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On Their Own and Presumed Expert: New Teachers’ Experience with Their Colleagues


by Susan M. Kardos & Susan Moore Johnson - 2007


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Cite This Article as: Teachers College Record Volume 109 Number 9, 2007, p. 2083-2106
https://www.tcrecord.org ID Number: 12812, Date Accessed: 7/22/2019 4:05:13 AM
 
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About the Author
  • Susan Kardos
    Brandeis University
    E-mail Author
    SUSAN M. KARDOS is the Post-doctoral Research Fellow in Education at the Mandel Center at Brandeis University and a research affiliate at the Project on the Next Generation of Teachers at the Harvard Graduate School of Education. Kardos studies new teacher support and retention, workplace culture and school organization, mentoring and induction, and education policy. Recent publications include Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools (2004) and The support gap: New teachers’ early experiences in high-income and low-income schools (2004).
  • Susan Moore Johnson
    Harvard Graduate School of Education
    SUSAN MOORE JOHNSON is the Carl H. Pforzheimer, Jr. professor of Education in Teaching and Learning at the Harvard Graduate School of Education. She is the principal investigator for the Project on the Next Generation of Teachers. Johnson studies teachers’ careers and working conditions, school organization, education policy, and leadership and change in school systems. Recent publications include Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools (2004) and A Difficult Balance: Incentives and Quality Control in Alternative Certification Programs (2005).
 
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