Subject-Specific Induction Programs: Lessons from Science

Abd-El-Khalick F. , Bell R. L. , & Lederman N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417–436.

Abell S. K. (2007). Research on science teacher knowledge. In Abell S. K. & Lederman N. G. (Eds.), Handbook of research on science education (pp. 1105–1150). Mahwah, NJ: Erlbaum.

Berg B. L. (1998). Qualitative research methods for the social sciences. Needham Heights, MA: Allyn and Bacon.

Bogdan R. , & Biklen S. (2006). Qualitative research for education. Needham Heights, MA: Allyn and Bacon.

Britton E. , Paine L. , Pimm D. , & Raizen S. (2003). Comprehensive teacher induction. Dordrecht, The Netherlands: Kluwer Academic.

Brown M. , Luft J. A. , & Roehrig G. H. (2006, January). Assessing the nature of science of beginning science teachers: The NOS Rubric. Paper presented at the meeting of the Association for Science Teacher Education, Portland, OR.

Carlsen W. S. (1993). Teacher knowledge and discourse control: Quantitative evidence from novice biology teachers’ classrooms. Journal of Research in Science Teaching, 30(5), 471–481.

Creswell J. W. , & Plano Clark V. L. (2011). Designing and conducting mixed methods research: Second edition. Thousand Oaks, CA: Sage Publications.

Dangel J. R. (Ed.). (2006). Research on teacher induction. Lanham, MD: Rowman & Littlefield.

Danielson C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Feiman-Nemser S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.

Firestone J. , Adams K. , Luft J. , & Neakrase J. (2011, January). Science teachers’ knowledge of science: Using concept maps to quickly determine the content knowledge of science teachers. Paper presented at the annual conference of the Association of Science Teacher Educators, Minneapolis, MN.

Gess-Newsome J. (1999). Pedagogical content knowledge: An introduction and orientation. In Gess-Newsome J. & Lederman N. G. (Eds.), Examining pedagogical content knowledge: PCK and science education (pp. 3–17). Dordrecht, The Netherlands: Kluwer Academic.

Gold Y. (1996). Beginning teacher support: Attrition, mentoring, and induction. In Sikula J. (Ed.), Handbook of research on teacher education (pp. 548–594). New York, NY: Macmillan.

Grossman P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press.

Huling-Austin L. (1990). Teacher induction programs and internships. In Houston W. (Ed.), Handbook of teacher education (pp. 535–548). New York: Macmillan.

Jones M. G. , & Carter G. (2007). Science teacher attitudes and beliefs. In Abell S. & Lederman N.G. (Eds.), Handbook of research on science education (pp. 1067–1104). Mahwah, NJ: Erlbaum.

Kinchin I. M. , & Hay D. B. (2000). How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educational Research, 42(1), 43–57.

Lawrenz F. , Huffman D. , Appeldoorn K. , & Sun T. (2002). CETP core evaluation, classroom observation handbook. Minneapolis, MN: CAREI.

Lee E. , Brown M. , Luft J. A. , & Roehrig G. (2007). Assessing beginning secondary science teachers’ PCK: Pilot year results. School Science and Mathematics, 107(2), 418–426.

Luft J. A. (2001). Changing inquiry practice and beliefs? The impact of a one-year inquiry-based professional development program on the beliefs and practices of secondary science teachers. International Journal of Science Education, 23(5), 517–534.

Luft J. A. (2009a). Beginning secondary science teachers in different induction programs: The first year of teaching. International Journal of Science Education, 31(17), 2355–2384.

Luft J. A. (2009b). Exploring science teacher education: Research in the community. In Tobin K. & Roth W-M. (Eds.), World of science education: North America (pp. 547–566). Rotterdam, The Netherlands: Sense.

Luft J. A. , Lee E. , Fletcher S. , & Roehrig G. (2007). Growing or wilting? Beginning biology teachers in a science-focused induction program. American Biology Teacher, 69(6), 336–341.

Luft J. A. , & Patterson N. C. (2002). Bridging the gap: Supporting beginning science teachers. Journal of Science Teacher Education, 13, 287–313.

Luft J. A. , & Roehrig G. (2005). Enthusiasm is not enough: Beginning secondary science teachers in primarily Hispanic schools. School Science and Mathematics, 105(3), 116–126.

Luft J. A. , & Roehrig G. H. (2006, April). Beginning secondary science teachers in different induction programs: Findings from the pilot year. Paper presented at the meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Luft J. A. , & Roehrig G. H. (2007). Capturing science teachers’ epistemological beliefs: The development of the teacher beliefs interview. Electronic Journal of Science Education, 11. Retrieved from http://ejse.southwestern.edu/article/view/7794

Luft J. A. , Roehrig G. H. & Patterson N. C. (2003). Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers’ practices, beliefs, and experiences. Journal of Research in Science Teaching, 40, 77–97.

Lynch S. J. (2000). Equity and science education reform. Mahwah, NJ: Erlbaum.

Miles M. B. , & Huberman A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.

National Research Council. (1996). National science education standards. Washington DC: National Academy Press.

Nespor J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317–328.

North Central Regional Educational Laboratory. (2002). Teacher to teacher: Reshaping instruction through lesson study. Naperville, IL: North Central Regional Educational Laboratory.

Novak J. D. , & Gowin D. B. (1991). Concept mapping for meaningful learning. In Learning how to learn (pp. 15–39). New York, NY: Cambridge University Press.

Pajares M. F. (1992). Teachers’ beliefs and education research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.

Puthoff E. (2005). Pedagogical knowledge in secondary science teachers: The role of pre-service and induction programs (Unpublished master's thesis). University of Texas at Austin.

Ortega I. , & Luft J. (in press). Learning to teach inquiry: A study of an early career science teacher who works with English language learners. School Science and Mathematics.

Richardson V. (1996). The role of attitudes and beliefs in learning to teach. In Sikula J. (Ed.), The handbook of research in teacher education (2nd ed., pp. 102–119). New York, NY: Macmillan.

Roehrig G. H. , & Luft J. A. (2006). Does one size fit all? The experiences of beginning teachers from different teacher preparation programs during an induction program. Journal of Research in Science Teaching, 43(9), 963–985.

Rokeach M. (1986). Beliefs, attitudes, and values. San Francisco, CA: Jossey-Bass.

Sanders L. R. , Borko H. , & Lockard J. D. (1993). Secondary science teachers’ knowledge base when teaching science courses in and out of their area of certification. Journal of Research in Science Teacher Education, 30(7), 723–736.

Sawada D. , Piburn M. , Judson E. , Turley J. , Falconer K. , Benford R. , & Bloom I. (2002). Measuring reform practices in science and mathematics classrooms: The Reformed Teaching Observation Protocol. School Science and Mathematics, 106(6), 245–253.

Schwab J. J. (1978). Education and structure of the disciplines. In Westbury I. & Wilkof N. J. (Eds.), Science, curriculum, and liberal education (pp. 229–272). Chicago, IL: University of Chicago Press.

Seidman I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences (2nd ed.). New York, NY: Teachers College Press.

Shulman L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

Shulman L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.

Smith T. , & Ingersoll R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714.

Veal W. R. , & Kubasko W. R. (2003). Biology and geology teachers’ domain-specific pedagogical content knowledge of evolution. Journal of Curriculum and Supervision, 18(4), 344–352.

Wainwright C. L. , Flick L. , & Morrell P. (2003). The development of instruments for assessment of instructional practices in standards-based teaching. Journal of Mathematics and Science: Collaborative Explorations, 6, 21–46. Retrieved from http://www.math.vcu.edu/g1/journal/Journal6/3WainwrightFlickMorrell.pdf

Wang J. , Odell S. , & Clift R. (2010). Past, present and future research on teacher induction. Lanham, MD: Rowman & Littlefield.

Yin R. K. (1994). Case study research: Design and methods. Thousand Oaks, CA: Sage.