shulman, J. H. , & Bernhardt, V. L. (1990). The role of experienced educators in assisting new teachers. In A. I. Morey & D. S. Murphy (Eds.), Designing programs for new teachers: The California experience (pp. 40-50). San Francisco, CA: Far West Laboratory for Educational Research and Development.
20.
Tomorrow's teachers: A report of the Holmes Group. (1986). East Lansing, MI: The Holmes Group.
21.
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 143-178.