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Moore Johnson, Susan Harvard Graduate School of EducationSUSAN MOORE JOHNSON is the Carl H. Pforzheimer, Jr. Professor of Education in Learning and Teaching at the Harvard Graduate School of Education. She is the principal investigator for the Project on the Next Generation of Teachers. Johnson studies school organization, educational policy, leadership, and change in school systems. Recent publications include A Difficult Balance: Incentives and Quality Control in Alternative Certification Programs (2005) and Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools (2004). Susan Moore Johnson, Morgaen L. Donaldson, Cheryl L. Kirkpatrick, William H. Marinell, Jennifer L. Steele & Stacy Agee Szczesiul — 2008 Drawing on interviews with 20 second-stage teachers (in their 3rd �10th year), this study examines the experiences of teachers who were relatively new to the teaching profession yet occupied positions that set them apart from their colleagues. We found that these teachers encountered resistance from their colleagues who invoked teaching�s traditional norms of autonomy, egalitarianism, and seniority in rebuffing the second-stage teachers� efforts to change their classroom practice. Susan M. Kardos & Susan Moore Johnson — 2007 This article presents findings from a random sample survey study of 486 first- and second-year teachers in four states. It uses the concept of integrated professional culture to frame an inquiry about the experiences of new teachers. Findings show that many novice teachers report that their work is solitary, that they are expected to be expert and independent from the start, and that they do not believe their fellow teachers share a sense of collective responsibility for their students or each other. David Kauffman, Susan Moore Johnson, Susan M. Kardos, Edward Liu & Heather G. Peske — 2002 Based on an interview study of fifty 1st- and 2nd-year teachers in Massachusetts, we describe a lack of curricular support for new teachers despite the progress of standards-based reform. Susan Moore Johnson & Jonathan Landman — 2000 This study reveals that greater autonomy for teachers is accompanied by expanded roles and responsibilities in deregulated schools.
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