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Mentor-Novice Conversations About Teaching: A Comparison of Two U.S. and Two Chinese Cases


by Jian Wang, Michael Strong & Sandra Odell — 2004


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Cite This Article as: Teachers College Record Volume 106 Number 4, 2004, p. 775-813
http://www.tcrecord.org ID Number: 11535, Date Accessed: 12/13/2017 11:52:02 AM
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About the Author
  • Jian Wang
    University of Nevada, Las Vegas
    E-mail Author
    JIAN WANG is currently an assistant professor of Teacher Education in the Department of Curriculum and Instruction at the University of Nevada, Las Vegas. Dr. Wang’s research interests include teacher learning and mentoring and the comparative study of teaching and learning across cultures. Recent publications include ‘‘Mentored Learning to Teach and Standards-Based Teaching Reform: A Critical Review,’’ in Review of Educational Research, and ‘‘Mentored Learning to Teach Toward Standards- Based Writing Instruction: Experiences of Two Novices and Two Mentors in One Classroom,’’ in the Elementary School Journal.
  • Michael Strong

    E-mail Author

  • Sandra Odell
    University of Nevada, Las Vegas
    E-mail Author
    SANDRA J. ODELL is currently Professor of Teacher Education and Coordinator of Doctoral Studies in the Department of Curriculum and Instruction at the University of Nevada, Las Vegas. Dr. Odell maintains career-long research interests in teacher development, teacher induction, and mentoring in the context of collaborative university/school district programs. Recent publications include ‘‘Mentored Learning to Teach and Standards-Based Teaching Reform: A Critical Review,’’ in Review of Educational Research and ‘‘Mentored Learning to Teach Toward Standards- Based Writing Instruction: Experiences of Two Novices and Mentors in One Classroom,’’ in the Elementary School Journal.
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