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Embracing Contraries: Combining Assistance and Assessment in New Teacher Induction


by Brian Yusko & Sharon Feiman-Nemser — 2008


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Cite This Article as: Teachers College Record Volume 110 Number 5, 2008, p. 923-953
http://www.tcrecord.org ID Number: 12789, Date Accessed: 8/29/2014 4:05:20 PM
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About the Author
  • Brian Yusko
    Cleveland State University
    E-mail Author
    BRIAN YUSKO is an associate professor of curriculum and foundations at Cleveland State University. His research focuses on teacher learning across the career span, particularly collaborative professional development opportunities that help teachers learn to design and deliver student-centered instruction. He is currently designing and researching the Video Technology Mentoring Program, a professional development program where teachers edit and discuss videotapes of their own teaching. His recent publications include “Promoting reflective teaching conversations: Framing and reframing the problem” in Teaching Education and “Caring communities as tools for learner-centered supervision” in Teacher Education Quarterly.
  • Sharon Feiman-Nemser
    Brandeis University
    E-mail Author
    SHARON FEIMAN-NEMSER, Mandel Professor of Jewish Education at Brandeis University, is the Director of the Mandel Center for Studies in Jewish Education. At Michigan State University, where she served on the faculty for twenty years, Sharon co-directed a field-based teacher education program and conducted research on teacher education, new teacher induction, and mentoring in the U.S., England and China. The author of many articles and books, she is currently working on a book about progressive teacher education and co-editing the 3rd Handbook of Research on Teacher Education. Selected publications include “From preparation to practice: Designing a continuum to strengthen and sustain teaching” in Teachers College Record and “Helping novices learn to teach: Lessons from an exemplary support teacher” in Journal of Teacher Education.
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