Peer reviewedERIC Number: EJ651372
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-1536-3031
EISSN: N/A
Available Date: N/A
Can State Policy Mandate Teacher Reflection?
Olebe, Margaret G.
Issues in Teacher Education, v10 n2 p9-21 Fall 2001
Surveyed beginning teaches, support providers, site administrators, and program staff in local California Beginning Teacher Support and Assessment programs regarding their perceptions of the effectiveness of various program elements in fostering reflective teaching, examining policy intents, program goals, and teachers' understandings of their work. Overall, structured formative assessment and support drove, focused, and increased beginning and experienced teachers' reflection. (SM)
Descriptors: Beginning Teacher Induction, Beginning Teachers, Elementary Secondary Education, Formative Evaluation, Program Effectiveness, Reflective Teaching, Teacher Collaboration, Teacher Evaluation
Caddo Gap Press, 3145 Geary Blvd., PMB 275, San Francisco, CA 94118. Tel: 415-392-1911; Fax: 415-956-3702.
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A
Author Affiliations: N/A
