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The role of induction in learning to teach toward equity: A study of beginning science and mathematics teachers by Julie A. Bianchini; Mary E. Brenner is a Social Sciences article available to read on EtoBox.

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## Abstract We investigated how an induction program supported and constrained beginning teachers' efforts to teach science or mathematics in equitable and effective ways. We focused our investigation on the teaching and learning of equitable instructional practices; we conceived of such practices as attention to students' experiences, instruction for English learners, differentiation, and reform‐minded science or mathematics strategies. During the 2005–2006 and 2006–2007 academic years, we examined the experiences of two beginning secondary teachers (one in science and one in mathematics) enrolled in a state‐mandated, K‐12 induction program. We conducted multiple interviews with our beginning teachers, their experienced mentors, and induction professionals; videotaped all 21 induction seminars and 4 series of lessons for each beginning teacher; and examined each teacher's 12 teaching performance assessment products. Qualitative analysis of data made visible the successes and struggles in using a K‐12 induction program to promote equitable science and mathematics instruction. Beginning teachers saw their induction program as contributing little to their learning to teach toward equ

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Author

Julie A. Bianchini; Mary E. Brenner

Publisher

John Wiley and Sons; Wiley (John Wiley & Sons); Wiley-Liss Inc.; John Wiley & Sons Inc.; Wiley (ISSN 0097-0352)

Published

2009

Language

EN

Field

Social Sciences