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"Content-Area Teachers as Teachers of Writing," Teaching/Writing: The Journal of Writing Teacher Education: Vol. 2: Iss. 1, Article 7.

Author(s): 
Kohnen, Angela
Publication Type: 
Journal
Publication Date: 
In Press

Drawing on work with high school science teachers as part of an NSF-funded grant, this article presents lessons learned for effectively incorporating writing across the curriculum. With many states preparing to implement the Common Core State Standards, teachers in all subject areas will be asked to require more writing in their classes. This article argues that most of these teachers are ill-prepared to assign writing beyond the most formulaic and superficial, yet with professional development training (including training that requires teachers to write themselves) and support tools, teachers can begin effectively using discipline-specific writing to achieve discipline-specific goals.

The role of principal leadership in math teacher induction.

Author(s): 
McGraner, K., Robbins, D., & Vilines, L.
Publication Type: 
Journal
Publication Date: 
In Press

The role of principal leadership in math teacher induction.

Author(s): 
McGraner, K., Robbins, D., & Vilines, L.
Publication Type: 
Journal
Publication Date: 
In Press

Formal and Informal Mentoring: Implications for Policy and Practice.

Author(s): 
Hochberg, E., Desimone, L., & Polikoff, M.
Publication Type: 
Journal
Publication Date: 
In Press

Comparing Formal and Informal Menotring for Novice Middle School Mathematics Teachers.

Author(s): 
Desimone, L., Hochberg, E., Porter, A. C., Polikoff, M., Schwartz, R., & Johnson, J.
Publication Type: 
Journal
Publication Date: 
In Press

Policy Effects on Mentoring.

Author(s): 
Polikoff, M., Desimone, L., Hochberg, E., & Porter, A.
Publication Type: 
Journal
Publication Date: 
In Press
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