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  • The Compounding Challenges of Middle School and Multiage Classes for Beginning Teachers

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    Author(s)
    Bryer, Fiona
    Main, Katherine
    Griffith University Author(s)
    Bryer, Fiona K.
    Main, Katherine M.
    Year published
    2006
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    Abstract
    Multiaging and middle schooling are two separate educational reforms directed to better meet the individual needs of students. Teachers working within these classes share overlapping and interdependent role expectations as well as some separate and independent ones associated with traditional teacher tasks. The experiences of two beginning teachers were examined after their initial 6 months in classrooms that combine multiage and middle school reforms. Training and collegial support were critical issues. Preservice training did not adequately prepare each individual for this beginning experience. Contextual differences in ...
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    Multiaging and middle schooling are two separate educational reforms directed to better meet the individual needs of students. Teachers working within these classes share overlapping and interdependent role expectations as well as some separate and independent ones associated with traditional teacher tasks. The experiences of two beginning teachers were examined after their initial 6 months in classrooms that combine multiage and middle school reforms. Training and collegial support were critical issues. Preservice training did not adequately prepare each individual for this beginning experience. Contextual differences in the schools' induction procedures affected their developing identities as teachers, helping one and hindering the other.
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    Conference Title
    Informing practice; improving research
    Publisher URI
    https://www.griffith.edu.au/
    Copyright Statement
    © The Author(s) 2006 Griffith University. For information about this conference please refer to the publisher's website or contact the authors. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted.
    Publication URI
    http://hdl.handle.net/10072/13072
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    • Conference outputs

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