Journal Article Detail Page

Journal of Research in Science Teaching
written by Randy J McGinnis, Carolyn Parker, and Anna Graeber
The purpose of this empirical study was to present a detailed description and interpretation of what happens in schools to beginning teachers who are prepared to enact reform-based practices in mathematics and science. The focus was on a select sample of graduates from the Maryland Collaborative for Teacher Preparation [MCTP], a statewide reform-based undergraduate teacher preparation program funded by the National Science Foundation. Interpretative research methodology was used to conduct a cultural case study of the beginning teachers' first 2 years of practice (first year, N = 5; second year, N = 3). We documented differential experiences and perceptions of the beginning teachers from both inside (emic) and outside (etic) perspectives. Documented discussion centered on an analytical framework suggested elsewhere. Findings were framed in two components: the individual's intentions, needs, and capabilities; and the institutional demands, affordances, and constraints. The major insight was that the beginning teachers' perception of their school culture was a major factor in whether reform-aligned mathematics and science teaching was regularly implemented by the beginning teachers. In instances where the beginning teachers' perceived that their school cultures offered a lack of support for their intent to implement reform-based practices the beginning teachers exhibited differing social strategies (resistance, moving on, and exit). Therefore, to sustain reform (and, by extension, to retain beginning mathematics and science teachers), a key implication is to place additional attention on the use of the school culture perspective to improve teacher preparation and induction experiences.
Journal of Research in Science Teaching: Volume 41, Issue 7, Pages 720-747
Subjects ADS Supplements Resource Types
Education Practices
- Active Learning
- Teacher Preparation
= Induction and Mentoring
- Community
- Reference Material
= Research study
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© 2008 Wiley Periodicals, Inc.
DOI:
10.1002/tea.20022
Keywords:
novice teachers, reform-based practices, school culture, teacher induction, teacher retention
Record Creator:
Metadata instance created September 13, 2008 by Bernadette Stewart
Record Updated:
January 28, 2010 by Lyle Barbato
Last Update
when Cataloged:
July 23, 2004
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Record Link
AIP Format
R. McGinnis, C. Parker, and A. Graeber, J. Res. Sci. Teaching 41 (7), 720 (2008), WWW Document, (http://dx.doi.org/10.1002/tea.20022).
AJP/PRST-PER
R. McGinnis, C. Parker, and A. Graeber, A cultural perspective of the induction of five reform-minded beginning mathematics and science teachers, J. Res. Sci. Teaching 41 (7), 720 (2008), <http://dx.doi.org/10.1002/tea.20022>.
APA Format
McGinnis, R., Parker, C., & Graeber, A. (2004, July 23). A cultural perspective of the induction of five reform-minded beginning mathematics and science teachers. J. Res. Sci. Teaching, 41(7), 720-747. Retrieved December 22, 2014, from http://dx.doi.org/10.1002/tea.20022
Chicago Format
McGinnis, R, C. Parker, and A. Graeber. "A cultural perspective of the induction of five reform-minded beginning mathematics and science teachers." J. Res. Sci. Teaching. 41, no. 7, (July 23, 2004): 720-747, http://dx.doi.org/10.1002/tea.20022 (accessed 22 December 2014).
MLA Format
McGinnis, Randy J, Carolyn Parker, and Anna Graeber. "A cultural perspective of the induction of five reform-minded beginning mathematics and science teachers." J. Res. Sci. Teaching 41.7 (2008): 720-747. 22 Dec. 2014 <http://dx.doi.org/10.1002/tea.20022>.
BibTeX Export Format
@article{ Author = "Randy J McGinnis and Carolyn Parker and Anna Graeber", Title = {A cultural perspective of the induction of five reform-minded beginning mathematics and science teachers}, Journal = {J. Res. Sci. Teaching}, Volume = {41}, Number = {7}, Pages = {720-747}, Month = {July}, Year = {2004} }
Refer Export Format

%A Randy J McGinnis
%A Carolyn Parker
%A Anna Graeber
%T A cultural perspective of the induction of five reform-minded beginning mathematics and science teachers
%J J. Res. Sci. Teaching
%V 41
%N 7
%D July 23, 2004
%P 720-747
%U http://dx.doi.org/10.1002/tea.20022
%O application/pdf

EndNote Export Format

%0 Journal Article
%A McGinnis, Randy J
%A Parker, Carolyn
%A Graeber, Anna
%D July 23, 2004
%T A cultural perspective of the induction of five reform-minded beginning mathematics and science teachers
%J J. Res. Sci. Teaching
%V 41
%N 7
%P 720-747
%8 July 23, 2004
%U http://dx.doi.org/10.1002/tea.20022


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