A study was made of 86 first-year and 79 new-to-the-system teachers to see what assistance the teachers requested and what help was offered by support personnel in response to their perceptions of the teachers' needs. Results are discussed. (MT)

A year-long study was made of questions asked by 18 beginning teachers of their support teachers. The questions were analyzed and categorized in order to rank needs. The findings were then compared to results of a questionnaire approach. Conclusions are presented. (MT)

Mentor-novice collaborative reflection about teaching is crucial to the development of novices' professional knowledge. However, few studies examine content and forms of mentor-novice conversations and opportunities that such interactions create for developing professional knowledge. Drawing on observation data from two U.S. and two Chinese…

In this study, the interview method was used to describe the characteristics of new elementary school teachers in an induction context. In particular, the research was designed to: (1) reveal new teacher motivations, attitudes, and expectations; (2) identify the concerns of beginning teachers and the support personnel most helpful to beginning…