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"Lost at Sea": New Teachers' Experiences with Curriculum and Assessment


by David Kauffman, Susan Moore Johnson, Susan M. Kardos, Edward Liu & Heather G. Peske — 2002


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Cite This Article as: Teachers College Record Volume 104 Number 2, 2002, p. 273-300
http://www.tcrecord.org ID Number: 10822, Date Accessed: 10/17/2017 12:00:36 AM
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About the Author
  • David Kauffman
    Harvard Graduate School of Education
    E-mail Author
    David Kauffman is an advanced doctoral student at the Harvard Graduate School of Education and a research assistant with the Project on the Next Generation of Teachers. Building on his experience as a classroom teacher and his training as a school principal, Kauffman’s primary research interests are teachers’ professional development, school leadership, and education policy. Recent publications include “Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools” (Educational Administration Quarterly, 2001) and “The Next Generation of Teachers: Changing Conceptions of a Career in Teaching” (Phi Delta Kappan, forthcoming).
  • Susan Moore Johnson
    Harvard Graduate School of Education
    Susan Moore Johnson is the Carl H. Phorzheimer, 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 Leading to Change: The Challenge of the New Superintendency (1996) and “Can Professional Certification for Teachers Reshape Teaching as a Career?” (Phi Delta Kappan, January 2001.)
  • Susan Kardos
    Harvard Graduate School of Education
    E-mail Author
    Susan M. Kardos is an advanced doctoral student at the Harvard Graduate School of Education and a research assistant with the Project on the Next Generation of Teachers. Kardos works on policy issues that affect teacher recruitment, support, and retention with a particular interest in professional culture, school leadership, and teacher unions. Recent publications include “Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools” (Educational Administration Quarterly, 2001) and “The Next Generation of Teachers: Changing Conceptions of a Career in Teaching” (Phi Delta Kappan, forthcoming).
  • Edward Liu
    Harvard Graduate School of Education
    E-mail Author
    Edward Liu is an advanced doctoral student at the Harvard Graduate School of Education and a research assistant with the Project on the Next Generation of Teachers. His research interests center on teacher hiring, organizational theory, school reform, leadership, and the nonprofit sector. Recent publications include “The Next Generation of Teachers: Changing Conceptions of a Career in Teaching” (Phi Delta Kappan, forthcoming) and “Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools” (Educational Administration Quarterly, 2001).
  • Heather Peske
    Harvard Graduate School of Education
    E-mail Author
    Heather G. Peske is an advanced doctoral student at the Harvard Graduate School of Education and a research assistant with the Project on the Next Generation of Teachers. Peske studies new teachers, alternative certification programs, education policy, and issues related to teacher supply and quality. Recent publications include “The Next Generation of Teachers: Changing Conceptions of a Career in Teaching” (Phi Delta Kappan, forthcoming) and “Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools” (Educational Administration Quarterly, 2001).
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