by Susan M. Kardos & Susan Moore JohnsonThis 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.
by Mary Louise Gomez , Rebecca W. Black & Anna-Ruth AllenIn this case study, the authors trace the development of a prospective secondary science teacher as she begins to examine her identity as a White person.
by Maika WatanabeSix teachers at an urban public high school that historically disavowed tracking met monthly to discuss issues of ability, intelligence and tracking in response to the challenge set forth by Oakes, Wells, Jones and Datnow (1997) to address deeply rooted notions of ability and intelligence for detracking reform. This article discusses the variation in these teachers’ conceptions of tracking, which parallels discourse over the shifts in the scope and complexity of tracking in the research community, and its implications for the pursuit of detracking reform.
by Benjamin JusticeThis article examines the claim that public education is inherently anti-Catholic, exploring the meaning of “anti-Catholicism” and its role in the historical development of public education in the nineteenth century.