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Angling for Access, Bartering For Change: How Second-Stage Teachers Experience Differentiated Roles In Schools


by Morgaen L. Donaldson, Susan Moore Johnson, Cheryl L. Kirkpatrick, William H. Marinell, Jennifer L. Steele & Stacy Agee Szczesiul — 2008


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Cite This Article as: Teachers College Record Volume 110 Number 5, 2008, p. 1088-1114
http://www.tcrecord.org ID Number: 14667, Date Accessed: 10/16/2017 9:44:03 PM
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About the Author
  • Morgaen Donaldson
    Harvard Graduate School of Education
    E-mail Author
    MORGAEN L. DONALDSON 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. A former teacher, Donaldson researches and writes about teachers’ professional growth and career development, teachers’ unions, and current changes in urban and rural schools. Recent publications include “To Lead or Not to Lead: A Quandary for Newly-Tenured Teachers” in Teacher Leadership Uncovered (forthcoming, 2007) and Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools (2004).
  • Susan Moore Johnson
    Harvard Graduate School of Education
    SUSAN 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).
  • Cheryl Kirkpatrick
    Harvard Graduate School of Education
    CHERYL L. KIRKPATRICK 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. Her research interests are in the areas of teacher development, engagement, and sustainability. She has written about induction and is co-author of “Effective teaching/effective urban teaching: Grappling with definitions, grappling with difference” in the Journal of Teacher Education (2006).
  • William Marinell
    Harvard Graduate School of Education
    WILL MARINELL is pursuing an Ed. D. in Administration, Planning, and Social Policy at Harvard Graduate School of Education and is a research assistant with the Project on the Next Generation of Teachers. A former teacher in US and international schools, Marinell’s research interests include: midcareer entrants to teaching, the professional culture of schools, and attracting and retaining public school teachers. His most recent education-related publication is “Of Bombs, Blackness, and Ideal Balconies: The Power and Potential of Electronic Communication in the Classroom,” in Future Courses: A Compendium of Thought About Education, Technology, and The Future.
  • Jennifer Steele
    Harvard Graduate School of Education
    E-mail Author
    JENNIFER L. STEELE 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. She studies teacher quality, with a focus on incentives for attracting skilled teachers to high-need schools. She recently co-authored an article in The Future of Children (forthcoming, 2007) entitled, “What is the Problem? The Challenge of Providing Effective Teachers for All Children,” as well as a report for the Boston School Leadership Institute entitled, Preparing Non-Principal Administrators to Foster Whole-School Improvement (2005).
  • Stacy Szczesiul
    Harvard Graduate School of Education
    STACY AGEE SZCZESIUL 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. A former teacher, she has researched and written about new teachers and teacher autonomy in a context of accountability. She is co-author of “Effective Teaching/Effective Urban Teaching: Grappling with Definitions, Grappling with Difference” in the Journal of Teacher Education (2006).
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